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All Journal Tarbawiyah Jurnal Ilmiah Pendidikan Ma'alim: Jurnal Pendidikan Islam
Neng Julia
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Humanities Education Social Sciences Other

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Reconstructing the Philosophical Foundation of Education : A Three Tiered Integrative Model in the Contemporary Era Ibadullah; Neng Julia; Abdullah; Badrudin; Machdum Bachtiar
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13772

Abstract

In the contemporary era, modern educational systems are heavily challenged by a utilitarian paradigm that overemphasizes cognitive and technical achievements, leading to a pervasive dichotomy of knowledge and moral degradation among students. This study aims to address these deficiencies by reconstructing the fundamental philosophy of education through a systematic conceptual synthesis. Employing a qualitative method with a library research approach, this study critically analyzes authoritative texts specifically focusing on the seminal works of Ramayulis and Abuddin Nata as primary benchmarks to establish rigorous conceptual criteria for educational philosophy. The findings introduce a novel, three tiered integrative matrix that redefines the relationship between general thought and educational policy. In this hierarchical framework: (a) General Philosophy serves as the foundational baseline for critical thinking; (b) Philosophy of Education operates as the functional instrument for curriculum development; and (c) Islamic Philosophy of Education acts as the overarching transcendental value system that anchors the ultimate goals of education. By shifting the paradigm from a purely rational-empirical domain to a comprehensive framework that integrates divine revelation, reason, and human experience, this model offers a distinct methodology to reconstruct the concepts of Insan Kamil and Ulul Albab within modern schools. This study concludes that the three tiered model provides a robust, non-dichotomous framework necessary to cultivate an education system that balances intellectual competence with profound spiritual and character development.
The Historical Roots of Islamic Education Integration: A Policy Analysis of the Independence Revolution Era and Its Relevance to the Modern National Education System Siti Maisaroh; Neng Julia; Cecep Lalang Febrian; Holisoh; Kholid
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.13750

Abstract

This study aims to analyze the juridical-constitutional position, institutional transformation, and policy dynamics of Islamic Education in Indonesia during the early independence era (1945–1950), as well as to formulate its relevance to the modern National Education System (Sisdiknas). Utilizing a qualitative library research method with a historical and policy analysis approach, this study examines the post-colonial structural transition. The results indicate that the establishment of the Ministry of Religious Affairs on January 3, 1946, acted as a bureaucratic catalyst that dismantled the Dutch colonial educational dualism by standardizing curricula and integrating general sciences into madrasahs. Constitutional legitimacy derived from the First Principle of Pancasila and Article 31 of the 1945 Constitution culminated in the enactment of Law No. 4 of 1950, which formally guaranteed the right to religious education in public schools. Amidst the Dutch Military Aggressions I and II, Islamic educational institutions particularly pondok pesantrens demonstrated high social resilience through a dual-function paradigm as centers for religious learning (tafaqquh fiddin) and decentralized guerrilla defense bases driven by community self-reliance (swadaya). This study concludes that the revolution-era policies laid the foundation for national integration by synthesizing religious and civic values. Its relevance to modern Sisdiknas reinforces that Islamic education is not merely a religious subsystem, but a primary pillar in forging a national character that is both moderate and adaptive to contemporary developments.
Co-Authors Abdullah Badrudin Cecep Lalang Febrian Holisoh Ibadullah Kholid Machdum Bachtiar Siti Maisaroh