Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Senarai: Journal of Islamic Heritage and Civilization Journal of Islamic Education Research
Elan Sumarna
Indonesia University of Education
Religion Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Qur’anic Concept of Teachers and Its Educational Principles in Contemporary Educational Contexts Abu Warasy Batula; Cucu Surahman; Elan Sumarna; Puput Rahmania; Intan Wardatul Karimah
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.531

Abstract

This study aims to systematically reconstruct the Qur’anic concept of teachers and to identify its foundational educational principles, while critically examining their relevance within contemporary educational contexts marked by digital transformation, moral fragmentation, and technocratic tendencies. Employing a qualitative library-based research design, this study utilizes the thematic Qur’anic interpretation (tafsir maudhu‘i) method integrated with a tarbawi interpretative perspective. Primary data were derived from selected Qur’anic verses addressing teacher identity, ethical responsibility, and pedagogical interaction, while secondary data included classical and contemporary tafsir as well as recent scholarly works in Islamic education and modern pedagogy. The findings reveal that the Qur’an conceptualizes teachers as bearers of wisdom (ḥikmah), compassionate guides, and moral-spiritual exemplars whose personal integrity constitutes an integral dimension of pedagogy. Core principles identified include tawḥīd as the ontological foundation of education, the integration of knowledge and ethical discernment, compassion-based leadership, deliberative and participatory learning (shūrā), character formation (tarbiyah akhlāqiyah), and reliance upon God (tawakkul). The novelty of this study lies in its integrative methodological framework that directly reconstructs teacher identity from Qur’anic discourse and systematically contextualizes it within contemporary global educational challenges. This study contributes both theoretically, by advancing a Qur’an-based educational paradigm, and practically, by offering a holistic, ethically grounded framework for strengthening teacher professionalism, character education, and spiritually oriented pedagogy in modern educational institutions.
HERMENEUTIC ANALYSIS OF HADITH IHSAN TOWARD A THEOPHANIC CONSCIOUSNESS IN TARBIYYAH WUJUDIYYAH Deva Musthofal Hamdi; Elan Sumarna; Cucu Surahman
Senarai: Journal of Islamic Heritage and Civilization Vol. 2 No. 4 (2026): Islamic Heritage and Civilization
Publisher : Tunas Harapan Ummat Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66236/senarai.2026.2.4.487-517

Abstract

This study reconstructs the understanding of the ḥadīth of iḥsān as a philosophical foundation for Prophetic Theophanic Consciousness and its implications for Tarbiyyah Wujūdiyyah, an ontological approach to Islamic education. Previous studies have predominantly interpreted the ḥadīth of iḥsān within ethical, legal, and devotional frameworks, while giving comparatively limited attention to its ontological significance and its pedagogical implications for reconstructing human consciousness. This study therefore examines the ḥadīth of iḥsān as an interpretive tradition through which the relationship between prophetic consciousness, Divine self-disclosure (tajallī), and human formation may be philosophically reconstructed. The study employs a philosophical hermeneutic inquiry grounded in Amin Abdullah's integrative-interconnected epistemological paradigm. The analytical process combines hadith criticism, Gadamerian philosophical hermeneutics, theophanic phenomenology developed by Henry Corbin and Michel Henry, and William Chittick's ontological interpretation of Ibn ʿArabī's metaphysics. Following Wael Hallaq's distinction between historical inquiry and normative-philosophical reasoning, the study differentiates the historical authenticity of religious narrations from their philosophical interpretation. The analysis suggests that iḥsān may be understood not merely as an ethical obligation but also as an ontological mode of consciousness through which human beings cultivate awareness of Divine presence. Based on this interpretation, the study offers Prophetic Theophanic Consciousness as a conceptual framework for interpreting the existential dimensions of Islamic education and discusses its implications for the reconstruction of Tarbiyyah Wujūdiyyah. Rather than presenting a definitive theological model, this study contributes an interpretive framework that remains open to further philosophical, historical, and empirical inquiry within contemporary Islamic educational scholarship.
Co-Authors Abu Warasy Batula Cucu Surahman Deva Musthofal Hamdi Intan Wardatul Karimah Puput Rahmania