Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Darajat: Jurnal Pendidikan Agama Islam
maya yunus
Universitas Darunnajah, Jakarta, Indonesia
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Rekonstruksi Paradigma Pembelajaran Tawhidi dalam Pendidikan Islam: Analisis Worldview dan Model Konseptual Integratif maya yunus
Darajat: Jurnal Pendidikan Agama Islam Vol. 9 No. 1 (2026): Darajat: Jurnal PAI
Publisher : Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/darajat.v9i1.4850

Abstract

Modern education faces an orientation crisis caused by the dominance of a secular paradigm that separates knowledge from spiritual values. This condition produces learners who develop cognitively but lack maturity in adab and spirituality. Existing efforts to integrate Islamic values into learning remain additive and have not touched the epistemological structure of knowledge. This article aims to: (1) analyse the worldview foundation of tawhidi learning; (2) formulate an operational conceptual model; and (3) identify its implications for educational practice. The study uses a qualitative approach with library research, supported by content analysis, philosophical analysis, and conceptual synthesis of classical and contemporary Islamic educational thought. The findings show that tawhidi learning forms an integrative paradigm that links ontological, epistemological, and axiological dimensions through five interconnected stages: intention (niyyah), knowledge as ayat, divine consciousness (muraqabah), reflection (muhasabah), and actualisation in deeds. These five dimensions form a continuous cycle that deepens the learner’s faith and knowledge. The main contribution lies in shifting the discourse from additive value integration toward worldview reconstruction as a pedagogical foundation, with practical implications for instructional design, the teacher’s role as murabbi, and assessment systems oriented toward spiritual and praxiological dimensions.
Co-Authors