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All Journal AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Syaifuddin Sabda
Universitas Islam Negeri (UIN) Antasari Banjarmasin, Kalimantan Selatan, Indonesia
Religion Education

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An Epistemological Analysis of the Thought of K.H. Syukri Unus and Its Contribution to the Development of Islamic Education Mukhlis Mukhlis; Syaifuddin Sabda; Fahmi Hamdi; Salamah Salamah; Wahyudin Wahyudin
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 4: Juli-Agustus 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i4.620

Abstract

This study aims to analyze the epistemology of K.H. Syukri Unus’s thought and its contribution to the development of contemporary Islamic education. The focus of the study includes the sources of knowledge, educational objectives, educational methods, the integration of knowledge, and the relevance of his ideas to Islamic education. This research employs a qualitative approach using the library research method. The data were collected through the study of various literary sources, including books, articles, and documents related to the thought of K.H. Syukri Unus and the epistemology of Islamic education. Data analysis was conducted using content analysis with interpretative and philosophical approaches, The findings of the study indicate that the epistemology of K.H. Syukri Unus’s thought is built upon the integration of revelation, reason, and spirituality as the main foundation of Islamic education. He emphasized the importance of character education, exemplary conduct, and the development of socio-religious awareness. The novelty of this research lies in its epistemological analysis of K.H. Syukri Unus’s thought, which has rarely been examined academically, particularly from the perspective of integrating the bayani, burhani, and irfani approaches as a paradigm for the development of contemporary Islamic education
An Epistemological Analysis of the Thought of K.H. Syukri Unus and Its Contribution to the Development of Islamic Education Mukhlis Mukhlis; Syaifuddin Sabda; Fahmi Hamdi; Salamah Salamah; Wahyudin Wahyudin
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 4: Juli-Agustus 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i4.620

Abstract

This study aims to analyze the epistemology of K.H. Syukri Unus’s thought and its contribution to the development of contemporary Islamic education. The focus of the study includes the sources of knowledge, educational objectives, educational methods, the integration of knowledge, and the relevance of his ideas to Islamic education. This research employs a qualitative approach using the library research method. The data were collected through the study of various literary sources, including books, articles, and documents related to the thought of K.H. Syukri Unus and the epistemology of Islamic education. Data analysis was conducted using content analysis with interpretative and philosophical approaches, The findings of the study indicate that the epistemology of K.H. Syukri Unus’s thought is built upon the integration of revelation, reason, and spirituality as the main foundation of Islamic education. He emphasized the importance of character education, exemplary conduct, and the development of socio-religious awareness. The novelty of this research lies in its epistemological analysis of K.H. Syukri Unus’s thought, which has rarely been examined academically, particularly from the perspective of integrating the bayani, burhani, and irfani approaches as a paradigm for the development of contemporary Islamic education
Islamic Religious Education and the Interreligious (Interfaith) Approach: A Comparative Study and Interfaith Dialogue in the Development of Islamic Religious Education Murjiah Murjiah; Husnul Yaqin; Syaifuddin Sabda; Hamdan Hamdan
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.520

Abstract

This study examines the integration of an interreligious (interfaith) approach within Islamic Religious Education (IRE) as a strategic effort to strengthen religious understanding, promote tolerance, and cultivate peaceful coexistence in pluralistic societies. Using a comparative analysis, the research explores various models of interfaith education implemented in different educational contexts, highlighting their relevance and adaptability to Islamic educational frameworks. The study also investigates how interreligious dialogue can serve as a transformative pedagogical tool to enrich students’ theological insight, critical thinking, and empathy toward followers of other faiths. Findings indicate that incorporating interfaith perspectives into IRE not only enhances students’ comprehension of Islamic teachings on tolerance and diversity but also fosters constructive engagement and mutual respect among religious communities. This research contributes to the ongoing discourse on developing inclusive, dialogical, and context-sensitive Islamic Religious Education that aligns with contemporary educational challenges and global multicultural dynamics.
Islamic Religious Education and the Interreligious (Interfaith) Approach: A Comparative Study and Interfaith Dialogue in the Development of Islamic Religious Education Murjiah Murjiah; Husnul Yaqin; Syaifuddin Sabda; Hamdan Hamdan
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.520

Abstract

This study examines the integration of an interreligious (interfaith) approach within Islamic Religious Education (IRE) as a strategic effort to strengthen religious understanding, promote tolerance, and cultivate peaceful coexistence in pluralistic societies. Using a comparative analysis, the research explores various models of interfaith education implemented in different educational contexts, highlighting their relevance and adaptability to Islamic educational frameworks. The study also investigates how interreligious dialogue can serve as a transformative pedagogical tool to enrich students’ theological insight, critical thinking, and empathy toward followers of other faiths. Findings indicate that incorporating interfaith perspectives into IRE not only enhances students’ comprehension of Islamic teachings on tolerance and diversity but also fosters constructive engagement and mutual respect among religious communities. This research contributes to the ongoing discourse on developing inclusive, dialogical, and context-sensitive Islamic Religious Education that aligns with contemporary educational challenges and global multicultural dynamics.
Co-Authors Fahmi Hamdi Hamdan Hamdan Husnul Yaqin Mukhlis Mukhlis Murjiah Murjiah Salamah Salamah Wahyudin Wahyudin