Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Dawuh: Islamic Communication Journal
Rodianto Rodianto
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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

Found 2 Documents
Search

 1 
Pragmatism in Islamic Education: A Curriculum Reorientation Model Grounded in Islamic Values and Relevance to the World of Work Rodianto Rodianto; Muhlisin Muhlisin; M. Sugeng Solehudin; Abidul Haq; Rifki Riza Fanani
DAWUH : Islamic Communication Journal Vol. 7 No. 1 (2026): March
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/dawuh.v7i1.2617

Abstract

This article aims to formulate a pragmatism-based curriculum reorientation model for Islamic education that integrates Islamic values with relevance to the world of work. The study is motivated by the challenge faced by Islamic education in preserving its normative-spiritual foundation while responding to socio-economic change, technological development, and the competency demands of the twenty-first century. This research employs library research with a conceptual study design. The data sources consist of Sinta 1-2 journal articles, Scopus-indexed articles from the last six years, primary books, and government policy documents relevant to education, curriculum, and employment. The data were analyzed through conceptual content analysis involving concept identification, thematic categorization, relational analysis, and constructive synthesis. The findings indicate that pragmatism can be positioned as a pedagogical-curricular approach in Islamic education, rather than as a theological foundation. Islamic values such as tawhid, amanah, ihsan, adab, akhlaq, justice, and maslahah function as the normative foundation that directs learning experiences, competency development, and relevance to the world of work. This article proposes a Pragmatic-Islamic Curriculum Reorientation Model structured around Islamic values, learning experiences, competencies, relevance to the world of work, and social welfare. The model affirms that the world of work is not the ultimate aim of Islamic education, but rather a space for actualizing values, professional ethos, integrity, and social contribution. The article contributes to the development of Islamic educational philosophy and to the design of curricula that are contextual, applicable, and relevant to contemporary needs without reducing Islamic education to an instrument of the labor market. Keywords: Islamic Education; Pragmatism; Curriculum Reorientation; Relevance to the World of Work.
Artificial Intelligence as an Epistemological Challenge in Contemporary Islamic Education Rodianto Rodianto; Abidul Haq; Irfan Haris; Alimatus Sholikhah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.501

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed educational practices by reshaping how knowledge is produced, mediated, and legitimized. In Islamic education, where epistemology is grounded in the integration of revelation, reason, and ethical values, AI introduces challenges that extend beyond technological adoption to the philosophical foundations of knowledge. This study aims to examine AI as an epistemological challenge and formulate a reflective framework for its ethical integration into Islamic education. Employing a qualitative library research approach, the study analyzes recent Scopus- and SINTA-indexed publications alongside primary works on Islamic educational epistemology. The findings indicate that AI may shift educational orientation from meaningful knowledge to instrumental information, weaken teachers’ epistemic authority, and diminish the roles of sanad and adab in knowledge transmission. As its principal contribution, this study proposes a Reflective Epistemological Framework integrating revelation-based knowledge, ethical use of reason and AI, teacher authority, preservation of sanad and adab, and AI literacy with moral responsibility. The study concludes that AI should function as a pedagogical assistant rather than an autonomous epistemic authority, ensuring that technological innovation reinforces the philosophical, ethical, and spiritual foundations of Islamic education.
Co-Authors Abidul Haq Alimatus Sholikhah Irfan Haris M. Sugeng Solehudin Muhlisin muhlisin Rifki Riza Fanani