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All Journal Tadabbur: Jurnal Integrasi Keilmuan
Sumianti Sumianti
Universitas Islam Jakarta, Indonesia
Religion

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Pendidikan Islam Inklusif: Studi Komparatif Pemikiran Nurcholish Madjid dan Abdurrahman Wahid Sumianti Sumianti; Bayu Mujrimin; Zulaekah Zulaekah
Tadabbur: Jurnal Integrasi Keilmuan Vol. 5 No. 1 (2026): Tadabbur: Jurnal Integrasi Keilmuan
Publisher : Mahad Al Jamiah UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tadabbur.v5i1.52291

Abstract

This study examines the concept of inclusive Islamic education through a comparative analysis of the educational thought of Nurcholish Madjid and Abdurrahman Wahid (Gus Dur), two influential Muslim intellectuals whose ideas have significantly shaped contemporary Islamic discourse in Indonesia. The study aims to identify the convergences and divergences in their perspectives on educational objectives, curriculum orientation, learning approaches, and the role of Islamic education in fostering an inclusive and pluralistic society. Employing a qualitative approach based on library research and comparative content analysis of the primary works of both scholars, supported by relevant secondary literature, the findings reveal that both thinkers reject formalistic and exclusive interpretations of Islamic education and instead advocate an educational model grounded in openness, humanity, and a contextual understanding of Islamic teachings. While Nurcholish Madjid emphasizes rationality, intellectual freedom, and the integration of religious and modern knowledge, Abdurrahman Wahid highlights pluralism, social justice, local wisdom, and the transformative role of pesantren. Despite these different emphases, both share a common vision of Islamic education as a means of cultivating democratic, tolerant, and socially responsible individuals. This study contributes to enriching contemporary discourse on inclusive Islamic education and provides a conceptual foundation for developing educational practices that are responsive to the challenges of multicultural societies.
Integrasi Tasawuf Falsafi dalam Pendidikan Agama Islam di Era Algoritma: Rekonstruksi Kurikulum Berbasis Spiritualitas Digital Bayu Mujrimin; Zulaekah Zulaekah; Sumianti Sumianti
Tadabbur: Jurnal Integrasi Keilmuan Vol. 5 No. 2 (2026): Tadabbur: Jurnal Integrasi Keilmuan
Publisher : Mahad Al Jamiah UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tadabbur.v5i2.52234

Abstract

The rapid advancement of artificial intelligence, algorithmic systems, and big data has transformed educational practices while raising concerns about declining spiritual awareness and ethical values. Islamic Religious Education (Pendidikan Agama Islam/PAI) is therefore expected to strengthen not only digital competencies but also learners' moral and spiritual development. This study analyzes the integration of philosophical Sufism (tasawuf falsafi) into PAI as a foundation for reconstructing a digital spirituality-based curriculum in the algorithmic era. Using a qualitative library research approach, the study examines classical works of philosophical Sufism alongside contemporary literature on Islamic education and digital technology. The findings reveal that the concepts of ma'rifah, mahabbah, tazkiyat al-nafs, and insan kamil provide a philosophical framework for reinforcing learners' ethical and spiritual dimensions amid algorithmic dominance. These values can be integrated through the reformulation of educational objectives, reflective learning materials, and pedagogical practices that foster self-awareness, digital ethics, and critical reflection. This study proposes a conceptual curriculum framework that integrates technological advancement with Islamic spirituality, enabling PAI to respond more effectively to contemporary educational challenges.
Co-Authors Bayu Mujrimin Zulaekah Zulaekah