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All Journal Edukasi Islami: Jurnal Pendidikan Islam Fastabiq: Jurnal Studi Islam
Kama Abdul Hakam
Indonesia University of Education
Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice

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PERANCANGAN MODEL KONSEPTUAL INKUIRI MORAL INTEGRATIF DALAM KONSTRUKSI NILAI PENDIDIKAN AGAMA ISLAM: KONSTRUKSI KONSEPTUAL BERBASIS EPISTEMOLOGI BAYANI–BURHANI Silmi Kapatan Inda Robby; Kama Abdul Hakam; Mupid Hidayat; Warlim Isya
FASTABIQ: JURNAL STUDI ISLAM Vol. 6 No. 2 (2025): FASTABIQ: JURNAL STUDI ISLAM
Publisher : Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47281/fas.v6i2.264

Abstract

Islamic Religious Education (IRE) frequently remains cognitively oriented, limiting students’ moral awareness and capacity for ethical reasoning. Existing moral inquiry models rely largely on value-neutral Western frameworks, creating philosophical misalignment with the normative foundations of Islamic epistemology. This conceptual research employed an Integrative Literature Review to synthesize theories from Social Constructivism, Moral Inquiry (Community of Inquiry), and Islamic epistemology. Literature was critically selected through a structured Critical Content Analysis to identify gaps between rational moral inquiry and the Bayani–Burhani epistemic foundations of IRE. The study proposes a Five-Stage Integrative Moral Inquiry Model that systematically guides learners from moral-dilemma formulation toward value internalization (ma’rifah). Its central innovation is the Integrative Justification Stage, which requires that rational ethical arguments (Burhani) be validated through authoritative scriptural sources (Bayani). This ensures that moral reasoning aligns with Islamic normative certainty while preserving rational autonomy within the inquiry process. The model addresses the theoretical tension between open-ended rational inquiry and religious normative commitments by embedding epistemological integration at the core of instructional design. Its theoretical validity is supported by Vygotsky’s Constructivism and Al-Ghazali’s principles of moral education. This conceptual model provides a comprehensive framework for IRE to cultivate critical thinking, moral sensitivity, and spiritually rooted value construction.
THE DUALISM OF RELIGION AND SCIENCE IN ISLAMIC EDUCATION AT GENERAL HIGHER EDUCATION INSTITUTIONS: LECTURERS’ PARADIGMS, CURRICULUM STRUCTURE AND PEDAGOGICAL ORIENTATION M. Hasyim Mustamin; Aceng Kosasih; Syihabuddin Syihabuddin; Kama Abdul Hakam; Mikdar Rusdi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10685

Abstract

The dualism between religion and science in the world of education has had serious consequences, including the fragmentation of the paradigms of thought among lecturers in religious studies and science, the emergence of dichotomies and gaps within the curriculum structure, and differences in learning orientations. This research is a case study aimed at empirically examining the dualism between religion and science in teaching practice. Data collection utilised a qualitative approach, comprising interviews, a study of curriculum documents and teaching materials (RPS), and observation at a public university in Indonesia. The research results reveal three main findings. Firstly, the paradigms of thought held by lecturers in religious studies and science regarding the integration of disciplines vary from highly dichotomous to integrative. Secondly, the dominance of science within the curriculum structure. Thirdly, differences in learning orientations, whereby religious education places greater emphasis on moral and spiritual aspects, whilst science focuses on cognitive aspects and fieldwork. The research findings indicate that the dualism between religion and science remains evident within the education system and the learning context at the public university studied. A paradigm shift and more purpose-driven curriculum reform are essential to create space for a more open and integral dialogue regarding the functional relationship between religion and science.
Co-Authors Aceng Kosasih M. Hasyim Mustamin Mikdar Rusdi Mupid Hidayat Silmi Kapatan Inda Robby Syihabuddin Syihabuddin Warlim Isya