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All Journal Kurios Fastabiq: Jurnal Studi Islam
Mupid Hidayat
Indonesia University of Education
Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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.
Inclusive values: Foundations of religious education for multicultural harmonious life Yusuf Siswantara; Ace Suryadi; Mupid Hidayat; Ganjar Muhammad Ganeswara
KURIOS Vol. 9 No. 1: April 2023
Publisher : Sekolah Tinggi Teologi Pelita Bangsa, Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30995/kur.v9i1.548

Abstract

Harmonious living in a diverse society presents complex challenges due to the potential for significant conflict. Radicalism, intolerance, and social conflict often occur, especially concerning religious pluralism. Educational institutions, which are expected to build the nation's character, are also prone to religion's education labeling. Hence, Christian religious education had two choices: strengthen dogmatic teaching or embrace inclusive values. This research focuses on the importance of inclusive values as the foundation for Christian Religious Education. Through descriptive analysis of various literature, this study discusses the theological basis for inclusive values in the context of the Church and its implications for Christian religious education. The research results show that the value of inclusion is based on the reflection of the incarnation and the example of encountering dialogue, which forms the foundation for inclusive Christian Religious Education.
Co-Authors Ace Suryadi Ganjar Muhammad Ganeswara Kama Abdul Hakam Silmi Kapatan Inda Robby Warlim Isya Yusuf Siswantara