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All Journal Attractive : Innovative Education Journal ARMADA : Jurnal Penelitian Multidisiplin International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Assyfa Journal of Islamic Studies Suluah Pasaman
Riki Saputra
Universitas Muhammadiyah Sumatera Barat, Indonesia
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Integrating Classical, Modern, and Contemporary Islamic Educational Thought: The Role of Islamic Legal Values in Shaping National Law Nur Hakima Akhirani Nasution; Afrizal; Mira Yanti Lubis; Sutan Botung Hasibuan; Riki Saputra; Saifullah Saifullah; Anuar Ahmad
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2474

Abstract

The discourse on Islamic educational thought has evolved through three distinct epistemic phases—classical, modern, and contemporary—each contributing unique perspectives on the relationship between knowledge, morality, and legal reasoning. This article examines how these three traditions of Islamic educational thought can be integrated into a coherent framework for shaping national law in Indonesia, a Muslim-majority nation founded on the pluralistic ideology of Pancasila. Employing a qualitative research methodology with a normative legal and educational-philosophical approach, this study analyzes primary and secondary sources, including classical Islamic legal texts, modern reformist writings, contemporary Indonesian scholarly works, and national legislation. The findings reveal that classical Islamic educational thought provides foundational epistemic authority through textual (bayānī) reasoning; modern thought contributes rational (ta‘līlī) methodologies and institutional reforms; while contemporary thought offers contextual (maqāṣidī) hermeneutics and transformative pedagogies. The integration of these three traditions manifests in Indonesian legal instruments such as the Compilation of Islamic Law (KHI), Law No. 18/2019 on Pesantren, and the Merdeka Curriculum, which reflect Islamic legal values including justice (‘adl), consultation (syūrā), and public interest (maṣlaḥah). Furthermore, this integration demonstrates substantive compatibility with Pancasila, particularly the First Principle (Belief in the One Supreme God) and the Fourth Principle (Democracy guided by consultative wisdom). This study contributes to the theoretical discourse on Islamic legal education reform and offers practical insights for harmonizing religious values with national legal development in pluralistic societiesv.
Reconstructing the Paradigm of Religious Moderation Based on Maqāṣid al-Sharī‘ah and National Education Policy: A Juridical Pedagogical Analysis Towards Inclusive Education in Indonesia Maltifal Maltifal; Yanfaunnas Yanfaunnas; Almawadi Almawadi; Nofrizal Nofrizal; Riki Saputra; Sukmareni Sukmareni
Suluah Pasaman Vol 4 No 2 (2026): On Progress
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i2.1178

Abstract

Religious moderation has become a strategic agenda in Indonesia's educational development, serving as a response to rising social polarization, intolerance, religious extremism, and the challenges of diversity in the digital age. This study aims to reconstruct the paradigm of religious moderation by integrating maqāṣid al-sharī‘ah (the objectives of Islamic law) with national education policy from a juridico-pedagogical perspective, employing a qualitative approach based on a literature review. Data were gathered from contemporary Islamic legal literature, religious moderation policy documents, national education regulations, and studies on Islamic education and multiculturalism; these were analyzed using content analysis, comparative analysis, and conceptual synthesis. The research findings indicate that the fundamental values ​​of maqāṣid al-sharī‘ah namely the preservation of religion (ḥifẓ al-dīn), life (ḥifẓ al-nafs), intellect (ḥifẓ al-‘aql), lineage (ḥifẓ al-nasl), and property (ḥifẓ al-māl) align with the goals of the national education system as outlined in Law Number 20 of 2003. The study proposes a new conceptual framework the Integrative Religious Moderation Paradigm which synergizes maqāṣid al-sharī‘ah principles, national values, character education, and inclusive education to address the challenges of a 21st-century multicultural society. These findings offer a theoretical contribution to the study of religious moderation and a practical contribution to the formulation of education policies that foster a more inclusive, tolerant, and civilized society in Indonesia
Multikultural menurut Hukum Islam dan Aplikasinya dalam Pendidikan: Analisis Maqāṣid Al-Syarī‘Ah dan Implementasinya dalam Pendidikan Islam di Indonesia Agusrianto; Bukhari Bukhari; Muksinin Muksinin; Riki Saputra; Desi Asmaret
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 7 (2026): ARMADA : Jurnal Penelitian Multidisplin, July 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i7.3115

Abstract

Keberagaman agama, budaya, etnis, dan bahasa merupakan realitas sosial yang melekat dalam kehidupan masyarakat Indonesia. Artikel ini bertujuan menganalisis konsep multikultural dalam perspektif hukum Islam serta penerapannya dalam pendidikan Islam. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan dengan analisis deskriptif-kritis terhadap sumber primer dan sekunder yang relevan. Hasil penelitian menunjukkan bahwa multikulturalisme memiliki landasan normatif yang kuat dalam Al-Qur’an, hadis, Piagam Madinah, serta pemikiran ulama klasik dan kontemporer. Prinsip al-‘adl, al-musāwah, al-tasāmuḥ, al-raḥmah, dan maqāṣid al-syarī‘ah menjadi fondasi pengembangan pendidikan multikultural yang berorientasi pada pembentukan karakter. Implementasinya dapat dilakukan melalui kurikulum inklusif, pembelajaran dialogis, budaya sekolah yang menghargai keberagaman, dan penguatan karakter moderat peserta didik. Pendidikan multikultural berbasis hukum Islam berpotensi memperkuat kohesi sosial, mencegah intoleransi, radikalisme, dan konflik, serta mendukung terwujudnya masyarakat Indonesia yang damai, adil, inklusif, dan berkeadaban.
Rekonstruksi Model Integratif Epistemologi Pendidikan Islam melalui Perbandingan Perspektif Klasik–Modern: A Systematic Literature Review Yusuf Efendi; Aljamaedi Aljamaedi; Deby Habja Musdalifa; Riki Saputra; Sukmareni Sukmareni
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1066

Abstract

This study aims to reconstruct an integrative model of Islamic educational epistemology through a comparison of classical and modern perspectives based on a synthesis of scholarly literature. The study employed a Systematic Literature Review (SLR) method by analyzing 30 journal articles addressing Islamic educational philosophy, epistemology, knowledge integration, character education, digital transformation, and contemporary scientific developments in Islamic education. The analysis was conducted through stages of article identification, data extraction, thematic classification, comparative analysis, and conceptual synthesis. The findings reveal that classical Islamic educational epistemology emphasizes revelation (naql), reason (‘aql), adab, and character formation, while the modern perspective retains these foundations while incorporating contextualization, empirical experience (tajribah), knowledge integration, and openness to scientific and technological advancement. The study also identifies a strong tendency toward an integrative paradigm that connects multiple sources of knowledge within a holistic educational framework. Based on the literature synthesis, this research proposes an integrative model of Islamic educational epistemology consisting of five key components: naql, ‘aql, tajribah, adab, and contemporary science and technology. This model provides a conceptual foundation for developing Islamic education that is responsive to the challenges of the twenty-first century
Tadib and Islamization of Knowledge: Epistemological Dialectics of Al-Faruqi and Al-Attas Nofrizal Nofrizal; Yufrizal Yufrizal; Syahruddin Syahruddin; Riki Saputra; Sukmareni Sukmareni
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.612

Abstract

This article investigates the epistemological dialectics between Ismail Raji Al-Faruqi and Syed Muhammad Naquib Al-Attas, focusing on the concepts of Islamization of knowledge and ta’dib in twenty-first-century Islamic education. The study is motivated by enduring challenges such as the dichotomy of knowledge, secularization, curriculum fragmentation, digital disruption, and the crisis of adab in contemporary Islamic institutions. Using a Systematic Literature Review with thematic-comparative synthesis, it analyzes academic publications from 2020 to 2026 on Islamization of knowledge, ta’dib, adab, Islamic worldview, knowledge integration, curriculum reform, and decolonization of knowledge. The findings reveal that Al-Faruqi’s contributions emphasize Islamization of knowledge, tawhid integration, disciplinary reconstruction, curriculum development, and institutional reform. In contrast, Al-Attas is more closely associated with ta’dib, adab, the Islamic worldview, hierarchy of knowledge, and the formation of the civilized human being. Both thinkers critique secularized knowledge and the dichotomy between religious and modern sciences, yet their epistemological strategies diverge: Al-Faruqi advances an operational and institutional project, while Al-Attas provides a metaphysical and conceptual foundation. The study concludes that a critical synthesis is possible only if their fundamental differences are preserved, offering significant implications for curriculum reform, knowledge integration, and the renewal of Islamic educational philosophy in the digital era.
Islamic Legal Pluralism and Contemporary Educational Implementation Based on Maqasid al-Syariah Erizal Erizal; Metriadi Metriadi; Zidni Ilman Nafian; Riki Saputra; Sukmareni Sukmareni
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.620

Abstract

Pluralism has emerged as a strategic issue in multicultural societies and continues to be debated within the discourse of Islamic law and contemporary education. On the one hand, pluralism is perceived as an essential instrument for building peaceful and inclusive social life, while on the other hand, it is often associated with religious relativism. This study aims to analyze the concept of pluralism from the perspective of Islamic law, identify its normative foundations in the Qur’an, Sunnah, and classical scholarly thought, and reconstruct its implementation model in contemporary education. Employing a qualitative method with normative, philosophical, and conceptual approaches, the research applies Miles and Huberman’s data analysis technique, consisting of data reduction, data display, and conclusion drawing/verification. Primary sources include the Qur’an, hadith, and classical Islamic legal literature, while secondary sources comprise reputable journal articles and academic books published between 2020 and 2026. The findings reveal that pluralism in Islamic law is grounded in the principles of ta‘āruf, tasāmuḥ, al-‘adālah, al-musāwah, and al-ta‘āwun, all directed toward achieving social welfare. The maqāṣid al-syarī‘ah analysis demonstrates the relevance of pluralism to the protection of religion, life, intellect, lineage, and property. The study offers the novelty of an Islamic Legal Pluralism-Based Education model, integrating Islamic legal principles, maqāṣid al-syarī‘ah, and multicultural education into a systematic conceptual framework to foster inclusive, moderate, and responsive Islamic education in the plural society of the twenty-first century.
Co-Authors Afrizal Agusrianto Aljamaedi Aljamaedi Almawadi Almawadi Anuar Ahmad Bukhari Bukhari Deby Habja Musdalifa Desi Asmaret Erizal Erizal Maltifal Maltifal Metriadi Metriadi Mira Yanti Lubis Muksinin Muksinin Nofrizal Nofrizal Nofrizal Nofrizal Nur Hakima Akhirani Nasution Saifullah Saifullah Sukmareni Sukmareni Sutan Botung Hasibuan Syahruddin Syahruddin Yanfaunnas Yanfaunnas Yufrizal Yufrizal Yusuf Efendi Zidni Ilman Nafian