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All Journal JURNAL PUSAKA : Media Kajian dan Pemikiran Islam Journal Islamic Studies JURNAL PUSAKA: Media Kajian dan Pemikiran Islam
Muhammad Arosyiddin
STAI Ma'had Aly Al-Hikam Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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TAUHID SEBAGAI PARADIGMA EPISTEMIK DALAM PENDIDIKAN ISLAM: ANALISIS KRITIS TERHADAP PEMIKIRAN ISMAIL RAJI AL-FARUQI: (Analisis Kritis terhadap Pemikiran Ismail Raji Al-Faruqi) Ahmad Sayyidiman Hamidalloh; Muhammad Arosyiddin
JURNAL PUSAKA: Media Kajian dan Pemikiran Islam Vol. 16 No. 1 (2026): Edisi 26
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v16i1.2532

Abstract

Abstract This study aims to analyze the concept of monotheism as an epistemic paradigm in Islamic education through a critical examination of the thought of Ismail Raji Al-Faruqi. The background of this research is based on the epistemological crisis in Islamic education, characterized by a dichotomy between religious and general knowledge and a weakening of value orientation in the educational process. This study uses a qualitative approach with library research and philosophical-critical analysis. The primary data sources come from Al-Faruqi's works relevant to the concept of monotheism and epistemology, supported by related secondary literature. The results indicate that monotheism in Al-Faruqi's thought functions as an epistemic paradigm that emphasizes the unity of truth, the unity of sources of knowledge, and the unity of reality. This paradigm has significant implications for Islamic education, particularly in building an integrative, holistic, and value-oriented educational system. However, the critical analysis reveals that Al-Faruqi's thought still has limitations, particularly in operationalizing the concept into concrete educational practices. Therefore, this study offers a conceptual reconstruction of tauhid as a more applicable epistemic paradigm through the development of an integrative curriculum, a values-based learning methodology, and the strengthening of the ethical dimension in education. This study confirms that tauhid has potential as an epistemological solution for Islamic education, but requires further development to be relevant to contemporary educational dynamics. Key words: Tawhid, epistemology, Islamic education, Ismail Raji Al-Faruqi, integration of knowledge
TAUHID SEBAGAI PARADIGMA EPISTEMIK DALAM PENDIDIKAN ISLAM: ANALISIS KRITIS TERHADAP PEMIKIRAN ISMAIL RAJI AL-FARUQI: (Analisis Kritis terhadap Pemikiran Ismail Raji Al-Faruqi) Ahmad Sayyidiman Hamidalloh; Muhammad Arosyiddin
JURNAL PUSAKA: Media Kajian dan Pemikiran Islam Vol. 16 No. 1 (2026): Edisi 26
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v16i1.2532

Abstract

Abstract This study aims to analyze the concept of monotheism as an epistemic paradigm in Islamic education through a critical examination of the thought of Ismail Raji Al-Faruqi. The background of this research is based on the epistemological crisis in Islamic education, characterized by a dichotomy between religious and general knowledge and a weakening of value orientation in the educational process. This study uses a qualitative approach with library research and philosophical-critical analysis. The primary data sources come from Al-Faruqi's works relevant to the concept of monotheism and epistemology, supported by related secondary literature. The results indicate that monotheism in Al-Faruqi's thought functions as an epistemic paradigm that emphasizes the unity of truth, the unity of sources of knowledge, and the unity of reality. This paradigm has significant implications for Islamic education, particularly in building an integrative, holistic, and value-oriented educational system. However, the critical analysis reveals that Al-Faruqi's thought still has limitations, particularly in operationalizing the concept into concrete educational practices. Therefore, this study offers a conceptual reconstruction of tauhid as a more applicable epistemic paradigm through the development of an integrative curriculum, a values-based learning methodology, and the strengthening of the ethical dimension in education. This study confirms that tauhid has potential as an epistemological solution for Islamic education, but requires further development to be relevant to contemporary educational dynamics. Key words: Tawhid, epistemology, Islamic education, Ismail Raji Al-Faruqi, integration of knowledge
Dari Moral Knowing Ke Moral Action: Pendidikan Agama Islam Dan Karakter Religius-Disiplin Di SMA Al-Fattah Muhammad Arosyiddin; Imam Athoir Rokhman
Journal Islamic Studies Vol. 7 No. 01 (2026): Edisi Maret
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/47yc3b30

Abstract

Studies on character education through Islamic Religious Education (IRE) have mostly examined primary and junior secondary schools or pesantren separately. This qualitative case study analyses how IRE learning forms students' religious and discipline character at SMA Al-Fattah Singosari, an Aswaja-based senior high school integrated with a pesantren, and identifies its supporting and inhibiting factors. Data were collected through observation, interviews with the principal, IRE teachers, and students, and documentation, analysed using the Miles, Huberman, and Saldaña model, and validated through triangulation. Character formation follows Lickona's three components: moral knowing through contextualised material and varied methods, moral feeling through praying before and after lessons, and moral action through dhuha prayer, deliberation, collective prayer, and teacher role modelling sustained by pesantren life. It is supported by the religious school-pesantren environment, teacher commitment, and institutional support, but hindered by weak family involvement, diverse student backgrounds, and limited teacher time. The study conceptualises IRE as a hub linking the classroom, school culture, and pesantren in completing the cycle from moral knowing to moral action.
Co-Authors Ahmad Sayyidiman Hamidalloh Imam Athoir Rokhman