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All Journal Eduvest - Journal of Universal Studies Ihsanika : Jurnal Pendidikan Agama Islam
Tasminatin Tasminatin
Universitas Muhammadiyah Malang
Religion Aerospace Engineering Computer Science & IT Education Health Professions Neuroscience Social Sciences

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The Ideology And Doctrine of Muhammadiyah Tasminatin Tasminatin; Moh. Nurhakim; Zulkarnaini Zulkarnaini
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.53001

Abstract

This research discusses the ideology and doctrine of *The Ideology And Doctrine Of Muhammadiyah*, which is reflected in the Muqaddimah of the Muhammadiyah Articles of Association (MADM), the Principles of Muhammadiyah Beliefs and Ideals (MKCH), and the Personality of Muhammadiyah as the foundation of the da'wah and reform movement. This study is important for understanding the identity, direction of struggle, and contribution of Muhammadiyah to the life of the people and the nation. The purpose of this research is to analyze the concept of Muhammadiyah ideology and its relevance in facing contemporary developments. This study employed a qualitative approach with a descriptive-analytical method. Data were obtained through a literature review of Muhammadiyah’s official documents, such as the Articles of Association, MKCH, as well as scholarly works related to Muhammadiyah’s thoughts and movement. Data analysis was conducted using content analysis techniques to examine the ideological values contained in the documents. The results of the study show that the Muqaddimah of the Muhammadiyah Articles of Association affirms monotheism as the theological foundation of the struggle, MKCH emphasizes the orientation of da'wah amar ma'ruf nahi munkar and tajdid, while the Personality of Muhammadiyah serves as a moral and ideological guideline for all members of the organization. These values form the identity of Muhammadiyah as a progressive, rational Islamic movement oriented toward the benefit of the people. Thus, Muhammadiyah ideology remains relevant in responding to social, scientific, and national challenges in the modern era.
Rekonstruksi Pemikiran Al-Ghazali Tentang Ilmu dan Pendidikan: Integrasi Epistemologi, Akhlak, dan Spiritualitas dalam Pendidikan Islam Kontemporer Tasminatin Tasminatin; Syamsul Arifin
IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 4 No. 3 (2026): September : IHSANIKA : Jurnal Pendidikan Agama Islam
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/ihsanika.v4i3.4023

Abstract

Contemporary Islamic education faces a growing fragmentation between the mastery of knowledge, moral formation, and spiritual development; consequently, intellectual advancement is not always accompanied by moral maturity in the use of knowledge. This study aims to reconstruct Al-Ghazali’s thought on knowledge and education and to analyze its relevance to the development of an integrative Islamic education paradigm. This qualitative library study employs philosophical and interpretive approaches. The primary data were drawn from Ihya’ ‘Ulum al-Din and Ayyuha al-Walad, while the secondary data consisted of relevant books and scholarly articles. Data were collected through documentation and close reading and analyzed using content analysis involving reduction, categorization, interpretation, and conceptual synthesis. The findings demonstrate that Al-Ghazali’s educational epistemology integrates intellectual, moral, and spiritual dimensions through a continuous relationship among knowledge, understanding, awareness, action, character, and public benefit. Knowledge is not positioned as an end in itself, but as a means of personal transformation that must be manifested in action, moral formation, and purification of the soul. This reconstruction produces a conceptual model of integrative Islamic education that places spirituality as its orientation, knowledge as the basis of understanding, character as the guide for applying knowledge, and action as its actualization. These findings imply the need to develop curricula, instruction, teacher roles, and educational assessment that not only measure cognitive competence but also cultivate students’ moral integrity, wisdom, and social responsibility
Co-Authors Moh Nur Hakim Syamsul Arifin Zulkarnaini Zulkarnaini