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All Journal Wahana Islamika; Jurnal Studi Keislaman
Muhammad Faisal
Sekolah Tinggi Agama Islam Negeri Sultan Abdurrahman, Kepulauan Riau, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Guru sebagai Fasilitator dalam Learning by Doing: Relevansi Pragmatisme John Dewey bagi Pembelajaran Manajemen Pendidikan Islam Masruri Masruri; Jonny; Alwi Muchtar Napitupulu; Muhammad Faisal
Wahana Islamika Jurnal Studi Keislaman Vol. 12 No. 1 (2026): Wahana Islamika: Jurnal Studi Keislaman
Publisher : Institut Agama Islam Syubbanul Wathon Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61136/9vfa5h71

Abstract

This study addresses the need for Islamic Educational Management learning to move beyond conceptual mastery toward action competence through authentic experience. John Dewey’s pragmatism is employed because it positions experience and inquiry at the core of learning, and assesses educational experience through the principles of continuity and interaction. The objectives are to: (1) map Deweyan principles as a foundation for learning by doing in Islamic Educational Management; (2) operationalize the teacher/lecturer role as a facilitator; and (3) formulate a case/project-based learning model along with evaluative indicators. The method is qualitative library research using conceptual-philosophical analysis of Dewey’s primary works and supporting literature on experiential learning and facilitation. The findings indicate that learning becomes more effective when designed as a sequenced set of educational experiences, supported by guided reflection and evaluated using Dewey’s continuity–interaction criteria, preventing projects from becoming “mis-educative” activities
Komparasi Paradigma Pendidikan Barat dan Pendidikan Islam: Ontologi, Epistemologi, dan Aksiologi dalams Perspektif Integrasi Ilmu Cici Mila; Istiqamah Istiqamah; Nela Kurniaty; Muhammad Faisal
Wahana Islamika Jurnal Studi Keislaman Vol. 12 No. 1 (2026): Wahana Islamika: Jurnal Studi Keislaman
Publisher : Institut Agama Islam Syubbanul Wathon Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61136/my0xy733

Abstract

This study starts from the fact that Western educational paradigms range from pragmatic and positivistic tendencies to critical pedagogy, while Islamic education emphasizes education as the cultivation of adab (ta’dib) and responds to secularism through Islamization of knowledge and integration–interconnection models. The study aims to compare both paradigms through ontology, epistemology, and axiology, and to formulate “knowledge integration” as a coherent linkage among educational goals, methods, and evaluation. Using a qualitative library-research design and a comparative–philosophical approach, the analysis applies qualitative content analysis and layered comparison to map OEA propositions and their interrelations. The findings indicate ontological divergence regarding the scope of reality (empirical vs tawhid-based holism), epistemological divergence in sources and validity of knowledge (empirical–rational verification vs ta’dib, Islamization, and bayani–burhani–irfani), and axiological divergence in value orientation (functionality/emancipation vs the formation of an ethical, civilized person). The proposed integration is not mere content combination, but a paradigm reconstruction where values guide knowledge selection and justification.
Aliran-aliran Filsafat Pendidikan dan Implikasinya pada Pembelajaran: Tinjauan Kritis dalam Perspektif manajemen Pendidikan Islam Bahrul Ulum; Dwika Putra; Linda Linda; Muhammad Faisal
Wahana Islamika Jurnal Studi Keislaman Vol. 12 No. 1 (2026): Wahana Islamika: Jurnal Studi Keislaman
Publisher : Institut Agama Islam Syubbanul Wathon Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61136/bdwm8q81

Abstract

Studies on idealism, realism, pragmatism, and existentialism in education often remain descriptive, leaving their implications for managing learning in Islamic educational institutions insufficiently operational and difficult to evaluate. This study aims to (1) analyze the epistemological and pedagogical characteristics of the four philosophical streams, (2) examine their implications for learning management functions—planning, organizing, leading, and controlling—and (3) formulate an applicable integrative framework from the perspective of Islamic education management. The method is qualitative library research using a critical-comparative review, employing concept reduction, thematic categorization, and argumentative synthesis. The findings propose an alignment matrix of goals–process–assessment–school culture: idealism strengthens value orientation, realism emphasizes evidence and measurability, pragmatism structures meaningful learning experiences, and existentialism safeguards learners’ agency and responsibility within ethical boundaries.
Co-Authors Alwi Muchtar Napitupulu Bahrul Ulum Cici Mila Dwika Putra Istiqamah Istiqamah Jonny Linda Linda Masruri Masruri Nela Kurniaty