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All Journal PESHUM Jurnal Penelitian dan Evaluasi Pendidikan
Mohammad Solihin
Institut Ahmad Dahlan Probolinggo
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Relevansi Konsep Insan Kamil dengan Tujuan Pendidikan Islam di Tengah Perubahan Sosial Modern Allifatur Rohma; Khodijah Amatulloh Sholihat; Yanti Yuniarti; Mohammad Solihin; Rifqi Khairul Anam
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.12983

Abstract

Perubahan sosial kontemporer ditandai oleh digitalisasi, konektivitas, dan tuntutan kompetensi global mendesak sistem pendidikan Islam untuk meninjau kembali tujuan dasarnya agar tetap relevan secara moral, intelektual, dan sosial. Penelitian ini bertujuan memetakan relevansi operasional konsep Insan Kamil yang berakar pada tasawuf Ibn ‘Arabī dan al-Jīlī dengan rumusan tujuan pendidikan Islam di tengah dinamika perubahan sosial modern Indonesia. Studi ini menggunakan pendekatan kualitatif dengan metode kepustakaan (library research), berfokus pada analisis konseptual dan filosofis terhadap sumber primer dan sekunder. Hasil temuan menegaskan bahwa Insan Kamil berfungsi sebagai matriks normatif dan operasional yang mengharmonikan dimensi intelektual, moral (adab/akhlaq), dan kemasyarakatan (‘amal) dalam kerangka tauhid. Konsep ini menuntut integrasi wahyu, akal, dan pengalaman, sehingga kualitas Ilahi tercermin dalam karakter dan praktik sosial. Secara praksis, hal ini meniscayakan empat poros: integrasi ilmu berbasis tauhid, pembentukan adab sebagai inti, tazkiyah dan tahqīq sebagai metode, serta etika kekhalifahan di ekologi digital. Kesimpulannya, Insan Kamil memberikan orientasi yang mampu menjawab krisis adab dan fragmentasi ilmu, serta membentuk profil lulusan yang kritis, beretika, dan berdaya cipta dalam masyarakat plural.
From Religious Knowledge to Religious Judgment: A Conceptual Framework for Dialogic Learning Grounded in Religious Moderation in Madrasahs Mohammad Solihin; Khoiriyah
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 3 (2026): NOVEMBER -PEBRUARI
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/w28yf376

Abstract

The acquisition of religious knowledge does not necessarily translate into students’ ability to make reflective and responsible judgments on religious matters. This gap between religious knowledge and judgment presents a pedagogical challenge for Islamic education, particularly in promoting religious moderation in madrasahs. This study aims to develop a conceptual framework for dialogic learning that connects religious knowledge as an epistemological foundation with religious judgment as a competence in religious deliberation. Employing a qualitative, library-based approach, the study integrates an integrative literature review with critical-conceptual synthesis of scholarship on religious development, dialogic pedagogy, and religious moderation in Islamic education. The synthesis produces an integrative framework linking religious knowledge to four analytical dimensions of religious judgment normative, contextual, argumentative, and ethical-social through four dialogic mechanisms: knowledge articulation, argument evaluation, perspective-taking, and reflection. These relationships are conceptual and interrelated, with teacher guidance and the madrasah learning environment serving as enabling conditions. Religious moderation is positioned as a normative orientation guiding the exercise of religious judgment rather than an automatic outcome of knowledge acquisition or participation in dialogue. The study’s principal contribution is a theoretical framework that clarifies how dialogic learning may connect religious knowledge with reflective religious judgment. The framework provides a conceptual foundation for developing instructional designs and assessing religious judgment in madrasahs, although its construct validity and practical applicability require further empirical investigation.
Co-Authors Allifatur Rohma Khodijah Amatulloh Sholihat Khoiriyah Rifqi Khairul Anam Yanti Yuniarti