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All Journal NIHAYAH AN-NUR: Jurnal Pendidikan dan Pembelajaran
Rizki Ramadan
Pascasarjana UIN Ar-Raniry Banda Aceh, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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HOMESCHOOLING ISLAMI MELAWAN ARUS PENDIDIKAN MAINSTREAM Rizki Ramadan
NIHAYAH: Journal of Islamic Studies Vol. 1 No. 2 (2025): NIHAYAH: Journal of Islamic Studies
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/nihayah.v1i2.51

Abstract

This article explores Islamic homeschooling as a form of resistance to the dominance of mainstream education in Indonesia. In recent years, there has been a significant increase in the adoption of Islamic-based homeschooling among urban and rural Muslim families. This shift is driven by dissatisfaction with the formal education system, which is often seen as overly secular, standardized, and lacking in spiritual integration. Using a qualitative approach, the study conducted case analyses of ten families practicing Islamic homeschooling in various cities, supported by in-depth interviews and document analysis of curricula and teaching materials. Findings indicate that learning models in Islamic homeschooling are highly creative and contextual, integrating Qur’anic memorization with real-life Islamic projects and curricula tailored to children’s innate disposition (fitrah). Despite challenges such as limited facilities and concerns over socialization, practitioners employ alternative strategies including learning communities and collaborative activities. The article highlights the concept of "Islamic Merdeka Belajar," aiming for holistic education that balances worldly knowledge and spiritual development. Looking ahead, Islamic homeschooling holds great potential to evolve into a hybrid model that collaborates with formal institutions. These findings call for regulatory support and systemic facilitation from the state to legitimize Islamic homeschooling as a vital part of national educational transformation one that is inclusive, value-based, and character-oriented.
MEMBONGKAR EPISTEMOLOGI PENDIDIKAN KI HADJAR DEWANTARA DALAM KONTEKS POSTMODERNISME Rizki Ramadan
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2025): AN-NUR : Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v1i2.46

Abstract

This study deconstructs the educational epistemology of Ki Hadjar Dewantara (KHD) through the lens of postmodern critique. Using a deconstructive approach, the research investigates the relevance and reinterpretation of KHD’s concepts of the "Tri-Center of Education" (family, school, society) and the among system within the context of postmodern epistemological relativism. The primary texts of KHD are analyzed alongside the theoretical frameworks of postmodern thinkers such as Jean-François Lyotard, Michel Foucault, and Jacques Derrida. The findings reveal both intersections and tensions between KHD’s humanistic vision of education and the postmodern skepticism toward grand educational narratives. On one hand, KHD’s educational philosophy resonates with postmodernism in its resistance to knowledge homogenization and singular authority. On the other hand, a critical gap exists between KHD’s ethical-spiritual orientation and the radical relativism of postmodernism, which often leans toward nihilism. Therefore, this study emphasizes the need to critically reconceptualize KHD’s educational values to remain relevant and transformative amid the fluid, plural, and uncertain conditions of contemporary education. This research contributes to the enrichment of locally grounded critical pedagogy that is culturally rooted yet responsive to global epistemic shifts.
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