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All Journal Mishkat: Journal of Theology and Civilization
Khaerudin
Institut Agama Islam Pemalang, Pemalang, Indonesia

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Toward an integrated paradigm of Islamic knowledge classification: Reconstructing Al-Farabi and Al-Ghazali for contemporary Islamic scholarship Faza Firdaus; Khaerudin
Mishkat: Journal of Theology and Civilization Vol. 1 No. 1 (2026): Mishkat: Journal of Theology and Civilization
Publisher : PT Perfidia Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63824/fj077q26

Abstract

The classification of knowledge in the Islamic intellectual tradition has been widely examined; however, most studies remain limited to comparing classificatory structures rather than reconstructing the philosophical paradigm underlying the Islamic knowledge system. This study aims to reconstruct the paradigm of knowledge classification through a philosophical comparative analysis of Al-Farabi and Al-Ghazali to formulate a conceptual framework for the development of the contemporary Islamic knowledge system. The research employs a qualitative library-based approach using philosophical comparative analysis through the stages of identification, comparison, interpretation, and reconstruction. The findings reveal that Al-Farabi conceptualizes knowledge classification as an architecture of knowledge, whereas Al-Ghazali frames it as a legitimation of knowledge, indicating a complementary rather than oppositional relationship. Based on this synthesis, the study proposes the Integrated Paradigm of Islamic Knowledge Classification, which integrates ontological, epistemological, axiological, and contemporary dimensions as a conceptual contribution to the development of a more integrative Islamic knowledge system. Abstrak Klasifikasi ilmu dalam tradisi intelektual Islam telah banyak dikaji, namun sebagian besar penelitian masih berfokus pada perbandingan struktur klasifikasi sehingga belum merekonstruksi paradigma filosofis yang melandasi sistem keilmuan Islam. Penelitian ini bertujuan merekonstruksi paradigma klasifikasi ilmu melalui analisis komparatif filosofis terhadap pemikiran Al-Farabi dan Al-Ghazali guna merumuskan kerangka konseptual bagi pengembangan sistem keilmuan Islam kontemporer. Penelitian menggunakan pendekatan kualitatif berbasis kepustakaan dengan analisis komparatif filosofis melalui tahapan identifikasi, komparasi, interpretasi, dan rekonstruksi. Hasil penelitian menunjukkan bahwa Al-Farabi membangun klasifikasi ilmu sebagai architecture of knowledge, sedangkan Al-Ghazali memosisikannya sebagai legitimation of knowledge, sehingga keduanya bersifat komplementer, bukan oposisional. Berdasarkan sintesis tersebut, penelitian ini menghasilkan Integrated Paradigm of Islamic Knowledge Classification yang mengintegrasikan dimensi ontologis, epistemologis, aksiologis, dan implikasi kontemporer sebagai kontribusi konseptual bagi pengembangan sistem keilmuan Islam yang lebih integratif.
Revisiting the concept of knowledge in classical Islamic philosophy: Toward an integrated conceptual framework Syafa’atus Syarifah; Khaerudin
Mishkat: Journal of Theology and Civilization Vol. 1 No. 1 (2026): Mishkat: Journal of Theology and Civilization
Publisher : PT Perfidia Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63824/yk0p7h14

Abstract

The concept of knowledge in classical Islamic philosophy has been widely studied; however, most existing studies focus on individual philosophers, leaving the conceptual relationships among their ideas unexplained as a coherent conceptual system. This study aims to analyze and integrate the concept of knowledge in classical Islamic philosophy through a conceptual synthesis of the thought of Al-Kindī, Al-Fārābī, Ibn Sīnā, Al-Ghazālī, Ibn Rushd, and Ibn Khaldūn. The study employed a qualitative library research approach using conceptual analysis and philosophical synthesis. The findings reveal that the concept of knowledge is structured around four interconnected dimensions: ontological foundation, structure of knowledge, epistemological integration, and civilizational orientation. These findings demonstrate that the differences among classical Muslim philosophers represent functional differentiation rather than conceptual fragmentation within a coherent framework of knowledge. This study contributes by proposing an integrated conceptual framework that provides a theoretical foundation for advancing contemporary studies in Islamic philosophy of knowledge. Abstrak Konsep ilmu dalam tradisi filsafat Islam klasik telah banyak dikaji, namun sebagian besar penelitian masih berfokus pada pemikiran individual para filsuf sehingga hubungan konseptual antargagasan belum dirumuskan sebagai suatu sistem konseptual yang utuh. Penelitian ini bertujuan menganalisis dan mengintegrasikan konsep ilmu dalam tradisi filsafat Islam klasik melalui sintesis konseptual terhadap pemikiran Al-Kindī, Al-Fārābī, Ibn Sīnā, Al-Ghazālī, Ibn Rushd, dan Ibn Khaldūn. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan melalui analisis konseptual dan sintesis filosofis. Hasil penelitian menunjukkan bahwa konsep ilmu tersusun atas empat dimensi yang saling berkaitan, yaitu fondasi ontologis, struktur keilmuan, integrasi epistemologis, dan orientasi peradaban. Temuan ini menunjukkan bahwa perbedaan pemikiran para filsuf bukan merupakan fragmentasi konsep ilmu, melainkan diferensiasi fungsi dalam satu kerangka konseptual yang koheren. Penelitian ini berkontribusi dengan menawarkan kerangka konseptual terintegrasi sebagai landasan teoritis bagi pengembangan filsafat ilmu Islam kontemporer.
The model of knowledge acquisition in Islam as a foundation for reconstructing the learning paradigm Hawwa Asy-Syifa; Khaerudin
Mishkat: Journal of Theology and Civilization Vol. 1 No. 1 (2026): Mishkat: Journal of Theology and Civilization
Publisher : PT Perfidia Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63824/5nvjt549

Abstract

Studies on knowledge in Islam have extensively discussed epistemology, ethics, and education; however, these aspects have largely been examined separately, leaving the process of knowledge acquisition without a comprehensive conceptual model that can serve as a foundation for learning paradigm reconstruction. This study aims to formulate a Model of Knowledge Acquisition in Islam and examine its relevance as a foundation for reconstructing the learning paradigm. This research employed a qualitative conceptual study by synthesizing the Qur'an, Hadith, classical Islamic scholarship, and academic literature through concept reduction, thematic analysis, and conceptual synthesis. The findings identify five interconnected stages of knowledge acquisition: epistemological foundation, preparation, knowledge acquisition, internalization, and dissemination. The proposed model reconstructs the learning paradigm by shifting its orientation from knowledge transfer toward the formation of knowledgeable, ethical, and practice-oriented individuals. This study contributes to the advancement of Islamic epistemology and philosophy of Islamic education by offering a systematic conceptual model that provides a theoretical foundation for developing holistic Islamic learning. Abstrak Kajian mengenai ilmu dalam Islam telah banyak membahas epistemologi, adab, dan pendidikan. Namun, sebagian besar kajian tersebut masih mengkaji aspek-aspek tersebut secara parsial sehingga belum menghasilkan model konseptual yang menjelaskan proses perolehan ilmu secara utuh sebagai landasan rekonstruksi paradigma pembelajaran. Penelitian ini bertujuan merumuskan Model Proses Perolehan Ilmu dalam Islam serta menganalisis relevansinya sebagai landasan rekonstruksi paradigma pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis kajian konseptual melalui sintesis terhadap Al-Qur'an, hadis, pemikiran ulama, dan literatur ilmiah yang dianalisis menggunakan reduksi konsep, analisis tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa proses perolehan ilmu dalam Islam terdiri atas lima tahapan yang saling terintegrasi, yaitu fondasi epistemologis, persiapan, perolehan ilmu, internalisasi, dan diseminasi. Model yang dihasilkan menjadi landasan konseptual dalam merekonstruksi paradigma pembelajaran dengan menggeser orientasinya dari transfer pengetahuan menuju pembentukan insan yang berilmu, beradab, dan beramal. Penelitian ini berkontribusi memperkaya epistemologi dan filsafat pendidikan Islam melalui penyusunan model konseptual yang sistematis sebagai landasan teoretis bagi pengembangan pembelajaran Islam yang lebih holistik.
Reorienting the epistemology of research in Islamic studies: Critiquing the dominance of modern methodology through the Islamic scholarly manhaj Vina Rahayu Chairunnisa; Khaerudin
Mishkat: Journal of Theology and Civilization Vol. 1 No. 1 (2026): Mishkat: Journal of Theology and Civilization
Publisher : PT Perfidia Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63824/f3n52169

Abstract

The dominance of modern research methodology in Islamic studies has improved academic research quality but tends to position research methods as the starting point of inquiry, leaving the epistemological foundation rooted in the Islamic scholarly manhaj insufficiently addressed. This study aims to examine the dominance of modern research methodology in Islamic studies and formulate an epistemological reorientation from the perspective of the Islamic scholarly manhaj. A qualitative conceptual research design was employed using document analysis, conceptual analysis, comparative analysis, and conceptual synthesis of literature on Islamic epistemology and modern philosophy of science. The findings indicate that the primary challenge in Islamic studies lies not in the choice of research methods but in the epistemological paradigm underlying their application. This study proposes a conceptual framework that positions the Islamic scholarly manhaj as the foundation for selecting research methods through the integration of the Islamic Worldview, Islamic sources of knowledge, epistemological structure, and the Integration–Interconnection paradigm, thereby contributing to the development of a more integrative and contextually grounded research methodology for Islamic studies. Abstrak Dominasi metodologi penelitian modern dalam studi Islam telah meningkatkan kualitas akademik penelitian, tetapi cenderung menempatkan metode penelitian sebagai titik awal proses ilmiah sehingga fondasi epistemologis yang berakar pada manhaj keilmuan Islam belum memperoleh perhatian yang memadai. Penelitian ini bertujuan untuk menganalisis dominasi metodologi penelitian modern dalam studi Islam serta merumuskan reorientasi epistemologi melalui perspektif manhaj keilmuan Islam. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian konseptual melalui studi dokumentasi serta analisis konseptual, komparatif, dan sintesis terhadap literatur mengenai epistemologi Islam dan filsafat ilmu modern. Hasil penelitian menunjukkan bahwa persoalan utama dalam studi Islam tidak terletak pada pemilihan metode penelitian, melainkan pada paradigma epistemologis yang melandasi penggunaannya. Penelitian ini menawarkan suatu kerangka konseptual yang menempatkan manhaj keilmuan Islam sebagai fondasi dalam menentukan metode penelitian melalui integrasi Islamic Worldview, sumber-sumber pengetahuan Islam, struktur epistemologi, dan paradigma Integration–Interconnection. Kerangka tersebut diharapkan dapat memperkaya pengembangan metodologi penelitian studi Islam yang lebih integratif, kontekstual, dan selaras dengan karakteristik epistemologi Islam.
Co-Authors Faza Firdaus Hawwa Asy-Syifa Syafa’atus Syarifah Vina Rahayu Chairunnisa