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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

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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

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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

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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

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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.

Reconstructing himmah from Ibn al-Qayyim al-Jawziyyah's thought: Toward a contemporary Islamic education paradigm Ari Mulyono; Khaerudin
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Contemporary Islamic education faces challenges in strengthening students' spiritual orientation, while studies on himmah have largely treated it as a moral and spiritual concept rather than reconstructing it as an educational paradigm. This study aims to reconstruct the concept of himmah in the thought of Ibn al-Qayyim al-Jawziyyah and transform it into a paradigm for contemporary Islamic education. A qualitative library research approach was employed by analyzing Ibn al-Qayyim al-Jawziyyah's major works through concept identification, thematic categorization, and conceptual synthesis. The findings reveal that himmah constitutes a spiritual driving force comprising five interconnected dimensions: Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, and Prophetic Exemplification. These dimensions are reconstructed into an educational paradigm that contributes to character formation, discipline and istiqāmah, self-regulated learning, and digital literacy. This study contributes to the discourse on Islamic education by proposing a conceptual framework that bridges Ibn al-Qayyim al-Jawziyyah's intellectual legacy with the needs of contemporary Islamic education. Abstrak Pendidikan Islam kontemporer menghadapi tantangan dalam memperkuat orientasi spiritual peserta didik, sementara kajian mengenai himmah masih cenderung dipahami sebagai konsep moral dan spiritual sehingga belum banyak direkonstruksi sebagai paradigma pendidikan. Penelitian ini bertujuan mengonstruksi konsep himmah dalam pemikiran Ibn al-Qayyim al-Jawziyyah serta mentransformasikannya menjadi paradigma pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis terhadap karya-karya utama Ibn al-Qayyim al-Jawziyyah menggunakan tahapan identifikasi konsep, kategorisasi tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa himmah merupakan kekuatan spiritual yang tersusun atas lima dimensi utama, yaitu Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, dan Prophetic Exemplification. Kelima dimensi tersebut direkonstruksi menjadi paradigma pendidikan yang berkontribusi terhadap pembentukan karakter, disiplin dan istiqāmah, self-regulated learning, serta literasi digital. Penelitian ini memperluas diskursus pendidikan Islam dengan menawarkan kerangka konseptual yang mengintegrasikan warisan intelektual Ibn al-Qayyim al-Jawziyyah dengan kebutuhan pendidikan Islam kontemporer.

Reconstructing Islamic education for the digital era: An integrative framework of tarbiyah, taʿlīm, and taʾdīb Faelalika Putri Herhan; Khaerudin
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Digital transformation has created multidimensional challenges for Islamic education, while existing studies tend to examine tarbiyah, ta'lim, and ta'dib separately, leaving the need for an integrated conceptual framework unaddressed. This study aims to reconstruct the paradigm of Islamic education in the digital era by developing an integrative framework of tarbiyah, ta'lim, and ta'dib. A qualitative conceptual approach was employed through library research and content analysis of relevant scholarly literature. The findings propose a conceptual framework integrating spiritual development (tarbiyah), knowledge development and digital literacy (ta'lim), and character formation with digital ethics (ta'dib) to address contemporary challenges in Islamic education. This study contributes by providing a conceptual model that advances the theoretical development of Islamic education and offers a foundation for future empirical research and curriculum innovation in the digital era. Abstrak Transformasi digital menghadirkan tantangan multidimensional bagi pendidikan Islam. Namun, kajian yang ada masih cenderung membahas tarbiyah, ta'lim, dan ta'dib secara terpisah sehingga belum menghasilkan suatu kerangka yang integratif. Penelitian ini bertujuan merekonstruksi paradigma pendidikan Islam di era digital melalui pengembangan kerangka integratif tarbiyah, ta'lim, dan ta'dib. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian konseptual melalui studi kepustakaan dan analisis isi terhadap berbagai literatur yang relevan. Hasil penelitian menghasilkan suatu kerangka konseptual yang mengintegrasikan pembinaan spiritual (tarbiyah), pengembangan pengetahuan dan literasi digital (ta'lim), serta pembentukan karakter dan etika digital (ta'dib) sebagai respons terhadap tantangan pendidikan Islam kontemporer. Kontribusi utama penelitian ini terletak pada pengembangan model konseptual yang memperkuat teori pendidikan Islam sekaligus menjadi landasan bagi penelitian empiris dan inovasi kurikulum di era digital.

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