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All Journal DAAR EL-IDARAH: Journal of Islamic Education Management
Zarkoni
Universitas Nurul Jadid, Indonesia
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Philosophical Foundations of Islamic Education Policy: Ontological, Epistemological, and Axiological Perspectives Zarkoni; Abd. Muis
DAAR EL-IDARAH: Journal of Islamic Education Management Vol. 1 No. 02 (2025): DAAR EL-IDARAH: Journal of Islamic Education Management
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M)  of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jmpi.v1i02.471

Abstract

This study examines the philosophical foundations of Islamic education policy through ontological, epistemological, and axiological perspectives using a qualitative literature review approach. The review synthesizes peer-reviewed journal articles, academic books, conference proceedings, and research reports relevant to Islamic educational philosophy and educational policy. The analysis involved literature reduction, thematic categorization, conceptual synthesis, and theoretical interpretation to identify major philosophical patterns and research gaps. The findings indicate that ontology provides the Islamic worldview and educational purpose, epistemology integrates revelation, reason, empirical inquiry, and contextual interpretation as legitimate sources of knowledge, while axiology establishes ethical values that guide curriculum development, educational governance, leadership, and policy implementation. The study further reveals that these three philosophical dimensions function as an integrated framework rather than independent concepts, ensuring coherence between educational objectives, knowledge construction, and ethical practice. The proposed framework contributes to the theoretical development of Islamic education policy and offers practical guidance for policymakers in designing philosophically grounded, ethically responsible, and contextually responsive educational policies.
Co-Authors Abd. Muis