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All Journal Research Journal on Teacher Professional Development
Faizatul Umma
Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia
Education Social Sciences Other

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Double Movement and Teacher Curriculum Agency: Fazlur Rahman's Hermeneutics as a Framework for Contextualizing Islamic Education Content Faizatul Umma; Yaniz Naura Naviana Haryadi; Enggar Sedyaning Tyas; Faqih Abdul Aziz; Akbar Yusgiantara
Research Journal on Teacher Professional Development Vol. 3 No. 01 (2025): Geographical distribution of the author: Indonesia, Malaysia, Thailand
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i01.33834

Abstract

This conceptual study reconstructs Fazlur Rahman's double movement hermeneutics as a framework for strengthening the curriculum agency of Islamic Religious Education (IRE) teachers in Indonesian madrasahs. While Indonesia's newest madrasah curriculum policy (KMA 1503/2025) requires teachers to contextualize normative content through deep learning and a love-based curriculum, the professional development literature has not supplied an explicit hermeneutic framework enabling them to do so. Employing library research with a hermeneutic-conceptual approach across fifty primary and secondary sources, the study proceeds in four analytical stages: reconstructing the epistemological structure of Rahman's double movement; mapping the concept of teacher curriculum agency in contemporary discourse; identifying the conceptual convergence and divergence between the two frameworks; and constructing a four-step procedural model for contextualizing IRE content. The study argues that double movement, long treated as a Qur'anic exegetical method and applied predominantly in Islamic law, offers a structurally fitting resource for teacher agency because both share a two-directional reflective temporal structure. The resulting hermeneutic disposition repositions the IRE teacher from a technical executor of curriculum into a responsible interpreter, with direct implications for the design of teacher professional development programs.
Co-Authors Akbar Yusgiantara Enggar Sedyaning Tyas Faqih Abdul Aziz Yaniz Naura Naviana Haryadi