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All Journal Al-Ulum: Jurnal Pendidikan Islam Al-Ulum: Jurnal Pendidikan Islam Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Jian Fareza
UIN Sunan Kalijaga Yogyakarta
Religion Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Epistemology of Islamic Education in Shaykh Nawawi al-Bantani's Thought and Its Relevance to Islamic Education in the Digital Era Muhammad Alawi Sumairi; Jian Fareza; Rifki Auliak; Muhammad Ihsan Siregar; Maragustam Siregar
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13401

Abstract

The rapid expansion of digital technology has transformed Islamic education while creating epistemic challenges, including information overload, fragmented religious authority, and the spread of unverified knowledge. This study aims to reconstruct the epistemology of Islamic education in the thought of Shaykh Nawawi al-Bantani and examine its relevance to the digital era. Using a qualitative library research approach, the study analyzes Shaykh Nawawi’s major works through a hermeneutic framework inspired by Hans-Georg Gadamer. The findings show that Shaykh Nawawi’s educational epistemology is grounded in the integration of revelation (naql), reason (‘aql), and spiritual experience (kashf) as complementary sources of knowledge. The study also reveals that adab functions as an epistemological foundation for acquiring knowledge, while sanad serves as a mechanism for ensuring the credibility of knowledge transmission. Furthermore, knowledge is understood not merely as cognitive attainment but as a transformative process that integrates intellectual, moral, and spiritual development. These findings suggest that Shaykh Nawawi’s epistemology provides a relevant framework for strengthening digital literacy and developing a critical, ethical, and spiritually grounded model of Islamic education in the digital era.
The Epistemology of Islamic Education in Shaykh Nawawi al-Bantani's Thought and Its Relevance to Islamic Education in the Digital Era Muhammad Alawi Sumairi; Jian Fareza; Rifki Auliak; Muhammad Ihsan Siregar; Maragustam Siregar
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13401

Abstract

The rapid expansion of digital technology has transformed Islamic education while creating epistemic challenges, including information overload, fragmented religious authority, and the spread of unverified knowledge. This study aims to reconstruct the epistemology of Islamic education in the thought of Shaykh Nawawi al-Bantani and examine its relevance to the digital era. Using a qualitative library research approach, the study analyzes Shaykh Nawawi’s major works through a hermeneutic framework inspired by Hans-Georg Gadamer. The findings show that Shaykh Nawawi’s educational epistemology is grounded in the integration of revelation (naql), reason (‘aql), and spiritual experience (kashf) as complementary sources of knowledge. The study also reveals that adab functions as an epistemological foundation for acquiring knowledge, while sanad serves as a mechanism for ensuring the credibility of knowledge transmission. Furthermore, knowledge is understood not merely as cognitive attainment but as a transformative process that integrates intellectual, moral, and spiritual development. These findings suggest that Shaykh Nawawi’s epistemology provides a relevant framework for strengthening digital literacy and developing a critical, ethical, and spiritually grounded model of Islamic education in the digital era.
Edmund Husserl’s Phenomenological Analysis and Its Implications for Educational Values Jian Fareza; Maragustam Maragustam; Rifki Aulia; Muhammad Alawi Sumairi; Syahid Hadinata
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.288

Abstract

This paper examines the phenomenology developed by Edmund Husserl and its relevance to educational values. Phenomenology is a philosophical approach that emphasizes understanding phenomena based on direct human conscious experience. Through this approach, phenomena are understood not merely as empirical facts but also as experiences that hold meaning for human beings. This study employs a qualitative method using a library research approach, analyzing various literary sources related to Husserl's phenomenology. A descriptive-analytical analysis was conducted to understand the concept of phenomenology and its application to the study of educational thought. The findings indicate that Husserl's phenomenology emphasizes understanding experience through the concepts of epoché, phenomenological reduction, and the intentionality of consciousness. This approach is relevant to education as it facilitates a reflective understanding of the learning experience and embodies educational values ​​such as openness, critical thinking, and the development of learners' potential.
Co-Authors Maragustam Maragustam Maragustam Siregar Muhammad Alawi Sumairi Muhammad Alawi Sumairi Muhammad Ihsan Siregar Rifki Aulia Rifki Auliak Syahid Hadinata