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All Journal Ahlussunnah: Journal of Islamic Education
Sahjad M. Aksan
Institut Agama Islam Negeri Ternate, Indonesia
Religion Education Environmental Science Other

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Epistemology, Ontology, and Axiology in Shaping the Insan Kamil Muhdi Alhadar; Sahjad M. Aksan; Nurhadia Sarmin; Ilma Muchsin
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.644

Abstract

This study provides an in-depth examination of the philosophical foundations of Islamic education, focusing on three main dimensions: epistemology, ontology, and axiology. The philosophy of Islamic education is not merely a theoretical instrument but a normative framework that guides all educational practices toward the highest goal: the formation of the insan kamil the perfect human being who integrates the intellectual (aqliyah), spiritual (ruhiyah), and physical (jismiyah) dimensions. Through a qualitative approach using content analysis and comparative analysis of the thought of classical and contemporary Islamic educational philosophers, this study maps how these three philosophical dimensions interact in shaping a holistic Islamic educational system. The research findings indicate that: first, epistemologically, Islamic education integrates the sources of knowledge revelation (bayânî), reason (burhânî), and intuition (irfânî) as a unified whole that complements one another. Second, ontologically, human beings are viewed as khalîfah fî al-ardh, possessing the innate potential (fitrah) to achieve perfection. Third, from an axiological perspective, the Islamic values of tawhid, justice, balance (tawâzun), and ihsan serve as the moral foundation of education. This study concludes that the revitalization of contemporary Islamic educational philosophy must integrate the richness of the Islamic intellectual tradition with the demands of modernity without sacrificing the essential values of Islamic teachings.
Islamic Educational Thought in the Formative Period: Foundations, Development, and Institutional Transformation Nurjanah Umaternate; Agussalim Firdaus; Sahjad M. Aksan; Muhdi Muhdi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.673

Abstract

Early Islamic educational thought provides an important foundation for understanding the development of Islamic intellectual and educational traditions. This study aims to analyze the foundational principles, educational objectives, human conception, curriculum, pedagogical methods, educational institutions, and historical development of early Islamic education. This study employed a qualitative research design using content analysis to identify, categorize, and interpret relevant themes from scholarly and historical sources. The analysis covered the Prophetic period, the era of the Rightly Guided Caliphs, and the early classical period leading to the emergence of the madrasah. The findings show that early Islamic education was fundamentally grounded in tawhid, ethical formation, intellectual development, and social responsibility. Its development progressed from individual faith formation in Mecca toward broader social and institutional formation in Medina and subsequent periods. The analysis also reveals an integrated educational orientation that connected knowledge, adab, practical competence, and moral responsibility through diverse institutions and pedagogical practices. The historical development further demonstrates that Islamic education adapted to changing social and intellectual contexts while maintaining its normative foundations. These findings highlight the continuing relevance of early Islamic educational principles for contemporary education, particularly in integrating faith, knowledge, ethics, adaptive pedagogy, and social responsibility.
Ibn Khaldun's Islamic Educational Thought and Its Relevance to Contemporary Islamic Education in Indonesia Hermanto Hasib; Amran Papua; Sahjad M. Aksan; Muhdi Alhadar
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.684

Abstract

Ibn Khaldun's educational thought provides an important Islamic perspective on knowledge, human development, teaching, and the role of educators. This study aims to analyze his educational thought and examine its conceptual relevance to contemporary Islamic education in Indonesia. The study employed a qualitative approach using content analysis of Al-Muqaddimah and relevant scholarly literature. Data were analyzed through identification, categorization, interpretation, and synthesis. The findings show that Ibn Khaldun viewed education as an integrative process that connects religious and rational knowledge, intellectual and practical development, and spiritual and social objectives. His concept of malakah emphasizes learning through gradual development, practice, and experience, while his criticism of coercive teaching highlights the importance of learners' capacities and psychological development. His views on educators also emphasize intellectual competence and professional recognition. These principles remain conceptually relevant to contemporary Islamic education in Indonesia, particularly in integrating knowledge, promoting learner-centered teaching, and strengthening teacher professionalism. The study concludes that Ibn Khaldun's educational thought remains a valuable conceptual resource for addressing contemporary educational needs.
Ibn 'Abd al-Barr al-Qurthubi's Islamic Educational Thought and Its Relevance to Contemporary Education Muhdi Alhadar; Sahjad M. Aksan; Fikri Abdurahman
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.841

Abstract

This study aims to examine the Islamic educational thought of Ibn 'Abd al-Barr al-Qurthubi and its relevance to contemporary Islamic education. It focuses on four aspects: educational objectives, the role of educators, learner characteristics, and learning methods. The study employed a qualitative approach using content analysis of Ibn 'Abd al-Barr's works, particularly Jami' Bayan al-'Ilm wa Fadlihi, supported by relevant scholarly literature. The findings show that his educational thought emphasizes the integration of spiritual, moral, and intellectual development. Education is directed not only toward knowledge acquisition but also toward moral cultivation and closeness to God. Educators are positioned as role models, while learners are viewed as individuals with innate potential who actively participate in learning. Learning methods are expected to be flexible, contextual, dialogic, and responsive to learners' conditions and abilities. These principles remain relevant to contemporary Islamic education, particularly in strengthening character education and addressing moral challenges among younger generations in the digital era. The study highlights Ibn 'Abd al-Barr's contribution to the development of holistic and value-oriented Islamic education.
Co-Authors Agussalim Firdaus Amran Papua Fikri Abdurahman Hermanto Hasib Ilma Muchsin Muhdi Alhadar Muhdi Alhadar Muhdi Muhdi Nurhadia Sarmin Nurjanah Umaternate