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All Journal Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat
Putri Zahra Ramadhani
Universitas Negeri Jakarta
Religion Humanities Education Social Sciences Other

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Ontologi Pendidikan Islam: Studi Kepustakaan Pandangan Empat Aliran Filsafat Pendidikan terhadap Hakikat Realitas dan Model Sekolah Yasmin Nur Iman; Bina Prima Panggayuh; Achmad Syauqi Jindan; Putri Zahra Ramadhani
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 4 (2026): Oktober: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i4.2565

Abstract

Islamic education requires a strong ontological foundation to structure academic knowledge and school practices amid diverse philosophical perspectives. This study examines its ontological foundations concerning reality, humanity, and knowledge, and maps four major schools of educational philosophy—Perennialism, Essentialism, Progressivism, and Reconstructionism—and their implications for Islamic school models. A literature review was conducted using descriptive-analytical and integrative approaches to books on Islamic and Western educational philosophy. The findings indicate that Islamic educational ontology views reality as a physical and metaphysical hierarchy grounded in tawhid, humans as ‘abdullah and khalifah, and knowledge as a divine gift encompassing profane and sacred elements. The four Western philosophical schools offer distinct perspectives: Perennialism emphasizes eternal truth; Essentialism prioritizes essential and cultural values; Progressivism focuses on changing experiences; and Reconstructionism emphasizes social reconstruction. These ontological perspectives shape Islamic school models, including curricula, teacher and student roles, and school atmosphere and culture. The findings provide a theoretical and philosophical foundation for administrators of Islamic educational institutions to align Islamic values with critical thinking about modern school models.
Co-Authors Achmad Syauqi Jindan Bina Prima Panggayuh Yasmin Nur Iman