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LANDASAN TEOLOGIS DAN PRAKTIK PENDIDIKAN MULTIKULTURAL Gozali, Gozali; Imam Sibaweh; Adang Hambali; Hasan Basri
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 13 No 2 (2024): Jurnal Ilmiah Mahasiswa Raushan Fikr
Publisher : Lembaga Kajian dan Pemberdayaan Mahasiswa UIN Prof. KH. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jimrf.v13i2.11867

Indonesia’s diverse landscape presents challenges in creating a multicultural education system. This study explores how Islamic teachings from the Qur’an and Sunnah can enhance multicultural education in Indonesia. Using library research, the study analyzes literature for qualitative data. A descriptive-analytical approach is applied to understand the theological foundations, sourcing data from books, sacred texts, and journals. Key principles identified include equality (al-musawah), justice (al-’adl), compassion (al-rahmah), and tolerance (al-tasamuh). Verses like QS. Al-Hujurat: 13 emphasize human equality, QS. An-Nahl: 90 highlights justice and kindness, QS. Ali-Imran: 159 advocates gentleness and forgiveness, and QS. Al-Kafirun: 1-6 promotes respect for religious differences. The Prophet’s practices in Medina, including the Charter of Medina, illustrate these principles in fostering cooperation and peaceful coexistence. The research concludes that the Qur’an and the Prophet’s teachings provide a robust foundation for multicultural education in Indonesia.

Dimensi Teologi Pendidikan Islam Dalam Al Quran Cucu Komariah; Adang Hambali; Andewi Suhartini
CBJIS: Cross-Border Journal of Islamic Studies Vol. 6 No. 1 (2024): Juni
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, IAI Sultan Muhammad Syafiuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/cbjis.v6i1.2814

This research analyzes the theological dimensions of Islamic education in the Koran. The research method uses a qualitative type of literature survey (secondary). The data source in this research is to look for literary sources related to the theological dimensions of Islamic education in the Al-Quran in the form of literature studies of various reliable information related to existing problems such as books, magazines, and written materials discussing the substance of God. from all its aspects and its connection with nature. The research results show that theology always means discourse or talk about God. The educational dimensions of human nature and its unique potential are as follows. There are four dimensions: Individual Dimensions, Social Dimensions, Dimensions of Decency, and Religious Dimensions. Possible educational areas for improvement are complete development and incomplete development. The basis of Islamic education is the Koran. Hadith and Ijma.

ONTOLOGI PENDIDIKAN AGAMA ISLAM: FONDASI KEMAJUAN ISLAM ERA MODERN Adang Hambali; Ilyas Rohili
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5595

Islamic Religious Education (PAI) plays a vital role in building the foundation of Islamic thought and attitudes in facing modern challenges. However, limited understanding of the Quran, particularly in distinguishing between qauliyah verses (normative) and qauniyah verses (scientific), has caused Muslims to lag behind in mastering science and technology. This study aims to examine the importance of integrating the understanding of qauliyah and qauniyah verses in Islamic religious education to address the challenges of scientific and technological development in the modern era. The background of this research is that many Muslims tend to understand the Quran partially, emphasizing only ritual and spiritual aspects (qauliyah verses) without exploring the scientific potential contained in qauniyah verses. The method used in this research is a literature study examining scientific works, books, and journals related to the integration of religious knowledge and science. The results show that to create a generation of Muslims capable of competing globally, Islamic religious education needs to integrate both types of verses, enabling Muslims to understand that science is part of worship and a means to achieve civilizational progress in accordance with sunnatullah.

Ontologi (Hakikat Ilmu) Adun Rahman; Harsing; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5603

This study is motivated by an attitude of curiosity about the nature of science or ontology, to see the direction and development of Islamic education so that it needs to be studied from the meaning of ontology, metaphysics, foundations of metaphysics, branches of metaphysics, sources of metaphysical truth and uses of metaphysics. This study uses qualitative methods with a library approach. research), which aims to explore the deep meaning of a phenomenon, reality, or existing facts. Furthermore, to approach the problem a qualitative approach was used. The analysis used was content analysis and used descriptive-analytical methods. Then the main sources in this research are scientists' reference books on the philosophy of science and of course other sources related to the topic of discussion. The results of this study can be concluded. First, ontology asks fundamental questions about what exists and how these entities relate to each other. Ontology also contributes to the development of scientific paradigms. Ontology invites us to reflect on the relationship between subjects and objects in research. Finally, an ontological understanding of the nature of science can facilitate interdisciplinary dialogue. Overall, the ontology of the nature of science provides an important philosophical foundation in understanding and developing knowledge. By examining the reality behind science, we can better appreciate the complexity and beauty of the human quest for knowledge and truth.

Makna Aksiologi dalam Manajemen Pendidikan Islam untuk Pengembangan Kualitas Pendidikan Arif Rahman Hakim; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5694

Islamic education management not only focuses on administration and resource management but also integrates Islamic moral values and ethics to shape students' character. Axiology, which studies values, becomes key in determining educational goals that encompass intellectual intelligence and the formation of noble character. Therefore, understanding the meaning of axiology in Islamic education management is crucial for improving educational quality. This study aims to explore the application of axiology in Islamic education management and its impact on the quality of education. The approach used is qualitative with an in-depth literature review, analyzing expert views on axiology, educational management, and the quality of education. The research findings show that the integration of Islamic values into the curriculum, teaching, and assessment provides a strong moral foundation in education. Axiology not only supports academic achievement but also aids in character formation that aligns with Islamic teachings. Thus, the application of axiology in Islamic education management plays an important role in creating more holistic, relevant, and beneficial education for the community, both intellectually and morally for students.

Epistemologi Filsafat : Cara Memperoleh Pengetahuan Basuki; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5696

Epistemology as a branch of philosophy that studies the nature, sources, and limits of knowledge, plays a central role in human life, especially in understanding reality, solving problems, and advancing scientific knowledge. This study aims to explore various concepts of epistemology using a qualitative descriptive approach through a literature review. The focus of this study includes two main approaches: rationalism, which emphasizes reason as the source of knowledge, and empiricism, which bases knowledge on sensory experience. Additionally, this research discusses branches of epistemology such as skepticism, pragmatism, and constructivism, which offer different perspectives on how knowledge is constructed and validated. The findings suggest that epistemology is not only significant in philosophy but also in education, science, and everyday life, particularly in the digital age filled with information. Understanding epistemology enables individuals to critically and wisely evaluate knowledge, distinguishing between facts and opinions. This understanding also supports the development of more effective teaching strategies in the modern educational context.

Hakikat Pengetahuan dalam Perspektif Filsafat Ilmu Haditsa Qur'ani Nurhakim; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5705

The nature of knowledge is one of the central themes in philosophy, which discusses the origins, structure and validity of human knowledge. This study outlines the concept of knowledge as justified true belief and explores challenges to this definition, including skepticism, relativism, and the Gettier problem. Classical epistemological approaches, such as rationalism and empiricism, are discussed in relation to how humans acquire knowledge, while constructivism and phenomenological perspectives add a contemporary dimension to this debate. Figures such as Plato, Aristotle, Descartes, Kant, and Quine provide an important philosophical basis for understanding knowledge in various contexts, including the role of reason, sensory experience, and social construction. This article also highlights how the development of modern science changes the way we view knowledge, especially in terms of scientific methods, intersubjective truth, and empirical validation. By reviewing the interaction between traditional theories and modern challenges, this article aims to provide comprehensive insight into the complex nature of knowledge. This understanding is relevant not only for philosophical studies, but also for answering fundamental questions in human life, ethics, and scientific progress in the era of globalization.

Ruang lingkup Ruang Lingkup Filsafat Ilmu: Hakikat Berpikir Filsafat, Tujuan, dan Landasan Filsafat Ilmu di Perguruan Tinggi Al-Hakim Musthafa, Luqman; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5796

Science is an object of philosophical study with a broader scope of philosophical objects compared to science because science is only limited to empirical issues, while philosophy covers everything empirical and non-empirical. Therefore, the object of science in the study of philosophy is that which concerns empirical objects. Philosophy of science is a branch of philosophy that investigates and criticizes the basis, working methods, goals, and empowerment of science as a whole and the form of acquiring knowledge. Philosophy of science has the same characteristics of thinking as philosophy because philosophy of science is born from philosophical thought, these characteristics include: radical, systematic, comprehensive, coherent, and critical. The material object of philosophy of science is to discuss the facts and truths of all disciplines, confirmation, and logic used by all disciplines. While the formal object of philosophy of science is the philosophical study of facts and truths and the philosophical study of confirmation and logic. So the formal object of substantive facts includes and truth, while the formal object of instrumentality is confirmation and logic. Philosophy of Science has uniqueness in its respective views according to what is thought. The existence of humans is certainly increasingly advanced with the development of the era, so they must be able to have knowledge that can support future life, especially as academics who are required to be fundamental stakeholders in determining and finding the truth in life.

Integrasi Nilai-Nilai Filsafat Islam dalam Kurikulum Pendidikan Kontemporer Rojibillah, Isnan; Adang Hambali
Idarotuna: Jurnal Manajemen Pendidikan Islam Vol. 1, No. 2 (November 2024) Idarotuna: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan dan UPT Publikasi Ilmiah (Universitas Islam Bandung)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/idarotuna.v1i2.5870

Contemporary education faces challenges from globalization, secularism, and the fragmentation of knowledge, which often neglect the spiritual and moral dimensions. This has led to an identity crisis among Muslim youth. Islamic philosophy, with its core values such as hikmah (wisdom), tauhid (the oneness of Allah), and adab (morality), offers a holistic framework for integrating spiritual and moral dimensions into education. This journal aims to analyze the relevance of Islamic philosophical values in addressing the challenges of modern education and provides concrete recommendations for integrating these values into educational curricula. Employing a qualitative approach through literature analysis, this journal finds that Islamic philosophy offers a robust foundation for an educational system that not only produces intellectually intelligent individuals but also those who are morally grounded and possess an Islamic character. The integration of these values can be realized through a curriculum design based on tauhid, the development of wisdom-based learning, and the inculcation of adab as a core competency. The findings of this journal are expected to contribute significantly to building an educational system that remains relevant to the challenges of the modern era while preserving the essence of spirituality and morality, which lie at the heart of Islamic philosophy.

Sufistic Curriculum Development Management at the Islamic Boarding School Aji Muhammad Iqbal; Adang Hambali; Bambang Syamsul Arifin; Asep Achmad Hidayat
International Journal of Islamic Educational Research Vol. 2 No. 2 (2025): April: International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v2i2.284

The research departs from the phenomenon of the development of Islamic boarding school education models with varying names and styles. Islamic boarding schools are faced with two important problems in adapting to the demands of the times, namely the problem of developing Islamic boarding school governance without abandoning tradition and the Islamic boarding school's identity in producing a generation with good morals. The research objectives are to identify the management of Sufistic curriculum development in Islamic boarding schools including; 1) Curriculum planning, 2) Curriculum organization, 3) Curriculum implementation, 4) Curriculum evaluation and 5) Impact of Islamic boarding school management in developing the Sufistic curriculum at Al-Istiqomah Islamic Boarding School and Al-Falah Biru Islamic Boarding School, Garut Regency. The research framework departs from George R. Terry's (1973) management theory, namely four management functions, namely: 1) Planning, 2) Organizing, 3) Actuating, 4) Controlling. The curriculum theory uses the Ralph W curriculum development model. Tyler curriculum development is carried out in systematic stages, namely; Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation. Developing the Islamic boarding school curriculum has an impact on the morals of the students, as according to Sheikh Musthafa Al-Ghalayini, the implications of Sufistic moral values contribute to shaping behavior. This study uses a qualitative approach using the Ethnography method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique. While the validity test is carried out with data validity by conducting tests; credibility, transferability, dependability, and confirmability. The results of the study found that the management of the development of the Islamic boarding school curriculum in preparing a generation with Sufi morals: First, the Islamic boarding school curriculum is included in the traditionalist model of the school, namely by showing its traditional and school character. Second, the organization of the curriculum content consists of the contents of the curriculum, data, concepts, generalizations, and subject matter at the Islamic Boarding School. Third, Curriculum development is categorized as a grass roots model where there are initiatives and efforts coming from below, namely ustadz and Islamic boarding schools in developing a curriculum that is designed by themselves to produce a generation with Sufi morals. Fourth, Curriculum evaluation refers to the Objective Model Evaluation model (objective model) carried out at the end of curriculum development, this assessment activity is often called summative evaluation. Fifth, The impact of curriculum management on the level of morals is shown by the nature of istiqomah, self-control, prioritizing Islamic and basyariyah brotherhood, tolerance, honesty, sincerity, istiqomah, patience, gratitude, politeness and helping each other. Sixth, Traditionalist Hypothetical Management Model of the School.

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