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All Journal International Journal of Nusantara Islam Al-Tahrir: Jurnal Pemikiran Islam TARBIYA : Journal Education in Muslim Society EDUCATIO : Journal of Education Risâlah, Jurnal Pendidikan dan Studi Islam Tadarus: Jurnal Pendidikan Islam al-Afkar, Journal For Islamic Studies Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Tadbir Muwahhid Islamic Management: Jurnal Manajemen Pendidikan Islam Ta'dibuna: Jurnal Pendidikan Islam Tawazun: Jurnal Pendidikan Islam FIKRAH AT-TA`DIB Idaarah: Jurnal Manajemen Pendidikan Mudir : Jurnal Manajemen Pendidikan Ta'dib: Jurnal Pendidikan Islam Rayah Al Islam : Jurnal Ilmu Islam Jurnal Pendidikan Luar Sekolah JIIP (Jurnal Ilmiah Ilmu Pendidikan) RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Jurnal Tarbiyatuna : Kajian Pendidikan Islam Jurnal Pendidikan Guru (JPG) International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Economics, Management, Business, and Social Science Tafkir: Interdisciplinary Journal of Islamic Education Diversity: Jurnal Ilmiah Pascasarjana Prophetic Guidance and Counseling Journal Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Journal of Education Research Idarah Tarbawiyah: Journal of Management in Islamic Education East Asian Journal of Multidisciplinary Research (EAJMR) Jurnal Locus Penelitian dan Pengabdian Formosa Journal of Applied Sciences (FJAS) Formosa Journal of Sustainable Research (FJSR) International Journal of Islamic Thought and Humanities Journal of Modern Islamic Studies and Civilization Journal of Multi Disciplines Science Mutiara: Multidiciplinary Scientifict Journal Nuansa : Jurnal Studi Islam dan Kemasyarakatan JURNAL ILMIAH GEMA PERENCANA GLOBAL: Jurnal Lentera BITEP RESLAJ: Religion Education Social Laa Roiba Journal JOURNAL OF PSYCHOLOGY AND SUSTAINABLE EDUCATION (JPSE) EDUKASI EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Fikrah : Jurnal Pendidikan Agama Islam Edumaspul: Jurnal Pendidikan Jurnal Tarbiyatuna : Kajian Pendidikan Islam Educational Leadership: Jurnal Manajemen Pendidikan
Hasbi Indra
Universitas Ibn Khaldun Bogor
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Kerangka Epistemologi Ilmu dalam Islam: Integrasi Bayani, Burhani, Tajribi dan Irfani Siti Juariah; Budi Handrianto; Hasbi Indra
GLOBAL: Jurnal Lentera BITEP Vol. 4 No. 02 (2026): April 2026
Publisher : Lentera Ilmu Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59422/global.v4i01.1153

Abstract

Metode ilmiah dalam Islam memiliki karakteristik yang khas dan komprehensif karena tidak hanya bersandar pada rasionalitas dan pengalaman empiris, tetapi juga pada wahyu dan pengalaman spiritual. Islam memandang ilmu sebagai sarana untuk memahami realitas kehidupan sekaligus mendekatkan diri kepada Allah SWT. Dalam tradisi keilmuan Islam, terdapat empat metode utama yang digunakan dalam memperoleh dan mengembangkan ilmu pengetahuan, yaitu metode bayani, burhani, tajribi, dan irfani. Metode bayani menekankan pemahaman teks wahyu sebagai sumber utama kebenaran, metode burhani menggunakan akal dan penalaran logis, metode tajribi berlandaskan pengamatan dan eksperimen empiris, sedangkan metode irfani bersumber dari intuisi dan pengalaman spiritual. Artikel ini bertujuan untuk mengkaji secara mendalam metode ilmiah dalam Islam melalui pembahasan keempat metode tersebut serta menjelaskan peran dan kontribusinya dalam tradisi keilmuan Islam. Hasil kajian menunjukkan bahwa keempat metode tersebut saling melengkapi dan membentuk sistem keilmuan Islam yang holistik, seimbang, dan bernilai ketuhanan.
EPISTEMOLOGI ISLAM INTEGRATIF: ANALISIS KOMPREHENSIF EMPAT SUMBER ILMU (PANCA INDRA, AKAL, WAHYU, DAN ILHAM) Dewi Maharani; Budi Handrianto; Hasbi Indra
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9319

Abstract

The study of Islamic epistemology is increasingly significant in the context of the dominance of modern scientific paradigms that tend to be reductionist and emphasize empiricism and rationalism as the sole legitimate sources of knowledge. Such an orientation has led to the separation of science from moral and spiritual values. This article aims to analyze comprehensively the four sources of knowledge in Islamic epistemology sense perception, reason, khabar ṣādiq (true testimony), and inspiration (ilham)and to explain their integrative structure within an Islamic epistemological framework. This study employs a qualitative approach using library research methods by examining and critically analyzing relevant classical and contemporary literature, including scholarly books and peer-reviewed journal articles. The research stages consist of source collection, conceptual classification, comparative analysis, and epistemological synthesis. The findings reveal that Islamic epistemology does not absolutize a single source of knowledge; rather, it positions the four sources within a layered epistemic structure according to their respective objects of inquiry, namely physical, rational, metaphysical, and inner-spiritual realities. The main conclusion of this study affirms that integrative Islamic epistemology offers a holistic and balanced paradigm of knowledge that harmonizes empirical data, rational analysis, revelatory authority, and spiritual experience. This paradigm has significant implications for the development of Islamic education and scientific inquiry that aim not only at intellectual advancement but also at moral and spiritual formation. ABSTRAK Kajian epistemologi Islam menjadi penting di tengah dominasi paradigma ilmu modern yang cenderung reduksionistik dan menempatkan empirisme serta rasionalitas sebagai satu-satunya sumber pengetahuan yang sah. Kondisi ini berimplikasi pada pemisahan antara ilmu, nilai, dan spiritualitas dalam pengembangan pengetahuan dan pendidikan. Artikel ini bertujuan menganalisis secara komprehensif empat sumber ilmu dalam epistemologi Islam, yaitu pancaindra, akal, wahyu atau khabar ṣādiq, dan ilham, serta menjelaskan pola integrasinya dalam membangun paradigma epistemologi Islam integratif. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) melalui penelusuran dan analisis kritis terhadap literatur klasik dan kontemporer yang relevan, meliputi buku akademik dan artikel jurnal ilmiah. Tahapan penelitian meliputi pengumpulan berbagai sumber otoritatif, klasifikasi konsep epistemik, analisis komparatif, dan sintesis konseptual. Hasil penelitian ini menunjukkan bahwa epistemologi Islam tidak memutlakkan satu sumber pengetahuan, melainkan menempatkan keempat sumber ilmu tersebut dalam struktur epistemik berlapis sesuai dengan objek kajiannya, yaitu realitas fisik, rasional, metafisik, dan batiniah. Adapun kesimpulan utama artikel ini menegaskan bahwa epistemologi Islam integratif menawarkan kerangka pengetahuan yang holistik dan seimbang, yang berpotensi menjadi dasar pengembangan ilmu dan pendidikan Islam yang tidak hanya berorientasi pada kecerdasan intelektual, tetapi juga pembentukan moral dan spiritual manusia.
ABU BAKAR ASH-SHIDDIQ'S EDUCATIONAL LEADERSHIP MODEL Sidiq, Heri Purwanto; Indra, Hasbi
Educational Leadership: Jurnal Manajemen Pendidikan Vol 3 No 1 (2023): JULY
Publisher : Department of Islamic Education Management

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/edu.v3i1.35774

Abstract

The purpose of this research is to find out the educational leadership model of Abu Bakar Ash-Shiddiq. The method used in this study is the literary method using primary data that is directly related to the figure of Abu Bakar Ash-Shidiq, especially the book 'Abqariyah Ash-Shiddiq written by Abbas Mahmud 'Aqqad supported by secondary data related to leadership theories. The results of the study found that the characters of Abu Bakar Ash-Shiddiq include loyalty to leaders, having a wise attitude, being fair, having determination and strength, having determination and azzam, supervising and caring, and having a sense of humanity and compassion. While the application in education related to the character of Abu Bakar Ash-Shiddiq can be described in terms of being fair in educating, wise in educating, loyal to leaders in educational institutions, having compassion in educating, supervising and caring in educating, having determination in educating, and having strong determination in education. The conclusion of this study is that the character of Abu Bakar Ash-Shiddiq is the character of a successful leader in fostering and educating his people.
RECONSTRUCTING MAHABBAH EDUCATION: IBN QAYYIM AL-JAWZIYYAH'S EDUCATIONAL PHILOSOPHY FOR A CONTEMPORARY COMPASSIONATE CURRICULUM Ridwan Wirabumi Asri; Hasbi Indra; Adian Husaini; Budi Handrianto
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10741

Abstract

This study aims to reconstruct Ibn Qayyim al-Jawziyyah's concept of mahabbah (love) as a comprehensive educational philosophy and explores its contribution to contemporary compassionate curriculum. Employing a qualitative library research design, the study analyzes Ibn Qayyim's principal works, including Rawḍat al-Muḥibbin wa Nuzhat al-Mushtaqin, Madarij al-Salikin, Ṭariq al-Hijratayn, and Ighathat al-Lahfan, using content analysis and philosophical interpretation. The findings demonstrate that Mahabbah Education is founded upon Mahabbatullah (love of God), which functions as the ontological and ethical core of educational formation. This framework integrates tawḥid, faith, worship, Tazkiyat al-Nafs (self-purification), moral discipline, prophetic love, and compassionate social relationships into a coherent process of holistic human development. Unlike contemporary compassion-based approaches that predominantly adopt humanistic and socio-emotional perspectives, Ibn Qayyim's philosophy offers a theocentric model in which compassion emerges from spiritual consciousness and devotion to God. This study proposes Mahabbah Education as a conceptual theocentric framework for strengthening contemporary compassionate curriculum discourse, extending it by reconnecting spiritual transcendence with character formation, ethical responsibility, and social compassion. As a conceptual and theoretical contribution rather than an empirically tested model, the findings contribute to educational philosophy by demonstrating the continuing relevance of classical Islamic thought in addressing contemporary educational challenges and enriching global discussions on holistic and values-based education.
From Rule-Based Discipline to Value-Based Discipline: A Habituation-Based Moral Discipline Model at Pesantren Tamaddun Jatinangor Agus Haryono; Hasbi Indra; Budi Handrianto; Abuddin Nata
JURNAL ILMIAH GEMA PERENCANA Vol 5 No 1 (2026): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v5i1.426

Abstract

This study describes the paradigm shift in disciplinary education from a rule-based system to a value-based one at the Pesantren Tamaddun in Jatinangor in response to the challenges of digital disruption. The background study is based on the urgency of strengthening the character of students who are vulnerable to the negative impacts of cyberspace, necessitating a reorientation of the educational model capable of intrinsically internalizing Islamic values. The purpose of this study is to analyze the effectiveness of implementing value-based discipline in strengthening students' moral resilience and to examine the transformation of the role of educators as role models in the virtual realm. Using a qualitative method with a case study approach, data were collected through in-depth observation and document review related to teaching practices at the Pesantren. The results show that the shift to a value-based model fosters students' independence in managing cyberspace, where the integration of digital literacy with the values ​​of ta'dib and tarbiyah transforms technology into a creative and responsible means of da'wah. This fundamentally supported by the capacity of educators as uswah hasanah who actively contextualize religious teachings in virtual interactions. In conclusion, this model successfully builds integrity and adaptive character amidst the current digitalization. The recommendations include formalizing a values-based digital literacy curriculum, developing educators' capacity as digital mentors, conducting a large-scale comparative study to test the validity of the model, and fostering collaborative synergy between Pesantren, families, and the community to maintain the consistency of students' character in an increasingly complex cyber ecosystem.
Co-Authors A. Rahmat Rosyadi Abdul Hayyie Al Kattani Abdul Hayyie Al-Kattani Abdul Hayyie Al-Kattani , Abdul Abdul Hayyie Alkattani Abdurrohman, Muhammad Cholid Abuddin Nata, Abuddin Abullah, Brahim Adian Husaini Adih Amin Agus Haryono Ahmad Ahmad Alim Ahmad Mukhlis Ahmad Mulyadi Kosim Ahmad Sastra Ahmad Tafsir, Ahmad ahmad yani Akhmad Alim Akhmad Alim, Akhmad Akmad Alim Akmad Alim Al Kattani, Abdul Hayyie Al Musayyieb, Said Ali Al-Kattani, Abdul Hayyie Albadi Alfaien, Noor Isna Alim, Akhmad Alim, Akmad Amin, Adih Amir, Rezki Sulfitri Anung Alhamat Ardiansyah, M. Nurman Arifin, Zaenal ‘ Arizqi Ihsan Pratama Askar Patahuddin Assiroji, Dwi Budiman Bamualim Budi Handrianto Dadi Cahyadi Daud Mutaqin Dewi Kartika Dewi Kartika Dewi Maharani Didin Hafidhuddin MS Dinia, Yunie Syamsu E Bahruddin Endin Mujahidin Enung Nurjanah Erick Yusuf Gani, Ridwan Abdul Haikal Adra Hamdan, Pepri Hardianto, Budi Herawati . Ibdalsyah Ibdalsyah Ibnu Rusydi Imas Kania Rahman Indupurnahayu Irfan Syauqi Beik Islam, Ahmad Chairul Istriana, Suci Juhaepa, Juhaepa Kasman, Rusdi M. Nurman Ardiansyah M.Nurman Ardiansyah Maemunah Sa'diyah Maemunah Sa’diyah Maharani, Dewi Matnur Ritonga Maulana Pein Mufid Mufid Mufid Mufid Muhammad Cholid Abdurrohman Muhammad Fadil Mukri, Rusdiono Muntolib Muntolib Muntolib Muntolib Muntolib, Muntolib Mutaqin, Daud Najibur Rahman Nesia Andriana Nesia Andriana, Nesia noor isna alfaein, noor_isna Nurdaeni, Ni Made Nurholis Heqal Pein, Maulana Radif Khotamir Rusli Rahman, Imas Kania Ramadhan, Rizal Ilham Retna Maskur Dwiputro Rezki Sulfitri Amir Fitri Ridwan Wirabumi Asri Rosyadi, A Rahmat Sa'diyah, Maemunah Sadiyah, Maemunah sadiyahh, Maemunah Saefuddin, Didin Said Ali Al Musayyieb Salman Al Farisi Salman Al Farisi, Salman SANTI LISNAWATI Sastra, Ahmad Selvi Sri Wahyuni Shinta Adelina Sidik, Saepul Japar Sidiq, Heri Purwanto Siswanto, Nopri Dwi Siti Juariah Suci Istriana Sugandi, Asep Suherman Suherman Supradijono Supradijono Sutin Sutin Syamsuar Hamka Tamam, Abas Mansur Tri Yulianto Ulil Amri Syafri wandi Wido Supraha Yati, Rita Indah Yono Yono Yuhdi, Yuhdi