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All Journal International Journal of Nusantara Islam Tadbir: Jurnal Manajemen Pendidikan Islam AT TA´DIB PSYMPATHIC Pendas : Jurnah Ilmiah Pendidikan Dasar TA'LIM : Jurnal Studi Pendidikan Islam MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Atthulab: Islamic Religion Teaching and Learning Journal EDUKATIF : JURNAL ILMU PENDIDIKAN JURNAL MANAJEMEN PENDIDIKAN ISLAM AL-IDARAH GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Isema : Islamic Educational Management Journal of Social Science Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Edukasi: Journal of Educational Research Journal Corner of Education, Linguistics, and Literature Taklim : Jurnal Pendidikan Agama Islam Educenter: Jurnal Ilmiah Pendidikan Jurnal Ilmiah Mahasiswa Raushan Fikr International Journal of Education and Digital Learning (IJEDL) Indonesian Research Journal on Education Action Research Journal Indonesia (ARJI) Journal of Social Science Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jurnal Inovasi Pendidikan Agama Islam Juni-Jurnal Pelita Nusa J-STAF: Siddiq, Tabligh, Amanah, Fathonah International Journal of Nusantara Islam Indonesian Journal of Interdisciplinary Islamic Studies (IJIIS) EDUCENTER JURNAL PENDIDIKAN Jurnal Epistemic : Jurnal Ilmiah Pendidikan Expectation: Journal of Islamic Education Management (JIEM) International Journal of Islamic Educational Research Kharismatik : Jurnal Ilmu Pendidikan Ta'allum: Jurnal Pendidikan Islam Referensi Islamika: Jurnal Studi Islam
Adang Hambali, Adang
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Reconstructing ontological foundations in islamic education management: a philosophical inquiry into being, leadership values, and institutional development Adang Hambali; Rizal Anshorudin; Hidayat Hidayat; Ade Abdullah Sidiq; Agus Salim
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1951

Abstract

Ontology constitutes the philosophical foundation for shaping knowledge systems and managerial paradigms within Islamic educational institutions. This study aims to reconstruct the ontological basis of Islamic education management through philosophical-conceptual inquiry, focusing on the nature of being, leadership identity, and institutional development anchored in Islamic metaphysics. Using a qualitative–philosophical approach through conceptual analysis and hermeneutic textual interpretation, this study examines how the Islamic worldview of al-wujūd informs leadership behavior, institutional identity, and organizational culture. The findings indicate that Islamic education management transcends technical administration, functioning instead as an ontological practice rooted in tawhid, human existence, and the civilizational mission of education. Grounded in classical scholarship (Al-Ghazali, Ibn Khaldun) and contemporary Islamic philosophers (Nasr), Islamic management emphasizes metaphysical consciousness, ethical leadership, and mission-driven institutional development. This study contributes to strengthening the philosophical architecture of Islamic educational leadership and highlights the urgency of ontological literacy for institutional transformation.
Reconstructing ontological foundations in islamic education management: a philosophical inquiry into being, leadership values, and institutional development Hambali, Adang; Anshorudin , Rizal; Hidayat , Hidayat; Sidiq, Ade Abdullah; Salim , Agus
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1951

Abstract

Ontology constitutes the philosophical foundation for shaping knowledge systems and managerial paradigms within Islamic educational institutions. This study aims to reconstruct the ontological basis of Islamic education management through philosophical-conceptual inquiry, focusing on the nature of being, leadership identity, and institutional development anchored in Islamic metaphysics. Using a qualitative–philosophical approach through conceptual analysis and hermeneutic textual interpretation, this study examines how the Islamic worldview of al-wujūd informs leadership behavior, institutional identity, and organizational culture. The findings indicate that Islamic education management transcends technical administration, functioning instead as an ontological practice rooted in tawhid, human existence, and the civilizational mission of education. Grounded in classical scholarship (Al-Ghazali, Ibn Khaldun) and contemporary Islamic philosophers (Nasr), Islamic management emphasizes metaphysical consciousness, ethical leadership, and mission-driven institutional development. This study contributes to strengthening the philosophical architecture of Islamic educational leadership and highlights the urgency of ontological literacy for institutional transformation.
Aksiologi Ilmu Pengetahuan di Era Disrupsi: Merekonstruksi Nilai Kegunaan antara Tekno-Efisiensi dan Kebijaksanaan Kemanusiaan Mochamad Naufal Fauzan; Ahmad Fauzi Zakaria; Syukron Makmun; Adang Hambali
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.653

Abstract

Latar belakang penelitian ini adalah dominasi nilai instrumental-utilitarian dalam ilmu pengetahuan di era disrupsi teknologi, yang menyempitkan makna kegunaan ilmu hanya pada aspek tekno-ekonomi dan mengabaikan nilai-nilai humanistik. Penelitian ini bertujuan untuk menganalisis akar epistemologis dominasi nilai instrumental, mengidentifikasi dampak distorsifnya, serta menawarkan rekonstruksi aksiologis yang integratif. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan analisis filosofis melalui studi kepustakaan terhadap pemikiran filsuf seperti Habermas, Heidegger, dan Mazhab Frankfurt. Hasil penelitian menunjukkan bahwa dominasi nilai instrumental berakar pada tradisi positivisme dan pragmatisme, yang telah menyebabkan dehumanisasi, krisis ekologis, dan erosi kearifan lokal. Sebagai respons, penelitian ini merekonstruksi aksiologi ilmu dengan mengintegrasikan nilai instrumental dan intrinsik melalui pendekatan etis, transdisipliner, dan emansipatoris. Kesimpulannya, ilmu pengetahuan harus tidak hanya berfungsi sebagai alat pemecah masalah teknis, tetapi juga sebagai pendorong pemahaman hermeneutis dan pembebasan manusia untuk mewujudkan pembangunan yang utuh dan berkelanjutan.
DIGITAL-THEOLOGICAL CONSCIOUSNESS: A MODEL OF ISLAMIC EDUCATION FOR HOMO DIGITALIS Mamat Rahmat; Ahmad Zaky Zakaria Anshary; Adang Hambali; Andewi Suhartini
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.570

Abstract

This study aims to develop a comprehensive model of Islamic education grounded in Digital-Theological Consciousness that addresses the ontological transformation of Muslim learners who inhabit digital culture as Homo Digitalis. The research responds to a significant gap in the literature: while digital Islamic education studies have proliferated, none has systematically integrated the philosophical concept of Homo Digitalis with tawhid-based theology into a coherent educational model. A qualitative library research design was employed, drawing on systematic analysis of primary and secondary sources in Islamic educational philosophy, digital theology, and philosophical anthropology. Sources were selected from peer-reviewed journals indexed in Scopus, Web of Science, and Sinta (2020–2025), supplemented by seminal theoretical works from Capurro (2017), Kultaieva (2020), and Phillips et al. (2019). Data were analyzed using an integrative-interpretive approach. The study identifies three foundational gaps in existing scholarship: the absence of Islamic digital theology as a field, the non-integration of Homo Digitalis into Islamic anthropological-educational discourse, and the operational limitation of tawhid-based models in addressing digital consciousness. Based on these gaps, the study proposes the DTC Model comprising five interrelated pillars: Tawhidic Ontological Grounding, Digital Fitrah Literacy, Khalifah-Oriented Digital Ethics, Integrative Epistemology of Revelation and Reason, and Transformative Pedagogical Practice. The model offers a theoretically rigorous and practically applicable framework for Islamic educational institutions navigating digital transformation. Limitations include the conceptual-library nature of the study, which requires empirical validation through subsequent field research in Indonesian madrasah and pesantren contexts. This article introduces Digital-Theological Consciousness as a new construct in Islamic educational theory, offering the first systematic integration of Homo Digitalis philosophy with tawhidic epistemology in educational modelling. The study contributes both to Islamic educational philosophy and to the broader global discourse on religion and digital culture.
ONTOLOGI KEBENARAN DALAM PENDIDIKAN ISLAM: PERSPEKTIF INTEGRATIF ANTARA RASIO, WAHYU DAN TEKNOLOGI Adang Hambali; Rizki Imanudin; Rizqynursholihat; Dayat Indra Hidayat; Dede Sulaeman
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 2 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i2.7086

Abstract

This study aims to analyze the ontology of truth in Islamic education through an integrative perspective between reason, revelation, and technology. This research employs a qualitative method with a library research approach, examining both classical and contemporary sources relevant to Islamic epistemology and the philosophy of education. The findings reveal that in Islamic education, truth does not solely originate from human reason, which is empirical, but also from divine revelation as an absolute and transcendental foundation. The integration of reason and revelation provides an epistemological basis capable of creating a balanced educational system between intellect and faith. In the digital era, technology serves as an instrument to expand the reach of knowledge and enhance the effectiveness of learning, yet its use must remain guided by the principles of tawhid and Islamic ethics. This study emphasizes the importance of a scientific paradigm that harmonizes rational, spiritual, and technological dimensions to construct Islamic education that is humanistic, adaptive, and oriented toward holistic truth.
Dinamika Sosial-Budaya dalam Pendidikan Islam di Indonesia dan ASEAN: Sebuah Systematic Literature Review: Dinamika Sosial-Budaya dalam Pendidikan Islam di Indonesia dan ASEAN: Sebuah Systematic Literature Review Cahyudi Prima; Isrun Abdurahman; Adang Hambali
Risalah Kharisma Vol 4 No 1 (2026): Maret 2026
Publisher : Sekolah Tinggi Agama Islam Kharisma Cicurug Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70757/kharismatik.v4i1.255

Abstract

This study aims to map the influence of socio-cultural factors on the practices and policies of Islamic Education in Indonesia and ASEAN countries. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol. Literature searches were conducted on Connected Papers and Google Scholar databases using selected keywords. Out of 120 identified articles, 10 met the inclusion criteria for in-depth analysis. The findings reveal three main results. First, there are three models of state-Islamic education relations in ASEAN: national integration (Malaysia, Brunei), massive institutionalization (Indonesia), and limited accommodation (Thailand, Philippines, Singapore). Second, local values such as gotong royong in Indonesia, Malay customs in Malaysia-Brunei, izzah in Pattani, and pragmatism in Singapore serve as the moral foundation of Islamic education. Third, common challenges include the tradition-modernity dialectic, digital crisis of scholarly authority, stigma against madrasah graduates, and policy implementation gaps. This study contributes to developing Islamic education policies that are responsive to ASEAN's socio-cultural diversity.
Integrated Theological Curriculum Successfully Counters Techno-Pragmatism in Global Education Adang Hambali; Hasan Basri; Nenden Ahadiah Halimah; Nirwati; Afnie Rizky Nurkamaliyah
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.55711

Abstract

Islamic education in the global era faces systemic challenges from educational techno-pragmatism, digital disruption, and ethical crises. This study analyzes the role of integrated theological curriculum in contesting these challenges to foster civilized human beings. Utilizing a qualitative library research method with a descriptive-analytical design, this study examines peer-reviewed literature published between 2019 and 2026. The analysis demonstrates that an integrated theological curriculum successfully counters global techno-pragmatism by restructuring educational orientations ontologically, epistemologically, and axiologically. It systematically operationalizes five dimensions of a civilized human being: spiritual, moral, intellectual, socio-civilizational, and cultural-digital. Furthermore, this study formulates concrete managerial implications for Islamic educational institutions, which encompass restructuring integrated curricula, recruiting value-driven educators, implementing reflective pedagogy, deploying authentic character-based assessments, and cultivating a tawhid-based institutional culture. The findings emphasize that bridging technical management with divine orientations is critical to eliminating academic dichotomy. In conclusion, revitalizing theological values systematically is a fundamental necessity for Islamic educational institutions to produce globally competent graduates without compromising their spiritual and moral identity.
KRITIK ISLAM TERHADAP SAINS BARAT (PERSPEKTIF ISLAMIC WORLDVIEW) DAN IMPLIKASINYA BAGI PENGEMBANGAN PARADIGMA KEILMUAN DI PERGURUAN TINGGI ISLAM Aris Rahman Saleh; Rusmayadi; Yanti Amalia Afifah; Ane Zunnatul Mafruhah; Adang Hambali
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 2 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i2.7317

Abstract

Pendidikan tinggi Islam menghadapi persoalan epistemologis akibat dominasi paradigma sains Barat yang berlandaskan sekularisme, materialisme, dan positivisme, sehingga memisahkan ilmu dari nilai spiritual dan wahyu. Kondisi tersebut mengakibatkan dikotomi antara ilmu agama dan ilmu umum serta terpinggirkannya dimensi moral dalam proses akademik. Penelitian ini bertujuan menganalisis bagaimana Islamic worldview dapat menjadi dasar pembentukan paradigma keilmuan alternatif di Perguruan Tinggi Islam. Metode yang digunakan adalah penelitian kualitatif berbasis studi kepustakaan dengan analisis isi terhadap karya-karya pemikir Muslim dan Barat terkait epistemologi, filsafat ilmu, dan integrasi keilmuan. Hasil penelitian menunjukkan bahwa Islamic worldview menawarkan fondasi ontologis, epistemologis, dan aksiologis yang integratif, menempatkan wahyu, akal, dan pengalaman empiris secara harmonis. Dengan demikian, Islamic worldview berpotensi menjadi landasan konseptual dan metodologis untuk membangun paradigma keilmuan yang menyatukan ilmu agama dan ilmu umum serta mengarahkan pengembangan ilmu sesuai nilai-nilai ketauhidan.
RUANG LINGKUP FILSAFAT ILMU DALAM PERSPEKTIF ISLAM DAN BARAT SERTA IMPLIKASINYA BAGI PENDIDIKAN ISLAM DI PTKI Ane Zunnatul Mafruhah; Yanti Amalia Afifah; Aris Rahman Saleh; Adang Hambali
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 2 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i2.7328

Abstract

Perkembangan ilmu pengetahuan modern memperlihatkan perbedaan paradigma yang mendasar antara filsafat ilmu Barat dan Islam, terutama dalam memaknai hakikat ilmu, sumber pengetahuan, dan tujuan keilmuan. Perbedaan ini berimplikasi langsung terhadap arah pengembangan pendidikan Islam di Perguruan Tinggi Keagamaan Islam (PTKI). Penelitian ini bertujuan untuk mengkaji konstruksi ruang lingkup filsafat ilmu dalam perspektif Islam dan Barat, menganalisis perbedaan serta persinggungan ontologis, epistemologis, dan aksiologis antara kedua tradisi, serta mengidentifikasi implikasi filosofisnya terhadap pengembangan pendidikan Islam di PTKI. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan, melalui analisis kritis dan komparatif terhadap literatur filsafat ilmu, epistemologi Islam dan Barat, serta kajian pendidikan Islam kontemporer. Hasil penelitian menunjukkan bahwa filsafat ilmu Barat cenderung bersifat antroposentris, empiris, dan berorientasi pada rasionalitas instrumental, sementara filsafat ilmu Islam bersifat teosentris, integratif, dan berorientasi pada pembentukan adab serta kemaslahatan. Persinggungan kedua tradisi terletak pada pengakuan terhadap rasionalitas dan metodologi ilmiah, namun berbeda pada sumber kebenaran dan tujuan akhir ilmu. Penelitian ini berdampak pada penguatan paradigma integratif dalam pengembangan pendidikan Islam di PTKI yang memadukan rasionalitas ilmiah, nilai etika, dan spiritualitas secara seimbang.
REKONSTRUKSI DASAR TEOLOGI PENDIDIKAN ISLAM DALAM MENGHADAPI TANTANGAN ERA DIGITAL: Indonesia Rizki Imanudin; Dayat Indra Hidayat; Dede Sulaeman; Adang Hambali; Andewi Suhartini
TA'LIM : Jurnal Studi Pendidikan Islam Vol. 9 No. 2 (2026): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of digital technology has significantly transformed the landscape of education, creating new opportunities as well as complex challenges such as information distraction, individualistic tendencies, and a crisis of meaning among learners. This study aims to reconstruct the theological foundations of Islamic education in responding to the challenges of the digital era. Using a qualitative library research approach, this study analyzes classical and contemporary Islamic educational thought to formulate a theological framework based on three philosophical dimensions: ontological, epistemological, and axiological. The ontological foundation emphasizes tawhid as the ultimate reality that underlies all educational activities. The epistemological dimension highlights the integration of revelation and reason as complementary sources of knowledge in Islamic education. Meanwhile, the axiological dimension focuses on the cultivation of moral character and tazkiyatun nafs as the ultimate goals of education. The findings indicate that reconstructing theological principles within Islamic education can provide meaningful orientation, strengthen digital ethics, and foster a sense of global responsibility among learners. Therefore, theological-based Islamic education offers a holistic framework to guide the use of knowledge and technology toward ethical and spiritually grounded human development.
Co-Authors Adah Aliyah Ade Abdullah Sidiq Afnie Rizky Nurkamaliyah Agus Salim Agus Salim Mansyur Ahmad Fauzi Zakaria Ahmad Zaky Zakaria Anshary Andewi Suhartini, Andewi Andry Setiawan, Andry Ane Zunnatul Mafruhah Ari Nuryana Aris Rahman Saleh Arromy, Muhammad Miqdad Asep Hernawan Asep Nursobah, Asep Assalam, Sunan Hanif Ihsan Asti Meiza Astria Kasih Asy'ari Cahyudi Prima Dayat Indra Hidayat Dede Sulaeman Enoh Fasya, Nizar Muhammad Fauzi, Rai Ahmad Fitri Meliani, Fitri Fridayanti Fridayanti Gozali Gozali Habibie, Dienha Hasan Basri Hasan Basri Herniawati, Ani Hidayat , Hidayat Hidayat Hidayat Hisniati, Sally Badriya Ihsanda, Nu'man Imam Sibaweh Imroatus Sholihah Indriana, Nina Isrun Abdurahman Izzudin Musthafa, Izzudin Kusuma, Deni Tata Mamat Rahmat Maulidya Makalao, Dwi Ajeng Mochamad Naufal Fauzan Mohammad Sulhan, Mohammad Muhamad Arif Nugraha Muhamad Ibnu Malik Muhammad Ali Ramdhani Muhammad Shalahuddin Mukti, Saepul N. Fitri Amaliya Nenden Ahadiah Halimah nia kurniasih Nirwati Nurobiyanto, Nurobiyanto Nurwadjah Ahmad Eq Rafsanjani, Mohammad Fikri Ridwan Fauzi, Muhammad Rizal Anshorudin Rizki Imanudin Rizki Imanudin Rizqynursholihat Rofi Fahmi, Dede Rohimah , Elis Roswan Fauzi, Ali Rulia, Rulia Rusmayadi Salim , Agus Sally Badriya Hisniati Sapitri, Wina Sidiq, Ade Abdullah Sisti Nurlina Sri Juwita Sri Juwita, Sri Suhartini, Andewi Syaf, Solehudin Syukron Makmun Tamlekha, Tamlekha Teguh Hariyanto Teguh Prayitno Urwah Urwah Wahyudin Darmalaksana Wildan, Ikbal Muhammad Yadi Suryadi Yani Mulyani Yanti Amalia Afifah Yosef Farhan Yuliati Zaqiah, Qiqi Yusuf Hidayat Yuyun Nurul'aen Zainal Muttaqin