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All Journal Studi Arab Darajat: Jurnal Pendidikan Agama Islam Al-Hasanah : Jurnal Pendidikan Agama Islam Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Islamic Education and Innovation (JIEI) Borneo Journal of Islamic Education Tadibia Islamika: Journal of Holistic Islamic Education Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Bagas Mukti Nasrowi
UIN K.H. Abdurrahman Wahid Pekalongan
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PEMIKIRAN ESSENSIALISME DALAM PENDIDIKAN ISLAM Khoiriyah, Istianatul; Bagas Mukti Nasrowi; Muhammad Hufron
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 10 No 01 (2025): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/10011559

Abstract

The value crisis in contemporary education has become a crucial issue characterized by the weakening of moral orientation, the erosion of teacher authority, and the dominance of flexible approaches that ignore the basic principles of education. Departing from this phenomenon, this research aims to examine the thought of essentialism in Islamic education as a conceptual alternative that emphasizes traditional values, discipline, and a clear curriculum structure. This research uses a qualitative method with a library research approach, which is conducted through an in-depth review of relevant primary and secondary literature. The results show that essentialism in Islamic education emphasizes three main findings: the importance of education grounded in traditional and permanent values; the central role of the teacher as a moral and scientific authority; and curriculum and learning methods that focus on mastering core material and forming discipline. The study concludes that essentialism can provide a more stable, structured and valuable direction for education in the face of the challenges of modernity. Therefore, it is suggested that this essentialist approach be considered in the formulation of Islamic education policy and further developed through empirical research in the realm of practice. Keywords: Essentialism; philosophy; Islamic education
PEMIKIRAN PENDIDIKAN ISLAM KH. ABDURRAHMAN WAHID TENTANG MODERASI ISLAM Nasrowi, Bagas Mukti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v1i1.7

Abstract

Abstract: This scientific study describes the strategic steps to moderate Islamic education by de-radicalizing and de-idealizing. One prominent figure who is concerned and concerned with expressing moderate Islam is KH. Abdurrahman Wahid. His ideas and ideas deserve to be interpreted in the perspective of Islamic education. The focus of the problem was emphasized on Gus Dur's thoughts on Islamic education, and then formulated in a model of deradicalization through education. The method used is a literature study with content analysis. The results of the study found that Gus Dur's thinking had implications for Islamic education which in its implementation was characterized by Neo-Modernist, liberation-based, multicultural-based Islamic Education, inclusive Islamic Education, and Humanist Islamic Education. The five approaches have supported the central structure of Islamic education rahmatan lil 'alamin which underlies the model of de-radicalization and de-ideology of Islamic education. Abstrak: Kajian ilmiah ini menjelaskan tentang langkah strategis moderasi pendidikan Islam dengan melakukan deradikalisasi dan deideologisasi. Salah satu tokoh yang inten dan concern dalam mengeksprsikan Islam yang moderat ialah KH. Abdurrahman Wahid. Ide dan gagasan beliau patut untuk diinterpretasikan dalam perspektif pendidikan Islam. Fokus permasalahan ditekankan pada pemikiran Gus Dur mengenai pendidikan Islam, untuk kemudian dirumuskan dalam suatu model deradikalisasi melalui pendidikan. Metode yang digunakan adalah studi kepustakaan dengan analisis isi (content analysis). Hasil penelitian menemukan bahwa pemikiran Gus Dur berimplikasi terhadap pendidikan Islam yang pada implementasinya bercorak Pendidikan Islam berbasis Neo-Modernis, berbasis pembebasan, berbasis multikultural, Pendidikan Islam yang inklusif, serta Pendidikan Islam humanis. Kelima pendekatan tersebut telah menopang struktur sentral pendidikan Islam rahmatan lil ’alamin yang mendasari model deradikalisasi dan deideologisasi pendidikan Islam.
Takhassus Tahfidz Program in Formal Institutions: Implementation, Obstacles, and Solutions Raikhan; Nasrowi, Bagas Mukti
Tadibia Islamika: Journal of Holistic Islamic Education Vol 2 No 1 (2022): Tadibia Islamika: Journal of Holistic Islamic Education, May 2022
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v2i1.5606

Abstract

This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization
Idealism in Educational Philosophy: Reclaiming Values in an Age of Scientific Pragmatism Mubin, Hakun; Nasrowi, Bagas Mukti; Hufron, M
Tadibia Islamika: Journal of Holistic Islamic Education Vol 5 No 2 (2025): Tadibia Islamika: Journal of Holistic Islamic Education, November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v5i2.11723

Abstract

Education, as a means of shaping humanity through human resource development, demands a comprehensive outlook that encompasses the full spectrum of human existence and potential. Addressing contemporary educational challenges requires more than practical experience; it necessitates critical thinking, rigorous scientific analysis, and sustained scholarly research. Additionally, education must be firmly grounded in philosophical discourse and reflective inquiry. As the foundational discipline underlying all sciences, philosophy seeks to resolve both existing and emerging human challenges, particularly those concerning the metaphysical triad of God, humanity, and nature. However, with the ongoing evolution of society and the acceleration of technological change, many contemporary issues have surpassed the explanatory capacity of traditional philosophy alone, leading to the emergence of empirical science as a complementary approach to understanding reality. The term "philosophy" originates from the ancient Greek philosophia, signifying "love of wisdom"—a synthesis of philos (to love) and sophia (wisdom). In its essence, philosophy embodies humanity's enduring quest for truth, meaning, and ethical understanding. The systematic study of philosophy enables individuals to confront life's multifaceted challenges with deeper insight and analytical sophistication, particularly within the complex domain of education. In this context, philosophy provides a foundational framework for educational thought and practice, serving to align pedagogical approaches with the broader aspirations and values of society. This paper explores the significance and application of idealism within the philosophy of education, examining how idealist principles—alongside other philosophical schools such as essentialism and radicalism—inform educational concepts, objectives, curriculum design, and instructional methodologies. Through qualitative descriptive analysis grounded in library research and philosophical inquiry, this study demonstrates that idealism continues to play a pivotal role in shaping educational values, moral development, and the intellectual orientation of contemporary educational systems.
Co-Authors Hufron, M Khoiriyah, Istianatul M. Yogi Riyantama Isjoni Mubin, Hakun Mufid, Akhmad Musyafa Muhammad Hufron Raikhan Raikhan Raikhan Yusnia Binti Kholifah Zamroni Zamroni