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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Studi Agama dan Masyarakat Dinamika Ilmu al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam Hikmah At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal Pemikiran Islam (JPI) Akademika : Jurnal Pemikiran Islam Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Tatsqif Jurnal el-Huda: Jurnal Pendidikan, Sosial, dan Keagamaan Jurnal Pendidikan Progresif Ta'allum: Jurnal Pendidikan Islam
Maragustam Maragustam, Maragustam
Prof. Dr. H. Maragustam, M.A. adalah Guru Besar UIN Sunan Kalijaga dan Ketua Prodi Pendidikan Islam Pascasarjana UIN Sunan Kalijaga Yogyakarta.
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Rekonstruksi Hakikat Ilmu: Perspektif Filsafat Islam dan Implikasinya dalam Pendidikan Islam Syarifuddin, M.; Maragustam, Maragustam; Usman, Usman
Jurnal el-Huda Vol 16 No 02 (2025): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v16i02.318

Abstract

Latar belakang penelitian ini adalah arus modernitas yang memisahkan ilmu dari nilai ketuhanan telah menimbulkan krisis kemanusiaan berupa dehumanisasi, degradasi moral, dan kerusakan sosial. Penelitian ini bertujuan merekonstruksi hakikat ilmu dalam perspektif filsafat Islam serta mengkaji implikasinya dalam pendidikan Islam. Metode yang digunakan adalah studi kepustakaan (library research) melalui penelusuran, analisis, dan sintesis terhadap berbagai literatur ilmiah yang relevan untuk membangun kerangka konseptual baru berbasis nilai-nilai Islam. Hasil penelitian mencakup tiga dimensi utama. Dimensi ontologis menekankan takmil al-insan (penyempurnaan manusia) dan ḥaqiqat al-insan (jati diri manusia). Dimensi epistemologis menjelaskan sumber, mekanisme, dan legitimasi ilmu berdasarkan prinsip tauhid. Sedangkan dimensi aksiologis menegaskan bahwa ilmu tidak netral, tetapi untuk kemaslahatan. Implikasinya terhadap pendidikan Islam meliputi tiga aspek: penguatan naẓar al-aqli dan pendidikan holistik (ontologis), pengembangan teori (epistemologis), serta penerapan nilai spiritual, sosial, dan etis (aksiologis). Penelitian ini menawarkan sintesis baru antara pandangan filsafat Islam klasik dan paradigma pendidikan Islam kontemporer dalam merekonstruksi hakikat ilmu sebagai entitas tauḥidi. Kebaruan penelitian ini terletak pada formulasi tiga dimensi integral takmil al-insan dan ḥaqiqat al-insan (ontologis), epistemologi tauhidi, dan orientasi aksiologis pada kemaslahatan. Sintesis ini menghasilkan model pendidikan Islam holistik yang menyeimbangkan akal, akhlak, dan spiritualitas, serta relevan bagi pembaruan teori dan praktik pendidikan Islam modern.
Pendidikan Islam Menurut Pemikiran Ahmad Tafsir dan Relevansinya dengan Pendidikan Islam Kontemporer Violeta, Fajar Mustika; Maragustam, Maragustam; Apriari, Shinta Ath Thariq
Hikmah Vol. 21 No. 1 (2024): Januari-Juni 2024
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v21i1.368

Abstract

Islamic education thinking provides a theoretical and practical basis for the development of an education system that is in accordance with Islamic principles, strengthens the religious identity of Muslims, and bridges the understanding of the challenges of a dynamic era. This study aims to analyze Ahmad Tafsir's thoughts on Islamic education and its relevance in the context of contemporary Islamic education. The methodology used is a literature study with a qualitative approach. Primary data comes from relevant books by Ahmad Tafsir, as well as several secondary sources such as journal articles and proceedings. Data collection techniques are done through documentation, and data analysis is done by content analysis method of Ahmad Tafsir's works. The results showed that the thought of Islamic education according to Ahmad Tafsir is based on faith as the core of the Islamic education curriculum. His thoughts are able to answer the challenges of moral degradation and are relevant to contemporary Islamic education. The implication of this research can be a foundation in evaluating modern educational practices to be in accordance with Islamic characteristics, as well as the basis for curriculum development to suit the needs of contemporary Islamic education.
Filsafat Pendidikan dalam Pemikiran Religius-Konservatif Syekh Nawawi al-Bantani dan Relevansinya terhadap Dunia Pendidikan Islam Kontemporer Agung, Arnin; Maragustam, Maragustam; Usman, Usman
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.163

Abstract

This study examines Shaykh Nawawi al-Bantani’s educational thought through library-based research using content and descriptive analysis. His ideas remain highly relevant to contemporary Islamic education, emphasizing four pillars: foundations based on the Qur’an and Sunnah, goals centered on the development of knowledgeable and virtuous Muslims, a balanced curriculum between religious and secular sciences, and a learning method rooted in ethics and systematic process. His holistic and integrative model aligns with national education policy and addresses challenges of globalization and secularization. This study highlights the continuing relevance of Shaykh Nawawi al-Bantani’s religious-conservative educational philosophy to contemporary Islamic education. By reconstructing his classical ideas into a contextual and integrative model, the research bridges traditional moral–spiritual values with modern educational demands. Rooted in Qur’anic principles, ethics, and adab, his thought offers a holistic framework that unites cognitive, affective, and spiritual dimensions of learning. The study thus contributes to the renewal of Islamic educational philosophy and provides a practical foundation for character formation within the modern national education system.
The Role of Technology in Enhancing Students’ Digital Literacy Salsabila, Unik Hanifah; Maragustam, Maragustam; Murtono, Murtono
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

The Role of Technology in Enhancing Students' Digital Literacy. Objective: To ascertain the function of technology integration in augmenting digital literacy proficiency and to explore the mediating influence of heutagogy in elucidating the correlation between technology integration and digital literacy. Methods: A quantitative method was utilized to examine data from student responders in the "Islamic Religious Education" curriculum at five campuses in Yogyakarta. Data was gathered using internet surveys. The PLS-SEM model was employed to examine direct and mediated effects, as well as multigroup analysis to investigate any discrepancies in test outcomes. Findings: The inclusion of technology does not immediately influence students' digital literacy. Heutagogy effectively facilitates the impact of technology integration on enhancing digital literacy. The incorporation of technology intended to improve digital literacy among final-year students exhibits a detrimental effect, which can be mitigated through heutagogical intervention. Conclusion: The findings corroborate prior research emphasizing the significance of policy context, culture, and student demographics as determinants affecting the efficacy of technology integration in enhancing digital literacy. Keywords: digital literacy, heutagogy, higher education, learning, islamic religious education, technology integration.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024116
The Concept of Islamic Education by Abuddin Nata: Relevance and Application in Contemporary Islamic Education Asafila, Ina Machla; Maragustam, Maragustam
Jurnal Pemikiran Islam Vol. 4 No. 1 (2024): January-June
Publisher : Program Studi Aqidah dan Filsafat Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jpi.v4i1.23554

Abstract

This research delves into the comprehensive and adaptable concept of Islamic education as articulated by Abuddin Nata. The study aims to explore Abuddin Nata’s biography, his perspectives on Islamic education, and their relevance to contemporary Islamic educational practices. Employing a qualitative approach, specifically library research, this study draws from primary sources—books authored by Abuddin Nata—and secondary sources, including relevant books and journals. The analysis method employed is descriptive-analytical. The findings reveal that Abuddin Nata’s proposed Islamic education aligns with perennialist principles, emphasizing universality, balance, clarity, realism, and dynamism. These principles ensure that Islamic education remains steadfast in its core values, objectives, and distinctive features, despite societal changes. Abuddin Nata’s concept underscores a holistic and comprehensive approach grounded in divine values, making it relevant across different epochs. This study also highlights the alignment of Abuddin Nata's principles with modern educational frameworks, such as character education and competency-based curricula, showcasing their continued relevance.
Religious-Rational as an Epistemological Framework for Islamic Education: A Critical Review of the Thoughts of KH. A. Wahid Hasyim Astia Arlinda; Maragustam, Maragustam
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3211

Abstract

Contemporary Islamic education still faces an epistemological problem in the form of a dichotomy between religious and general knowledge, which has the effect of reducing the meaning of education. Religious knowledge is often understood in a normative-dogmatic manner, while general knowledge develops within a framework of instrumental rationality with minimal value orientation. This article aims to analyze and reconstruct the religio-rational concept in the educational thought of KH. A. Wahid Hasyim as an epistemological framework for Islamic education. This research uses library research with a conceptual-philosophical analysis approach to relevant works and literature. Data are analyzed using content analysis and conceptual synthesis techniques to uncover the relationship between revelation, reason, and moral values in education. The results of the study indicate that religio-rationalism positions revelation as a source of values and ethical orientation, while reason functions as a rational instrument in understanding reality and developing knowledge. This framework rejects the epistemological dichotomy and offers a validity of truth that is not only logical and empirical, but also oriented towards social welfare and moral formation. This article concludes that religio-rationalism is a relevant epistemological foundation for the renewal of integrative, humanistic, and contextual Islamic education in facing the challenges of modernity.
Co-Authors 'Aziz, Hafidh A. Syahid Robbani Abrori, M. Sayyidul Agung, Arnin Akmal Rizki Gunawan Apriari, Shinta Ath Thariq ASAFILA, INA MACHLA Astia Arlinda Farkhan, Muhammad Robith Khodijah , Siti M. Syarifuddin Marhumah Marhumah Muqowim, Muqowim Murtono Murtono Qonita Amanda Putri Rohmi, Puspo Rz. Ricky Satria Wiranata Salsabila, Unik Hanifah Sholehah, Nur Rahmadhani SITI KHODIJAH Usman Usman Violeta, Fajar Mustika Wibisono, Yogi Zahra, Dwi Noviatul Zainal Arifin