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All Journal Journal on Education AL-FIKRAH: Jurnal Studi Ilmu Pendidikan dan Keislaman Didaktik : Jurnal Ilmiah PGSD STKIP Subang Sophist Jurnal Sosial Politik Kajian Islam dan Tafsir Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Kartika: Jurnal Studi Keislaman CENDEKIA PENDIDIKAN Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia Indonesian Journal of Islamic Studies
Amril M
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Aplikasi Teori Fenomenologi Dan Hermeneutika Dalam Desain Kurikulum Pendidikan Agama Islam Muhammad Iqbal Indraji; Amril M
AL-FIKRAH: Jurnal Studi Ilmu Pendidikan dan Keislaman Vol. 9 No. 1 (2026)
Publisher : Pendidikan Agama Islam

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Abstract

This research aims to examine the application of phenomenological and hermeneutical theories in Islamic Religious Education (PAI) curriculum design. PAI plays a strategic role in shaping the character and spirituality of students, but in practice, curriculum design is often conventional and lacking contextualization to current needs. Through a phenomenological approach, this research seeks to explore the subjective experiences of students and educators in understanding and internalizing Islamic religious values. Meanwhile, a hermeneutical approach is used to interpret religious texts in depth to ensure their relevance to the social, cultural, and historical context of modern society. This research employs a literature study method by examining various theories and their applications in PAI curriculum design. The results of this study indicate that phenomenology contributes to broadening understanding of the dimensions of religious experience within educational settings, while hermeneutics provides an interpretive analytical framework for the dynamic meanings of Islamic texts. Philosophically, phenomenology is grounded in direct human experience, while hermeneutics is rooted in the interpretation of the multi-layered meanings of texts. The integration of these two approaches can produce a more reflective, contextual, and meaningful PAI curriculum design, as it combines aspects of religious experience with a deep intellectual understanding of Islamic values.
ISLAMIZATION OF KNOWLEDGE IN THE AGE OF GLOBALIZATION: INTEGRATING ISLAMIC VALUES INTO MODERN EDUCATIONAL PRACTICE Aidil Novrianto; A'isy Alya Febriany; Amril M; Liana Novita
Sophist: Jurnal Sosial Politik Kajian Islam dan Tafsir Vol. 8 No. 1 (2026): Islamic Geopolitics, Contemporary Interpretation, Humanitarian Crisis, Muslim D
Publisher : Journal Sophist

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/sophist.v8i1.40

Abstract

Globalization has accelerated the penetration of secular knowledge frameworks into Muslim-majority societies, intensifying a longstanding crisis of bifurcated education that separates Islamic sciences from modern disciplines. This study examines the concept of nilainisasi ilmu conceptualized as Islamization of Knowledge in line with al-Faruqi's tawhidic epistemology as a strategic response to this crisis, with specific focus on its operationalization within Indonesian Islamic higher education. Employing a qualitative library research design, this study draws on 50 Scopus-indexed sources to synthesize theoretical frameworks across Islamic epistemology, character education, curriculum integration, and digital pedagogy. Three core findings emerge: (1) the Islamization of Knowledge framework provides a robust epistemological scaffold for integrating Islamic values across all academic disciplines; (2) value internalization operates through cognitive, affective, and psychomotor dimensions simultaneously and requires educator exemplarity as its essential pedagogical condition; and (3) the integration of Islamic values into modern learning enhances students' moral identity and resilience in the face of globalization's cultural pressures. The study contributes a synthesized Integrative-Islamic Pedagogy Model (IIPM) and proposes a research agenda for empirical implementation studies in Indonesian UIN contexts
Co-Authors A'isy Alya Febriany Ahmad Akbar Ahmad Rifki Pratama Rifki Aidil Novrianto Anharudin Anisa Fitri Arifah Elwahdiyah Dimas Halvin Fitriyani Fitriyani Johanna Nuryanto Putra Liana Novita Muhammad Habby Bullah Muhammad Iqbal Indraji Mutiara Selviana Nazwa Assyifa Partalian Siregar Rizal Faqihupiddin NST Rizki Syafriwal siti nurhasanah Siti Roihan Tutik Haryanti Vijra Islamul Hafiz Yenni Kurniawati