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All Journal FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman
Rasyidin Rasyidin
STIT Ar-Raudlatul Hasanah Medan
Religion Humanities Education Social Sciences

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Beyond Terminology: A Qur’an and Hadith Reconstruction of Tarbiyah, Ta’līm, and Ta’dīb Rasyidin Rasyidin; Kariawan Adi Suwanta; Radinal Mukhtar Harahap
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8857

Abstract

This study addresses persistent terminological ambiguity in Islamic education by reconstructing the concepts of tarbiyah, ta’līm, and ta’dīb based on Qur’anic and Hadith sources. While previous studies have examined these terms philosophically or semantically, they often fail to clarify their distinct educational functions and practical implications. This article argues that these concepts represent complementary dimensions of a unified Islamic educational paradigm rather than interchangeable terms. The study employs qualitative text-based religious research using tafsīr tarbawī and ḥadīth maudū‘ī approaches. Qur’anic verses and Prophetic traditions relevant to the three concepts were systematically identified, classified, and analyzed through authoritative classical and contemporary exegesis. Conceptual reconstruction was further guided by Izutsu’s Qur’anic semantic framework to uncover their epistemological, ontological, and axiological orientations. The findings demonstrate that tarbiyah functions as a process-oriented framework emphasizing holistic, gradual human development; ta’līm represents authoritative, ethically grounded knowledge transmission; and ta’dīb serves as the axiological goal of education, centered on the formation of adab. Together, they form an integrated educational paradigm, with pesantren illustrating their organic implementation. As a normative-conceptual study, findings are not empirically generalizable. However, they provide a foundational framework for curriculum design and institutional analysis in Islamic education. This study offers a Qur’an-Hadith-based reconstruction that bridges conceptual debates and educational praxis, contributing a coherent framework for Islamic educational reform.
The Islamic Worldview as the Foundation of Islamic Educational Civilization in the Age of Globalization Rasyidin Rasyidin; Radinal Mukhtar Harahap
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1688

Abstract

Islamic education faces a structural paradox in the era of globalization: many institutions pursue institutional adaptation without commensurate epistemological renewal, thereby modernizing administration but not philosophy, digitizing the classroom but not the knowledge framework, and expanding access but not intellectual goals. Consequently, Islamic educational institutions remain institutionally intact but are conceptually weakened amid pressures from accreditation, global rankings, and the knowledge economy. This conceptual study aims to formulate a paradigm for the reconstruction of Islamic education that addresses the pressures of modernization, globalization, and technological disruption without diluting its epistemological identity and civilizational mission. This research employs a qualitative-conceptual design with a structured narrative review approach of 81 sources selected via a PRISMA-adapted procedure, coded using NVivo 14, cross-checked for inter-coder consistency, and analyzed dialectically based on the principle of immanent critique. Tracy’s quality framework is fully adopted to ensure methodological rigor. The analysis demonstrates that Tajdīd, the Islamization of knowledge, and the Islamic worldview cannot be treated as additive components but rather as constructs operating at distinct yet interdependent levels: institutional-pedagogical, epistemological, and civilizational. This distinction between operational levels constitutes the primary conceptual contribution that sets this analysis apart from previous syntheses. The article also addresses three substantial internal critiques: dialectical, historiographical, and operational, which are rarely addressed in the supporting literature. The findings yield three empirically testable propositions and three practical priorities for Islamic educational institutions, enabling Islamic education to transition from being a consumer of global paradigms to a producer of intellectual alternatives for 21st-century ethical reconstruction
Co-Authors Kariawan Adi Suwanta Radinal Mukhtar Harahap Radinal Mukhtar Harahap