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All Journal Jurnal Pendidikan Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Samsul Arifin
Institut Agama Islam Nazhatut Thullab Sampang
Religion Humanities Education Other

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Konsep Ulil Albab Dalam Al-Qur'an: Menantang Model Pendidikan Dogmatis di Madura Melalui Pendekatan Tafsir Kontekstual Di Tingkat Pendidikan Dasar Samsul Arifin
AL -ALLAM Vol. 7 No. 1 (2026): JANUARI
Publisher : LP2M Institut Agama Islam Nazhatut Thullab Sampang

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Abstract

This research examines the paradox between the ideal concept of Ulil Albab in the Qur'an and the reality of Islamic educational practices in Madura, which tend to be dogmatic. The Qur'an consistently glorifies the profile of Ulil Albab as individuals capable of integrating dhikr (spiritual depth) and fikr (intellectual acuity). However, the dominant educational model, particularly within traditional salaf pesantren, often prioritizes obedience and memorization over critical reasoning, potentially hindering the emergence of a generation with these characteristics. This research employs a qualitative approach with a library research method to analyze this issue. The findings indicate that the revitalization of the Ulil Albab concept through Abdullah Saeed's contextual interpretation (tafsir) can serve as a philosophical foundation for educational reform. Furthermore, this article proposes the Contextual Teaching and Learning (CTL) model as a pedagogical framework to translate the values of Ulil Albab into learning practices at the elementary level. In conclusion, the synergy between contextual interpretation as a methodology for meaning-making and CTL as a learning strategy can create an educational ecosystem that fosters critical reasoning, creativity, and spiritual awareness in a balanced manner, offering a solution to move beyond dogmatism towards enlightenment.
Curriculum Reform and the Implementation of Independent Learning Policies in Indonesian Schools Andri Cahyo Purnomo; Sahal Hanafi; Ali Anhar Syi’bul Huda; Muslim Muslim; Samsul Arifin
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/e2bb9z38

Abstract

This study examines curriculum reform and the implementation of Independent Learning (Merdeka Belajar) policies in Indonesian schools through a non-empirical design combining systematic narrative literature review and policy document analysis. Drawing on peer-reviewed studies and official policy materials, the analysis investigates how governance structures, pedagogical translation, and institutional capacity shape school-level enactment of the Independent Curriculum (Kurikulum Merdeka). Findings indicate that reform outcomes are strongly mediated by leadership competence, professional development ecosystems, and resource distribution, producing significant variation between schools and regions. Teacher agency emerges as the primary mechanism through which autonomy-oriented policy ideals are operationalized, yet interpretive ambiguity and accountability pressures frequently redirect implementation toward procedural compliance. Differentiated learning and project-based orientations are widely positioned as core pedagogical principles, but they remain fragile in contexts lacking sustained institutional support and coherent operational routines. The synthesis further shows that autonomy-based reform can intensify systemic inequity when capacity conditions are uneven, enabling innovation in well-resourced schools while constraining meaningful enactment in disadvantaged settings. The study contributes a multi-level interpretive framework for understanding curriculum reform as capacity-mediated policy enactment.  
Co-Authors Ali Anhar Syi’bul Huda Andri Cahyo Purnomo Muslim Muslim Sahal Hanafi