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All Journal Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Instructional Development Journal AL ULYA: JURNAL PENDIDIKAN ISLAM Paradigma: Junal Kalam dan Filsafat
Mahdiyin, Khizbullah Al
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengembangan Kurikulum Integratif: Al-Qur’an, Faraidh, dan Ilmu Sains/Teknologi Mahdiyin, Khizbullah Al; Zamzami, M. Ahmad Jamaluddin; Silaban, Muhammad Rizky; Suyudi, M.
Instructional Development Journal Vol 8, No 1 (2025): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v8i1.36340

Abstract

Penelitian ini mengkaji pengembangan kurikulum integratif yang menggabungkan pembelajaran Al‑Qur’an, ilmu faraidh, dan ilmu sains/teknologi untuk meningkatkan kompetensi abad 21 di lingkungan pendidikan Islam. Pendekatan studi pustaka dan analisis wacana kritis digunakan untuk menyintesis literatur terkait, mengungkap model pembelajaran kontekstual berbasis problem-based learning dan penerapan computational thinking. Hasil penelitian menunjukkan bahwa integrasi tersebut berpotensi mengoptimalkan pemahaman nilai keislaman serta keterampilan matematis dan digital, sehingga menghasilkan lulusan yang unggul secara akademis dan memiliki akhlak mulia.
Cognitive Justice in Islamic Education: Decolonizing Pedagogical Practices through Tarbawi Tafsir of QS. Al-Alaq: 1-5 Mahdiyin, Khizbullah Al; Tholchah, Moch.
Al Ulya: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): Al Ulya: Jurnal Pendidikan Islam (Oktober)
Publisher : Fakultas Tarbiyah - Universitas Nahdlatul Ulama Sunan Giri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/alulya.v10i2.4544

Abstract

This study examines the role of tafsir tarbawi in the epistemic decolonization of Islamic education through a critical analysis of QS. Al-‘Alaq: 1–5. The objective of this research is to deconstruct the colonization of knowledge systems rooted in modern educational paradigms and to accommodate cognitive justice by integrating Qur’anic values, local wisdom, and contemporary scientific knowledge, using QS. Al-‘Alaq: 1–5 as the analytical framework. Employing a qualitative approach with critical discourse analysis, this study explores classical and contemporary tafsir texts as well as academic literature to uncover the deeper meanings of these verses in relation to the decolonization of Islamic educational epistemology. The findings reveal that the verses of QS. Al-‘Alaq: 1–5 serve not only as a call to literacy but also as an imperative to critically examine and reflect on reality through a holistic tawhid-based lens. The study indicates that the tafsir tarbawi approach effectively challenges the dominance of Western epistemology and offers opportunities for curriculum reform and pedagogical methods that are more inclusive, interdisciplinary, and grounded in cognitive justice. The implications of this research support the development of optimized educational strategies through the use of information technology, educator training, and cross-disciplinary collaboration to establish an Islamic education system that is independent, just, and responsive to global challenges.
Epistemologi Imajinasi Menurut Syed Muhammad Naquib Al-Attas Mahdiyin, Khizbullah Al; Yazid, Rizky
Paradigma: Jurnal Kalam dan Filsafat Vol. 6 No. 01 (2024): Paradigma: Jurnal Kalam dan Filsafat
Publisher : Faculty of Ushuluddin Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/paradigma.v6i01.37577

Abstract

Abstrak: Penelitian ini mencoba mendeskripsikan tentang pemikiran bagaimana imajinasi dipandang sebagai sumber ilmu pengetahuan menurut Syed Muhammad Naquib Al-Attas yang terdapat dalam karyanya, yakni Prolegomena to The Metaphysics of Islam. Pemaknaan imajinasi seringkali mendapat pemaknaan yang negatif (khayalan dan fantasi) di kalangan masyarakat umum dn khusunya akademis, karena imajinasi dianggap tidak ada landasan realistis dan ilusi belaka. Penelitian ini menjawab pertanyaan Bagaimana Imajinasi Dipandang Sebagai Sumber Ilmu Pengetahuan menurut Syed Muhammad Naquib Al-Attas? Menjawab pertanyaan tersebut, peneliti menggunakan metode deskriptif analitis, dan juga menggunakan metode pencarian data kepustakaan primer maupun sekunder. Untuk data kepustakaan primer, peneliti menggunakan buku karya Syed Muhammad Naquib Al-Attas yakni Prolegomena to The Metaphysics of Islam.. Penelitian ini pada kesimpulannya, bahwa Syed Muhammad Naquib Al-Attas membagi imajinasi menjadi dua fungsi ganda terkait dengan jiwa yaitu al-mutakhhayal dan al-mufakkirah. Imajinasi yang telah mengalami aktualisasi perkembangan melalui jalan ilmunasi oleh Kecerdasan Aktif (ruh al-qudus), akan dapat menangkap pengetahuan gagasan dan ide yang melampaui inderawi maupun citra-citra hasil cerapan inderawi. Imajinasi ini merupakan prinsip yang dibangun dengan aplikasi universal dan prinsip keniscayaan.  Abstract: This research attempts to describe the thoughts on how imagination is viewed as a source of knowledge according to Syed Muhammad Naquib Al-Attas, as found in his work, Prolegomena to The Metaphysics of Islam. The meaning of imagination is often given a negative connotation (illusion and fantasy) among the general public and especially in academia, as imagination is seen as lacking a realistic foundation and merely an illusion. This research addresses the question of how imagination is viewed as a source of knowledge according to Syed Muhammad Naquib Al-Attas. In answering that question, the researcher employed a descriptive-analytical method and also utilized both primary and secondary literature data collection methods. For the primary literature data, the researcher used the book by Syed Muhammad Naquib Al-Attas titled "Prolegomena to The Metaphysics of Islam." This research concludes that Syed Muhammad Naquib Al-Attas divides imagination into two dual functions related to the soul, namely al-mutakhhayal and al-mufakkirah. Imagination that has undergone the actualization of development through the path of knowledge by Active Intelligence (the spirit of holiness) will be able to grasp knowledge, concepts, and ideas that transcend sensory experiences and the images resulting from sensory perceptions. This imagination is a principle built on universal application and the principle of necessity.
REINTERPRETATION OF ALI ASGHAR ENGINEER’S LIBERATION THEOLOGY IN THE CONTEXT OF MULTICULTURAL EDUCATION POLICY IN INDONESIA Mahdiyin, Khizbullah Al; Rahmawati, Kiki Anita; Sahri, Iksan Kamil
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 11 No. 2 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v11i2.423

Abstract

This study reinterprets Ali Asghar Engineer’s liberation theology as a normative foundation for integrating justice, freedom, and equality into Indonesia’s multicultural religious-education policy across primary, secondary, and tertiary levels. Motivated by persistent deficits in conventional religious curricula characterized by rote learning, doctrinal literalism, and weak responsiveness to social pluralism. The research employs a qualitative literature review combining systematic database searches with content analysis and critical discourse analysis of scholarship, policy documents, and curriculum materials. Findings indicate that grounding curricula in liberationist values can reorient religious education from transmissive instruction toward emancipatory pedagogy that cultivates critical consciousness, civic agency, and intercultural competence. Implementation, however, is constrained by three interrelated barriers: structural (centralized curriculum regimes and assessment systems), cultural-ideological (conservative resistance and contestation over interpretive authority), and practical (limited teacher capacity, resources, and contextually relevant materials). The paper advances pragmatic strategies for curriculum decentralization, redesigned authentic assessment, sustained in-service teacher development, contextualized teaching modules, and deliberative engagement with religious stakeholders, coupled with pilot implementation and rigorous monitoring to ensure fidelity and scalability. By articulating a context-sensitive operationalization of the Engineer’s theology for curriculum reform, the study contributes theoretically and practically to debates on Islamic education reform and multicultural pedagogy, offering policymakers and educators an evidence-informed pathway to make religious education more just, inclusive, and transformative.
Co-Authors Iksan Iksan Rahmawati, Kiki Anita Rizky Yazid Silaban, Muhammad Rizky Suyudi, M. Tholchah, Moch. Zamzami, M. Ahmad Jamaluddin