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All Journal Studia Religia: Jurnal Pemikiran dan Pendidikan Islam Al-Ihda' : Jurnal Pendidikan dan Pemikiran Jurnal Kajian Islam Modern TAUJIH: Jurnal Pendidikan Islam
Sutarmo
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Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Telaah Kritis Pemikiran Pendidikan Islam Al-Zarnuji dalam Kitab Ta‘lim Al-Muta‘allim Ikhlas, Nur; Eva Dewi; Sutarmo
TAUJIH: Jurnal Pendidikan Islam Vol 7 No 01 (2025): Taujih: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam IAIQI Al-Qur'an Al-Ittifaqiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/taujih.v7i01.1083

Abstract

The contemporary challenges in Islamic education reveal a growing academic concern regarding the weak philosophical foundation that underpins the educational system, particularly in aspects of values, character, and spirituality. In this context, the thoughts of classical educational figures such as Al-Zarnuji become increasingly important to revisit. This study aims to critically examine Al-Zarnuji’s educational thought as outlined in his seminal work Ta'lim al-Muta'allim, focusing on educational goals, the roles of educators and students, learning methods, and curriculum, and linking them to the current needs of Islamic education. This research employs a qualitative library research method using descriptive-critical analysis of textual content. The findings indicate that education, according to Al-Zarnuji, aims to form a holistic personality integrating sincere intention, spiritual orientation, and social responsibility. Educators are viewed as moral-spiritual guides, while students are expected to embody humility, diligence, and discipline. The three main teaching methods promoted by Al-Zarnuji advice, dialogue, and discussion remain relevant in contemporary character education. Theoretically, this study enriches the discourse on classical Islamic educational thought that is relevant for reconstructing a value-based educational paradigm. Practically, the findings offer a foundation for educators, educational institutions, and policymakers to design learning systems that holistically integrate spirituality, ethics, and intellectual development.
MUHAMMAD ABDUH’S CONCEPT OF MODERNIZATION ISLAMIC EDUCATION pane, astrianasitoruspane; Eva Dewi; Sutarmo
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 20 No. 2 (2025): Oktober: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/al-ihda.v20i2.282

Abstract

Islamic education plays a crucial role in instilling the values of Islamic teachings within the educational sphere. This study aims to analyze and describe Islamic educational thought from the perspective of Muhammad Abduh. The research employs a library-based approach, using data collection techniques such as documentation from books, scholarly journal articles, and other documents relevant to the research theme. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The findings indicate that Muhammad Abduh was a prominent modern Islamic thinker who initiated various reforms, particularly in the areas of social and political education for Muslims, who at the time were experiencing stagnation. This stagnation was largely due to the influence of jumud—a rigid, unchanging mindset—that Abduh viewed as a form of ignorance. According to him, the Qur’an contains numerous verses that encourage Muslims to think critically, as it is through thinking that knowledge is born. He also supported the views of some Western writers who argued that the decline of the Muslim world was caused by the ideology of jabariyyah (fatalism). To address this, Abduh reformed the education system, including its curriculum and goals. He believed that the traditional education model widely applied in many institutions needed renewal, starting with the education system at Al-Azhar, which he considered the center of Islamic education globally.
REVITALISASI PENDIDIKAN ISLAM DI ERA DISRUPSI: STUDI TERHADAP PEMIKIRAN IBNU KHALDUN Efendi, Rahmi Maldini; Dewi, Eva; Sutarmo
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 9 No 02 (2025): Volume 09 Nomor 02 Tahun 2025
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v9i02.26631

Abstract

This research examines the urgency and relevance of revitalizing Islamic education in the era of disruption, through a study of Ibn Khaldun's thought. The purpose of this study is to explore the relevance of Ibn Khaldun's ideas on educational components such as educators, students, curriculum and educational materials, as well as educational methods in facing the challenges of the times in the era of disruption marked by technological advances, globalization, and shifting values. This research uses the literature study method by analyzing various sources of literature, including books of interpretation, scientific journals, and reference books, to broaden insights. The results show that Ibn Khaldun's thought is very relevant to be used as a reference in building an adaptive and responsive Islamic education system. Ideas such as the strategic role of teachers, students as active subjects, integrative curriculum between naqliyah and aqliyah sciences, as well as applicable and contextual learning methods, offer concrete solutions to today's educational challenges. This research contributes to the development of Islamic education that is more relevant to contemporary challenges, and emphasizes the importance of reviving Islamic intellectual heritage for the future of the ummah. Keywords: Ibn Khaldun, Islamic Education, Revitalization, Disruption Era.
REKONSTRUKSI SEJARAH PENDIDIKAN ISLAM MASA BANI UMAYYAH: KAJIAN ATAS PERAN ULAMA DAN INSTITUSI ILMU Almanar; Dewi, Eva; Sutarmo
JURNAL KAJIAN ISLAM MODERN Vol 13 No 02 (2025): DESEMBER 2025
Publisher : Institut Agama Islam Sahid (INAIS) Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56406/jurnalkajianislammodern.v13i02.786

Abstract

This study reconstructs the history of Islamic education during the Umayyad Dynasty by highlighting the pivotal roles of scholars and early knowledge institutions in shaping the foundations of classical Islamic educational traditions. Employing a qualitative historical approach, the research draws upon primary sources such as Tarikh al-Ṭabari and Al-Bidayah wa al-Nihayah, complemented by contemporary academic literature. The findings reveal that scholars such as Hasan al-Basri and Ibn Shihab al-Zuhri served as teachers, jurists, and codifiers of hadith through halaqah-based learning, mosque circles, and scholarly travel (rihlah ilmiyyah). Educational institutions including mosques, scholarly circles, and early libraries played a crucial role in transmitting knowledge and developing networks of learning grounded in sanad. The curriculum centered on the Qur’an, hadith, fiqh, and the Arabic language, delivered through memorization, oral transmission, and dialogical methods. The study affirms that the Umayyad era laid an essential intellectual foundation for the more structured educational system that emerged under the Abbasid Caliphate and marked the initial phase of interaction between religious and rational sciences. Further comparative research is recommended to examine the intellectual continuity between the Umayyad and Abbasid periods.
Co-Authors Almanar Dewi, Eva Efendi, Rahmi Maldini Eva Dewi Ikhlas, Nur pane, astrianasitoruspane