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All Journal Dirasah: Jurnal Pendidikan Islam Tarbiyatul Akhyar: Jurnal Pendidikan
St. Fatimah K
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Religion Education

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Philosophy of Islamic Education in the Trajectory of Time: Efforts to Formulate Reflective and Contextual Islamic Education St. Fatimah K; Moh. Yahya Obaid
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12285

Abstract

This study aims to examine the philosophy of Islamic Religious Education (PAI) in the historical trajectory as the basis for the formulation of reflective and contextual Islamic education. The background of this study departs from the fact that the current practice of Islamic education is still dominated by normative and textualistic approaches, which are less able to answer the complexity of modern life. Meanwhile, Islamic philosophical thought from various historical phases holds rich conceptual potential to form a more critical, adaptive and humanistic educational model. This research uses a qualitative approach with a library research method, as well as philosophical-historical analysis of the works of Islamic thinkers from classical, modern, to contemporary times. The results of the study found that the philosophy of PAI underwent a significant evolution of thought in line with the social and intellectual changes of Muslims. There are five main principles that were successfully synthesized from the trajectory of thought: (1) integration of reason and revelation, (2) spirituality and ethics as the foundation of education, (3) historical and contextual awareness, (4) critical attitude towards tradition and openness to innovation, and (5) responsibility for global and humanitarian issues. These principles form the framework of Islamic education philosophy that is not only normative, but also transformative and dialogical with the times. The findings indicate that the philosophy of Islamic education, if explored deeply, can be a conceptual foundation in reforming the current curriculum and methodology of Islamic education. The limitations of this study lie in the limited scope of sources and do not include empirical data, so further research is needed that tests these principles in real educational practices in various social contexts.
Upaya Guru PAI Dalam Menumbuhkan Sikap Toleransi Beragama Antar Siswa di Lingkungan SMA Negeri 2 Kendari Salam Inci; Husain Insawan; St. Fatimah K
Tarbiyatul Akhyar: Jurnal Pendidikan Vol. 1 No. 2 (2025): Juli-Desember
Publisher : Yayasan Ishlahul Muslimin Konawe Selatan

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Abstract

This study aims to describe the efforts of Islamic Religious Education (IRE) teachersin fostering religious tolerance among students atKendari State Senior High School 2. The background of this study stems fromthe importance of tolerance in social life, especially in schoolswith religious diversity, such as Islam, Christianity, Catholicism, and Hinduism.This study uses a descriptive qualitative approach with data collection techniquesin the form of interviews, observations, and documentation. The subjects ofthe study are PAI teachers, while the informants include the principal,vice principal, and students from various religious backgrounds. The results of the research show that PAI teachers at Kendari 2 State Senior High School madevarious efforts to instil tolerance, including emphasising theaffective aspect of learning, setting an example through their daily behaviour, internalising humanistic Islamic values, andcreating space for interfaith dialogue in the classroom. In addition, teachers alsocultivate tolerance through inclusive religious activities, such asImtaq activities for Muslim students and spiritual guidance fornon-Muslim students every Friday. Supporting factors in this success includethe school's commitment to diversity, the full support of the entire school community,and the existence of inclusive school policies. This study concludes that the efforts of Islamic Religious Education teachers contribute greatly to creating a harmonious and tolerant school environment.
Co-Authors Husain Insawan Moh. Yahya Obaid Salam Inci