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All Journal MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Khazanah Pendidikan Islam
Mutmainah, Rofikasari
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Humanities Education Mathematics Social Sciences Other

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Konstruksi dan Desain Kurikulum Berbasis Pendekatan Experiential Learning John Dewey dalam Konteks Pendidikan Islam di Sekolah dan Perguruan Tinggi Mutmainah, Rofikasari; Supriyatno, Triyo; Susilawati, Samsul
MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Vol 9, No 2 (2025)
Publisher : Prodi Pendidikan Sejarah Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Sumatera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mkd.v9i2.11192

Abstract

This article examines the application of John Dewey’s experiential learning approach within Islamic Religious Education (PAI), highlighting its relevance in linking theory to practice for a deeper and contextual understanding of religion. Employing a library research method, the study investigates how experiential learning can be integrated into PAI and its implications for cultivating reflective and ethical awareness among students in both schools and higher education. The findings reveal that experiential learning not only enables students to grasp Islamic teachings theoretically but also to internalize their values through reflective practice. Furthermore, it fosters critical thinking and ethical awareness by engaging learners in problem-based learning, case studies, and social participation. The approach also contributes to reconstructing a dynamic Islamic epistemology that connects empirical experience with critical reflection, thereby making Islamic teachings more applicable to everyday life. Overall, experiential learning should be understood not merely as a methodological innovation in PAI but as a transformative strategy for Islamic education to adapt effectively to the challenges of globalization and modernity.‎
Beyond Gendered Boundaries: The Implications of Riffat Hassan and Simone de Beauvoir’s Thought for Islamic Education in Indonesia Mutmainah, Rofikasari; Maimun, Agus; Jamilah
Khazanah Pendidikan Islam Vol. 7 No. 3 (2025): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kpi.v7i3.47866

Abstract

This article discusses the philosophical studies of feminists (Simone de Beauvoir) and Islamic feminist theology (Riffat Hassan) and their impact on gender-responsive Islamic education in Indonesia. This study integrates secular and religious frameworks in the context of inclusive and emancipatory educational reform. Hassan's rereading of Islamic texts and canons highlights the patriarchal bias of the dominant interpretation and calls for a theology of gender justice and equal values for all people. On the other hand, de Beauvoir's existentialism, particularly the idea of women as the "Other," serves as a critique of the educational philosophy of deconstruction and reconstruction of the education system that supports gender inequality. These thinkers problematize the nature and role of gender that is taken for granted, showing how these roles are constructed, maintained and, in many cases, legitimized through networks of cultural and religious practices. The use of comparative philosophical approaches and the integration of sociological and historical frameworks allows this study to illuminate the ways in which traditional education systems re-educate gender inequality in a hidden way, through formal and informal culture and institutional structures, to the curriculum. de Beauvoir's humanistic existentialism called for the liberation of the individual from social shackles, while Hassan's reformist theology articulated a radical position on equality and a moral agency grounded in faith. However, in the Indonesian context, the promotion of Gender Mainstreaming in Islamic educational institutions is still very reactive to culture and structural constraints. This article argues that education based on respect for human beings and gender-friendly is an absolute prerequisite for creating a safe learning space for women. Curriculum reform, reinterpretation of gender-biased religious teachings and strengthening critical awareness among educators are one of the many homework and strategic steps in realizing equitable and gender-friendly Islamic education.
Co-Authors Agus Maimun JAMILAH Samsul Susilawati Triyo Supriyatno