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All Journal Jurnal Hibrul Ulama AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Rasyid, Yusuf Nur Rochman
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Religion Education Other

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Transformasi Kurikulum Pendidikan Islam Abad ke-21: Integrasi Model Subject, Student, dan Problem-Centered dalam Kerangka Insan Kamil Al-Aqsha, Andi Qadri; Saputri, Della Anjelia; Rasyid, Yusuf Nur Rochman; Khuriyah, Khuriyah
HIBRUL ULAMA Vol. 7 No. 2 (2025): Jurnal Hibrul’ulama
Publisher : Fakultas Agama Islam Universitas Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/hibrululama.v7i2.1080

Abstract

This study aims to analyze the transformation of the 21st-century Islamic education curriculum through the integration of subject-centered, student-centered, and problem-centered models, to form an insan kamil with character and adaptability. This study is a descriptive qualitative study based on a literature review, which examines various scientific literature related to the basic principles and design models of curriculum development, and the integration of Islamic values within them. Data were collected through a literature review of books, journal articles, and scientific publications. Data were analyzed through data reduction, theme classification, narrative presentation, and conclusion drawing using source triangulation techniques to ensure data validity. The results indicated that an Islamic education curriculum relevant to 21st-century demands must be based on the principles of relevance, flexibility, continuity, efficiency, and effectiveness, as well as the integration of subject-centered, student-centered, and problem-centered models. The integration of these three curriculum models results in a comprehensive learning design that balances cognitive, affective, and spiritual aspects. The Islamic education curriculum must be integrative and transformative to produce an insan kamil who is tolerant, creative, and contributes positively to global civilization based on the values ??of rahmatan lil 'alamin (blessing for the universe).
Intuition and the Crisis of Modern Epistemology: Comparative Insights from Mulla Sadra and Henri Bergson for Islamic Education Mustofa, Aulia; Firdaus, Miftahul; Rasyid, Yusuf Nur Rochman
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i2.1386

Abstract

This study aims to critically examine the role of intuition within the crisis of modern epistemology by conducting a comparative analysis of the philosophical thoughts of Mulla Sadra and Henri Bergson. The research is motivated by the dominance of rational-empirical paradigms in contemporary knowledge systems, which tend to marginalize intuitive and non-discursive modes of knowing. Using a qualitative library research approach, this study applies systematic literature review procedures combined with comparative analysis and content analysis based on Krippendorff’s framework. Primary and secondary sources are critically examined to explore the epistemological structures of intuition in both thinkers. The findings reveal that intuition plays a more fundamental and transformative role in knowledge acquisition than traditionally assumed. Mulla Sadra conceptualizes intuition (‘ilm al-hudhuri) as an ontological and integrative mechanism that unifies reason, revelation, and spiritual experience, thereby producing holistic knowledge. In contrast, Henri Bergson positions intuition as a method of direct experience that enables access to the dynamic nature of reality (durée), functioning as either a dominant or complementary alternative to rational analysis. These differences reflect two distinct epistemological orientations: integrative-transcendental (Sadra) and intuitive-phenomenological (Bergson). The novelty of this study lies in its effort to bridge classical Islamic philosophy and modern Western philosophy within a single comparative epistemological framework, while also situating intuition as a response to the limitations of modern rational-empirical epistemology. This study contributes to the development of an integrative epistemological paradigm by demonstrating that intuition can serve as a foundational dimension of knowledge when harmonized with reason and revelation. Furthermore, it offers significant implications for Islamic education by proposing a holistic framework that integrates cognitive, intuitive, and spiritual dimensions in the learning process.
Co-Authors Al-Aqsha, Andi Qadri Firdaus, Miftahul Khuriyah . Mustofa, Aulia Saputri, Della Anjelia