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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia An-Nahdloh: Journal of Education and Islamic Studies
Afif, Muhammad Sholeh
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Religion Education

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Konsep Integrasi Sains dan Agama Perspektif Al-Attas: Relevansinya dalam Menanggulangi Dekadensi Moral Generasi Z Afif, Muhammad Sholeh; Rossidy, Imron
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.61

Abstract

This study aims to elucidate Syed Muhammad Naquib al-Attas’s concept of integrating science and religion and to analyse its relevance in addressing the moral decadence of Generation Z in Indonesia in the digital era. This study employed a qualitative approach using a descriptive library research method. The findings affirm that al-Attas’s integration is not an additive incorporation of religious values into modern science, but a radical Islamization of contemporary knowledge through the deconstruction of Western secular elements and reconstruction based on the Islamic worldview, with ta’dīb as the core process in forming the adab-oriented person (insān adabī). This framework proves highly relevant and urgent in countering the loss of adab among Generation Z, manifested in high rates of psychological distress, depression, promiscuity, and loss of shame due to exposure to secular and hedonistic information. Implementing ta’dīb-based Islamic education can equip Generation Z with a robust Islamic worldview filter, enabling them to direct technological proficiency toward ma‘rifatullāh and divine pleasure, while becoming a Muslim generation that is mentally resilient and morally noble.   Keywords: Generation Z, integration of science and religion, Moral Decadence, Syed Muhammad Naquib al-Attas, ta’dīb
Melampaui Akal dan Indera: Rekonstruksi Epistemologi Al-Ghazālī Berbasis Qalbu dan Relevansinya bagi Pendidikan Islam Kontemporer Afif, Muhammad Sholeh; Supriyatno, Triyo
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): January 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.68

Abstract

Contemporary Islamic education in Indonesia faces a critical juncture between technological opportunities and epistemological crises. The massive expansion of digital access has intensified the dominance of sensory knowledge (ilmu ḥissiyah) and rational-instrumental knowledge (ilmu ʿaqliyah), while marginalizing the spiritual-moral dimension centered on the qalbu. This condition is empirically reflected in the rising prevalence of emotional disorders among adolescents, spiritual emptiness, existential crises, and psychological pressure exacerbated by digital culture and the shift to online learning during the COVID-19 pandemic. Over-reliance on sensory and technological approaches without strengthening the qalbu has resulted in psychospiritual dysfunction among learners. In this context, Al-Ghazālī's epistemology offers a relevant critique and reconstruction. Through his works such as al-Munqiḍ min al-Ḍalāl and Iḥyāʾ ‘Ulūm al-Dīn, Al-Ghazālī constructs a hierarchical and integrative epistemological framework, placing sensory and rational knowledge under the leadership of a purified qalbu that receives divine illumination (ilm ladunī). The qalbu functions as the "king" integrating all human faculties, ensuring knowledge is not merely cognitive but transformative, ethical, and oriented toward maʿrifatullāh within the framework of tawḥīd. This study employs a qualitative approach with library research and philosophical-conceptual analysis to reconstruct Al-Ghazālī's qalbu-centric epistemology and elaborate its implications for contemporary Islamic education. The reconstruction affirms the hierarchical structure: sensory knowledge as the base, rational as intermediate, and qalbu illumination as the peak through tazkiyat al-nafs. Practical implications include developing a holistic Islamic education model that integrates tazkiyah practices into the PAI curriculum, learning strategies based on adab, muraqabah, and muḥāsabah, as well as harmonizing digital technology with spiritual formation. This approach is expected to overcome spiritual emptiness, stabilize learners' psyche, form noble character, and renew PAI curriculum toward a tawḥīd-oriented, transformative education in the digital era. Keywords: Al-Ghazali Epistemology, Qalb, Islamic Education, Soul Purification, Contemporary Education
Madrasah Nizamiyah sebagai Instrumen Politik Pendidikan Dinasti Saljuk dalam Konsolidasi Ortodoksi Sunni Afif, Muhammad Sholeh; Padil, Moh; Zuhroh, Ni'matuz
TSAQOFAH Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i3.9786

Abstract

Although the relationship between education and power has received attention in various previous studies, studies that specifically discuss Madrasah Nizamiyah as a systematic instrument of state religious consolidation through critical sociological analysis remain limited. This study aimed to analyze the role of Madrasah Nizamiyah as an educational-political instrument of the Seljuk Dynasty in consolidating Sunni orthodoxy and building political legitimacy. This study used a qualitative-interpretive approach with a historical-sociological design. Textual data sources were selected deliberately through purposive sampling, including primary works such as Siyasatnama by Nizam al-Mulk and Al-Kamil fi al-Tarikh by Ibn al-Athir. Data were collected through documentation study and were then analyzed using content analysis and contextual analysis with the theoretical frameworks of Weber’s legitimacy theory and Bourdieu’s cultural capital. The results showed that the Madrasah Nizamiyah network functioned as a “bureaucratic factory” that effectively converted political capital into symbolic-religious authority through curriculum standardization, a sustainable waqf funding system, and the strategic recruitment of influential ulama such as al-Ghazali. These findings contribute to the development of studies on the sociology of Islamic education and expand understanding of the relationship between religion and the state in medieval Islamic civilization. The conclusion of this study confirms that the institutionalization of education played a crucial role in maintaining social stability and state hegemony. The implications of this study include theoretical contributions to the literature on social reproduction as well as practical recommendations for strengthening the independence of religious educational institutions through financial autonomy and curriculum integration in facing modern ideological challenges.
Co-Authors Imron Rossidy Mohammad Padil Triyo Supriyatno Zuhroh, Ni'matuz