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Mamad, Firdaus
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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THEMATIC INTERPRETATION AS AN INTEGRATIVE ‎EPISTEMOLOGICAL MODEL FOR CONTEMPORARY ‎ISLAMIC RELIGIOUS EDUCATION ‎ Fadly, Ahmad; Samad, Duski; Mamad, Firdaus
International Journal of Multidisciplinary Reseach Vol. 1 No. 5 (2025): Desember
Publisher : International Journal of Multidisciplinary Reseach

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This study explores the thematic interpretation method (tafsir maudhu’i) as a significant approach to engaging the Qur’an with contemporary knowledge. The research is driven by the urgency to bridge Qur’anic guidance with the rapid advancement of modern sciences, which often lack ethical and spiritual grounding. The objectives are to outline the fundamental principles of tafsir maudhu’i, evaluate its contribution to the development of contemporary disciplines, and assess its broader implications for Islamic epistemology. Utilizing a library-based method, the study reviews both classical sources and recent scholarship. The findings indicate that tafsir maudhu’i demonstrates an integrative and context-sensitive character, offering applicable ethical foundations that can guide the interaction between revelation and social realities. Furthermore, this method provides a conceptual framework for constructing a paradigm of knowledge that unites scriptural insights with the demands of modern society. The research concludes that tafsir maudhu’i functions not only as a hermeneutical tool but also as an epistemological model capable of renewing Islamic thought in addressing global challenges.
REVITALIZING ILM AL-KALAM IN ISLAMIC EDUCATION: ‎FOSTERING CRITICAL REASONING AMID THE CRISIS OF ‎RELIGIOUS RATIONALITY ‎ Hidayat, Muhammad; Samad, Duski; Mamad, Firdaus; Fadly, Ahmad
International Journal of Multidisciplinary Reseach Vol. 1 No. 4 (2025): Oktober
Publisher : International Journal of Multidisciplinary Reseach

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The crisis of rationality and the decline of critical thinking among students have become urgent challenges in contemporary Islamic education. Phenomena such as blind obedience to religious figures, emotional fanaticism in public discourse, and the lack of reflective reasoning among learners indicate the need for a reorientation of Islamic educational paradigms. This article aims to revitalize the function of Ilm al-Kalam as the foundation for strengthening rationality and theological consciousness within Islamic education. Using a qualitative-descriptive approach and a review of classical and contemporary literature, this study explores the rational, argumentative, and ethical dimensions of Ilm al-Kalam that can be integrated into the curriculum and learning process of Islamic Religious Education (PAI). The findings reveal that applying the principles of Ilm al-Kalam fosters critical thinking, reasoned faith, and a balanced understanding of creed in the modern socio-religious context. The revitalization of Ilm al-Kalam thus represents not only theological reinforcement but also an epistemological transformation toward a rational, dialogical, and civilized Islamic education.
Co-Authors Ahmad Fadly Duski Samad Muhammad Hidayat