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All Journal Jurnal Pendidikan Agama Islam Journal of English and Education
Muh Saeful Effendi
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Education

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Noeng Muhadjir’s Islamic Educational Philosophy and Its Paradigmatic Impact: A Case Study from Universitas Ahmad Dahlan, Indonesia Azaki Khoirudin; Muh Saeful Effendi; Mhd Lailan Arqam; Hendra Darmawan; Hasnan Bachtiar; Muhammad Isa Anshori
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i2.11004

Abstract

Purpose – This study aims to examine Noeng Muhadjir’s perspective on constructing Islamic educational philosophy and its implications for developing scientific paradigms at Universitas Ahmad Dahlan (UAD). His ideas remain highly relevant amid the persistent dichotomy in Islamic education, which is still dominated by textual-theological reasoning and lacks empirical-rational contextualization. Methods – This study applies an abductive approach combining library (deductive) and field (inductive) research. Data from Noeng Muhadjir’s works and interviews with UAD leaders are analyzed philosophically to explore how his educational philosophy shapes UAD’s scientific paradigm, as reflected in the Science Unification guideline. Findings – Noeng Muhadjir’s Islamic educational philosophy, inspired by Ibn Rushd’s Peripatetic tradition, is based on monism, metaphysical realism, and theocratic humanistic ethics. He integrates empirical-rational (‘aqliyah) and divine-revelatory (naqliyah) reasoning to develop theocratic humanistic science and technology. At UAD, this thought underpins the unification of general and religious sciences grounded in Islamic and Muhammadiyah values (AIK) to advance science, humanity, and universal values. Research implications/limitations – This research advances the development of an Islamic educational philosophy that is empirical-rational in method yet spiritual in orientation. Based on Islamic Peripatetic principles, it positions Islamic education as integrating both religious and general sciences through empirical and experimental approaches. This perspective ultimately eliminates the dichotomy between wājib ‘ain (religious knowledge) and wājib kifāyah (general knowledge), viewing both as equally vital elements of a unified Islamic epistemology. Originality/value – Until now, much research and development in Islamic educational philosophy has tended to rely on Western philosophical frameworks rather than being grounded in authentic Islamic philosophical thought. In response, Noeng Muhadjir proposes Islamic Peripatetic philosophy as a genuine form of Islamic philosophy that serves as the foundation for developing an Islamic educational philosophy rooted in empirical and rational reasoning.
Noeng Muhadjir’s Islamic Educational Philosophy and Its Paradigmatic Impact: A Case Study from Universitas Ahmad Dahlan, Indonesia Azaki Khoirudin; Muh Saeful Effendi; Mhd Lailan Arqam; Hendra Darmawan; Hasnan Bachtiar; Muhammad Isa Anshori
Jurnal Pendidikan Agama Islam Vol. 22 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i2.11004

Abstract

Purpose – This study aims to examine Noeng Muhadjir’s perspective on constructing Islamic educational philosophy and its implications for developing scientific paradigms at Universitas Ahmad Dahlan (UAD). His ideas remain highly relevant amid the persistent dichotomy in Islamic education, which is still dominated by textual-theological reasoning and lacks empirical-rational contextualization. Design/methods/approach  – This study applies an abductive approach combining library (deductive) and field (inductive) research. Data from Noeng Muhadjir’s works and interviews with UAD leaders are analyzed philosophically to explore how his educational philosophy shapes UAD’s scientific paradigm, as reflected in the Science Unification guideline. Findings – Noeng Muhadjir’s Islamic educational philosophy, inspired by Ibn Rushd’s Peripatetic tradition, is based on monism, metaphysical realism, and theocratic humanistic ethics. He integrates empirical-rational (‘aqliyah) and divine-revelatory (naqliyah) reasoning to develop theocratic humanistic science and technology. At UAD, this thought underpins the unification of general and religious sciences grounded in Islamic and Muhammadiyah values (AIK) to advance science, humanity, and universal values. Research implications/limitations – This research advances the development of an Islamic educational philosophy that is empirical-rational in method yet spiritual in orientation. Based on Islamic Peripatetic principles, it positions Islamic education as integrating both religious and general sciences through empirical and experimental approaches. This perspective ultimately eliminates the dichotomy between wājib ‘ain (religious knowledge) and wājib kifāyah (general knowledge), viewing both as equally vital elements of a unified Islamic epistemology. Originality/value – Until now, much research and development in Islamic educational philosophy has tended to rely on Western philosophical frameworks rather than being grounded in authentic Islamic philosophical thought. In response, Noeng Muhadjir proposes Islamic Peripatetic philosophy as a genuine form of Islamic philosophy that serves as the foundation for developing an Islamic educational philosophy rooted in empirical and rational reasoning.
Reframing EFL syllabus design for the 21st century: exploring teacher readiness in pre-service education Sucipto, Sucipto; Muh Saeful Effendi; Arum Priadi; Olivi Sabilla Sadani
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.48200

Abstract

This study explores how pre-service English teachers develop readiness to integrate 21st-century competencies and sustainability principles into English as a Foreign Language syllabus design. Grounded in experiential learning theory and the framework of global competence, the study aims to examine the level of readiness, the relationship between familiarity and confidence, and the factors shaping the transition from conceptual understanding to pedagogical practice. This study employed an explanatory sequential mixed-method design, combining quantitative data from a structured questionnaire with qualitative insights from reflective narratives. The findings reveal that participants demonstrate strong conceptual understanding but uneven confidence and limited practical application. The results indicate that familiarity with key concepts does not necessarily lead to effective implementation without reflective experience and contextual support. The study concludes that teacher readiness is a dynamic process shaped by the interaction between knowledge, belief, and practice rather than a fixed competency. These findings imply the importance of integrating mentorship, reflective inquiry, and contextualized learning experiences into teacher education programs to support the meaningful application of global and sustainability-oriented competencies in language teaching.
Co-Authors Arum Priadi Azaki Khoirudin Hasnan Bachtiar Hendra Darmawan Mhd Lailan Arqam Muhammad Isa Anshori Olivi Sabilla Sa'dani Sucipto Sucipto