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All Journal Jurnal Dinamika Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan
Febry Suprapto
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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Relevansi Pemikiran Filsafat Pendidikan Islam Ibn Sina dan Al-Ghazali terhadap Pendidikan Modern Wahyudi Wahyudi Mutalib; Mohammad Nahrawi; Ahmad Mujahidin; Febry Suprapto
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 11 No. 4 (2025): JULI (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/eeaqjq88

Abstract

The philosophy of Islamic education has made a significant contribution to the development of contemporary educational theory and practice. Among its most prominent figures, Ibn Sina and Al-Ghazali occupy central positions, as both offer educational paradigms rooted in the integration of knowledge, ethics, and spirituality. This article aims to analyze the relevance of the educational philosophies of these two thinkers in the context of modern education, which tends to be pragmatic and secular. This study employs a library research approach with content analysis methods applied to Ibn Sina’s major works such as Kitab al-Shifa’ and Kitab al-Najat, as well as Al-Ghazali’s Ihya’ Ulum al-Din and Ayyuha al-Walad. The findings indicate that Ibn Sina emphasizes rationality and intellectual development as the path toward human perfection (al-insan al-kamil), while Al-Ghazali focuses on purification of the soul and the balance between rational and divine knowledge. In the context of modern education, the synthesis of their thoughts offers a holistic educational model that integrates intellectual, moral, and spiritual dimensions. Theoretically, this research enriches the discourse on the integration of knowledge and values within Islamic educational philosophy; practically, it provides a philosophical foundation for developing a character education curriculum oriented toward humanity and transcendence.
Relevansi Pemikiran Pendidikan Syed Muhammad Naquib al-Attas dengan Problematika Pendidikan Modern Miftahul Jannah; Hera Hapsari Kusuma; Miasari; Aimatul Khoiriyah; Febry Suprapto
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/sqfcjx86

Abstract

The crisis of modern education, marked by the secularisation of knowledge, moral degradation, and epistemological fragmentation, has generated intellectual anxiety among Muslim scholars. In this context, the educational thought of Syed Muhammad Naquib al-Attas becomes relevant as a paradigmatic alternative that emphasises the integration of knowledge and adab (proper conduct). This study aims to examine the relevance of al-Attas’s educational thought to the problems of modern education, particularly concerning the disorientation of educational aims, the dehumanisation of the learning system, and the dislocation of the meaning of knowledge. The research employs a library-based methodology with a content analysis approach applied to al-Attas’s major works, such as Islam and Secularism, The Concept of Education in Islam, and Prolegomena to the Metaphysics of Islam. The findings indicate that the concept of ta’dīb (education based on adab) proposed by al-Attas serves as an epistemological framework capable of reconstructing the modern educational paradigm towards the unity of knowledge, values, and spirituality. Theoretically, this study contributes to the development of contemporary Islamic educational epistemology, while practically, it offers a new direction for curriculum reform and global educational philosophy that is more oriented towards the formation of the virtuous and civilised human being (insān ādib).
Relevansi Pemikiran Filsafat Pendidikan Muhammad Natsir terhadap Krisis Moral dan Identitas Generasi Muslim Kontemporer. Abdul Wafi; Musleh; Fahim Abu Ramadhan; Septiadi; Febry Suprapto
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/x3zzpp27

Abstract

The moral and identity crisis afflicting the contemporary Muslim generation is a global phenomenon that reflects a disconnection between modern education and Islamic spiritual values. In this context, Muhammad Natsir’s philosophy of education serves as an essential conceptual foundation for reaffirming the orientation of Islamic education rooted in tawhid (monotheism), ethics (akhlaq), and the integration of knowledge. This study aims to analyze the relevance of Natsir’s educational philosophy to the challenges of moral decadence and identity disorientation faced by Muslim youth in the era of globalization. The method used is library research with a content analysis approach, examining Natsir’s major works such as Capita Selecta and relevant secondary literature. The results indicate that Natsir views education as a process of forming the insan kamil—a complete human being who harmonizes intellectuality, spirituality, and morality. Education, for Natsir, is not merely the transmission of knowledge but a transformation of character based on divine values. His educational philosophy emphasizes that moral and identity crises arise from the disintegration between knowledge and faith. The theoretical contribution of this research lies in reconstructing an Islamic educational paradigm based on tawhid and akhlaq as ethical and epistemological solutions to modern disorientation. Practically, this study offers an integral educational model relevant to curriculum reform and the moral identity formation of the Muslim generation at the global level.
Integrasi Spiritual dan Empiris dalam Pendidikan: Studi Perbandingan antara Pemikiran Ibnu Taimiyah dan Albert Bandura Edo Ferdian; Malik Ashari; Syamsul Arifin; Febry Suprapto
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 11 No. 2 (2025): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/qt5qmd76

Abstract

This research aims to analyze and compare the thoughts of Ibnu Taimiyah and Albert Bandura in the context of educational philosophy in order to formulate an integrative education model that combines spiritual and empirical dimensions. This research uses a qualitative approach with a comparative-analytic type of literature study. Data was obtained from the primary works of the two figures and secondary sources such as scientific journals and books, then analyzed using the Miles and Huberman model. The research results show that Ibn Taimiyah emphasized education as a spiritual transformation based on monotheism, morals and nature, while Bandura emphasized the formation of behavior through observation, imitation and reinforcement. The integration of the two gave birth to the Spiritual-Empirical Integrative Education Model which balances the values ​​of faith and empirical methods, making education a means of forming people with faith, knowledge and morals. This model is relevant for bringing back the spiritual spirit in modern education
PARADIGMA FILSAFAT PENDIDIKAN ISLAM DALAM MEMBANGUN KESADARAN EKOTEOLOGIS PESERTA DIDIK Achmad Musthofa; Dwy Anggra; Yahya Husein Al-Azhari; Febry Suprapto
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 11 No. 2 (2025): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/q7ksky22

Abstract

This study aims to examine the paradigm of Islamic educational philosophy in fostering students’ ecotheological consciousness through an integrative conceptual framework that links the ontological, epistemological, and axiological dimensions of Islamic education. Education is frequently positioned as a primary instrument for responding to the ecological crisis; however, the dominant educational paradigms to date still demonstrate fundamental limitations in cultivating transformative ecological awareness. This research adopts a qualitative approach using an integrative literature review design that is conceptual and critical in nature. The data sources consist of reputable scholarly literature, including journal articles indexed in SCOPUS and the Web of Science, nationally accredited SINTA journals, as well as relevant academic books and handbooks. Data analysis was conducted through thematic and philosophical analysis, involving stages of concept coding, thematic categorisation, comparative analysis, and conceptual synthesis. The findings indicate that an ecotheological perspective within the philosophy of Islamic education possesses significant theoretical and practical relevance in the global discourse on sustainable education. Moreover, the study demonstrates that Islamic educational philosophy provides a comprehensive conceptual framework for developing students’ ecotheological consciousness through the integration of ontological, epistemological, and axiological dimension
Co-Authors Abdul Wafi Achmad Musthofa Ahmad Mujahidin Aimatul Khoiriyah Dwy Anggra Edo Ferdian Fahim Abu Ramadhan Hera Hapsari Kusuma Malik Ashari Miasari Miftahul Jannah Mohammad Nahrawi Musleh Septiadi Syamsul Arifin Wahyudi Wahyudi Mutalib Yahya Husein Al-Azhari