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Septiadi
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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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 Nilai Transendental dalam Pembelajaran Abad ke-21: Studi Komparatif Kualitatif antara Kurikulum Pesantren dan Kurikulum Cambridge Musleh; abdul wafi; Fahim Abu Ramadhan; Septiadi; Ahsan Hakim
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: 10.64540/1rdhzx86

Abstract

This study aims to explore the integration of transcendental values within the context of 21st-century learning through a qualitative comparative study between the pesantren curriculum and the Cambridge Curriculum. The research is grounded in the need to reconstruct the global educational paradigm to emphasize not only cognitive competence and 21st-century skills but also spiritual and moral dimensions as the foundation for holistic human character development. The study employs a qualitative approach based on library research and content analysis of curriculum documents, Islamic educational literature, and Cambridge Curriculum policy references. The findings reveal that the pesantren curriculum positions transcendental values as the epistemological core of the entire learning process, whereas the Cambridge Curriculum emphasizes rationality, learner autonomy, and assessment based on global competency achievements. The intersection of the two lies in universal values such as honesty, responsibility, and collaboration, which have high relevance to 21st-century education. Theoretically, this research proposes an integrative model that combines spiritual-transcendental dimensions with modern competency-based pedagogical principles. Practically, it provides a conceptual framework for developing holistic curricula in Islamic educational institutions that are globally oriented yet rooted in divine values.
Co-Authors Abdul Wafi Ahsan Hakim Fahim Abu Ramadhan Febry Suprapto Musleh