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All Journal Innovasi : Jurnal Inovasi Pendidikan
Masnu’atul Khoiriyah
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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Kontribusi Pemikiran Ibnu Rusyd terhadap Paradigma Pendidikan Islam Berbasis Intelektual dan Rasional Annisa Maryam Nurrohmah; Masnu’atul Khoiriyah; Hasnun Umar; Emilia Nurwati; Febry Suprapto
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): Desember
Publisher : Education Riset Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/k6e45605

Abstract

This study aims to analyze the biography, intellectual thought, and Islamic educational paradigm of Ibn Rushd (Averroes) and to examine its relevance to contemporary Islamic education, which continues to struggle with normative-dogmatic tendencies and the limited development of critical rationality. This research employed a qualitative approach with a case study design. Data were collected through content analysis of Ibn Rushd’s major works, including Tahāfut al-Tahāfut and Faṣl al-Maqāl, supported by secondary sources such as academic books and peer-reviewed journal articles, as well as interviews with Islamic education scholars and practitioners. The data were analyzed using interpretative and discourse analysis techniques, complemented by source triangulation to ensure validity. The findings reveal that Ibn Rushd positioned reason and revelation as complementary epistemological foundations in Islamic education. Intellectuality, in his perspective, encompasses rational, moral, and spiritual dimensions, aiming at the perfection of the human soul. Furthermore, Ibn Rushd’s educational paradigm emphasizes critical thinking, dialogical learning, and the integration of religious and empirical sciences, while rejecting rigid dogmatism. This study concludes that Ibn Rushd’s rational-integrative framework remains relevant as an alternative conceptual foundation for reforming contemporary Islamic education toward a balanced integration of faith, knowledge, and rationality.
Internalisasi Nilai Al-Islam dan Kemuhammadiyahan dalam Filsafat Pendidikan Muhammadiyah Telaah Konseptual terhadap Pembentukan Karakter Mahasiswa Annisa Maryam Nurrohmah; Masnu’atul Khoiriyah; Emilia Nurwati R; Hasnun Umar; Heri Rifhan Halili
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): Desember
Publisher : Education Riset Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/e3569308

Abstract

This study aims to analyze the concept of internalization of Islamic and Muhammadiyah values in Muhammadiyah's educational philosophy and explain its implications for student character formation. This study uses a qualitative approach with a library research method, which is sourced from scientific literature, reference books, and official Muhammadiyah normative documents relevant to the research theme. The data analysis technique is carried out through content analysis by systematically examining the concepts of values, internalization, and character formation from the perspective of Muhammadiyah's educational philosophy. The results of the study indicate that Islamic and Muhammadiyah values are the philosophical foundation of Muhammadiyah education that includes theological, ethical, and social dimensions. The process of internalization of values is understood as a systemic and sustainable pedagogical mechanism, involving the integration of learning, role models, and value-based academic culture. This internalization has direct implications for the formation of integrative student character, which reflects faith, intellectuality, and social responsibility. Thus, Muhammadiyah education is directed not only at academic achievement, but also at the formation of student character with an Islamic and progressive personality in accordance with the ideals of Muhammadiyah's educational philosophy.
Co-Authors Annisa Maryam Nurrohmah Emilia Nurwati Emilia Nurwati R Febry Suprapto Hasnun Umar Heri Rifhan Halili