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All Journal EDUPEDIA Al-Ihda' : Jurnal Pendidikan dan Pemikiran Ta’wiluna: Jurnal Ilmu Al-Qur’an,Tafsirdan Pemikiran Islam ALMUSTOFA: Journal of Islamic Studies and Research Service
Hadiyanto
UIN Sunan Gunung Djati Bandung
Religion Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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REKONSTRUKSI EPISTEMOLOGIS PENDIDIKAN ISLAM: Maqāṣid Al-Sharīʿah Dari Era Profetik Hingga Utsmaniyah Hadiyanto; Acep Heris Hermawan
Almustofa Journal of Islamic Studies and Research Vol 2 No 2 (2025): Transformasi Pemikiran Islam di Era Digital
Publisher : BAMALA Institute

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Abstract

Penelitian ini bertujuan untuk merekonstruksi perjalanan epistemologis dan transformasi struktural pendidikan Islam dari masa Nabi Muhammad ﷺ hingga era Kekhilafahan Utsmani. Di tengah krisis identitas dan dualisme pendidikan modern, pemahaman terhadap evolusi historis menjadi krusial untuk menemukan kembali ruh integrasi ilmu. Dengan menggunakan pendekatan kualitatif-deskriptif dan metode studi pustaka, penelitian ini dianalisis melalui pisau bedah Prophetic–Civilizational Educational Framework (PCEF) dan metodologi Maqāṣid al-Sharīʿah. Hasil penelitian menunjukkan bahwa pendidikan Islam mengalami evolusi dari model pedagogi tazkiyah yang berpusat pada wahyu di masa profetik, menuju institusionalisasi ilmu pada masa Khulafāʾ al-Rāsyidīn, hingga mencapai puncak kosmopolitanisme intelektual pada era Abbasiyah melalui sintesis antara naql (teks) dan ‘aql (konteks). Namun, pada masa Utsmani, upaya modernisasi melalui birokratisasi memunculkan paradoks dualisme pendidikan yang memisahkan tradisi dan sains. Penelitian ini menyimpulkan bahwa revitalisasi pendidikan Islam kontemporer memerlukan integrasi epistemologis yang memosisikan wahyu sebagai pemandu rasionalitas guna mewujudkan kemaslahatan (maṣlaḥah) yang holistik. Implikasi penelitian ini menekankan perlunya dekonstruksi kurikulum dikotomis menuju model pendidikan yang integratif-profetik.  
VALIDASI EMPIRIS MODEL DEEP LEARNING INTEGRATIF TRANSENDEN (MDLIT): REKONSTRUKSI EPISTEMOLOGI TAUHIDIK DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Hadiyanto; Irawan; Opik Taupik Kurahman; Erni Haryanti
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 21 No. 1 (2026): Mei: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/al-ihda.v21i1.377

Abstract

This study aims to empirically validate the Model of Deep Learning Integrative-Transcendence (MDLIT) as a conceptual innovation within the philosophy of Islamic education grounded in tauhidic epistemology. The model reconstructs the Deep Learning trilogy—Mindful, Meaningful, and Joyful Learning—into three spiritual dimensions: muraqabah (spiritual consciousness), ḥikmah (epistemological wisdom), and saʿādah (true happiness). Employing an exploratory–transcendental mixed-methods approach, the research integrates philosophical–conceptual analysis with empirical validation conducted at SMP Negeri 52 Bandung. Data were collected through document analysis, classroom observations, student perception questionnaires, and teacher interviews, and analyzed using descriptive and philosophical reflection. The findings indicate that Mindful–Meaningful–Joyful Learning principles were partially implemented, with an average perception score of 4.05 (“good”), showing increased student spiritual awareness and learning joy. Theoretical synthesis reveals that MDLIT embodies the integration of three core pillars of Islamic education: Haryanti’s tauhidic epistemology, Kurrahman’s epistemic adab, and Irawan’s learning with conscience. Philosophically, MDLIT demonstrates initial validity as a transcendental learning model that unites ontological (muraqabah), epistemological (ḥikmah), and axiological (saʿādah) dimensions, aiming to form the Insān Kāmil—a human being who thinks with adab, learns with the heart, and rejoices in faith.
RECONSTRUCTION OF THE QUR'AN-BASED ISLAMIC EDUCATION CURRICULUM: ESTABLISHING AL-'ADL AS A METHODOLOGICAL ETHIC AND TAQWA AS THE EVALUATION BENCHMARK Hadiyanto; Ripan Maulana; Ghifar Ramadhan; Gangan Sayid Mikdad; Hafid Muslih
EDUPEDIA Vol 9 No 2 (2025): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v9i2.3547

Abstract

Contemporary Islamic education faces a profound challenge marked by a crisis of integrity and the dichotomy of knowledge, which often produces graduates with high cognitive competence but low levels of Taqwa (piety). This study aims to reconstruct a holistic and integrated framework of the Islamic Education Curriculum (IEC) grounded in the primary source of Islamic knowledge—the Quran. Employing a Qualitative Library Research approach combined with the Thematic Interpretation Method of key Quranic verses, namely QS. Al-Baqarah (2): 30, QS. An-Nahl (16): 125, and QS. Al-Maidah (5): 8, the research identifies four essential dimensions of the IEC: objectives that integrate Ubudiyah (devotion to Allah) and Khilafah (human stewardship on earth). substance emphasizing epistemic validity and comprehensive religious understanding (Tafaqquh Fiddin). pedagogical methods based on Justice operationalized through the three pillars of Hikmah, Mauizah Hasanah, and Jidal Ahsan. and evaluation that emphasizes Tazkiyah an-Nafs (purification of the soul) as the pathway toward Taqwa. The originality of this research lies in affirming that Justice must serve as the ethical foundation guiding all educational processes, as it represents the closest path to Taqwa. Consequently, this study proposes an Integrative Islamic Education Curriculum Model that centers on the practical application of Al-Adl to cultivate learners who are intellectually grounded, ethically upright, and spiritually devoted.
Prophetic Education dalam Hadis Nabi SAW: Integrasi Ilmu, Iman, dan Akhlak dalam Tujuan Pendidikan Islam Kontemporer Hadiyanto; Gangan Sayid Mikdad; Ripan Maulana; Ghifar Ramadhan; Maslani
Ta’wiluna: Jurnal Ilmu Al-Qur'an, Tafsir dan Pemikiran Islam Vol. 6 No. 3 (2025): Ta’wiluna: Jurnal Ilmu Al-Qur’an, Tafsir dan Pemikiran Islam
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

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Abstract

This study explores the concept of Prophetic Education in the hadiths of the Prophet Muhammad ﷺ as an integrative paradigm that unites knowledge (‘ilm), faith (īmān), and morality (akhlāq) within the aims of contemporary Islamic education. In Islam, education is not merely an intellectual process but also a means of spiritual purification (tazkiyah al-nafs) and moral formation (ta’dīb), as emphasized in the Prophet’s saying: “Seeking knowledge is an obligation upon every Muslim” (Ibn Mājah, no. 224). Using a qualitative-descriptive approach with thematic (maudhu‘i) analysis, this study examines educational hadiths found in the Kutub al-Sittah and supports them with secondary literature from scholars such as al-Attas (1980), Kuntowijoyo (1991), and al-Ghazālī (2000). The analysis employs a contextual hermeneutic method to interpret the normative and spiritual meanings of the hadiths in light of modern educational challenges. The findings reveal that Prophetic Education encompasses three core dimensions: (1) Knowledge (epistemological), emphasizing the acquisition and application of knowledge for goodness and wisdom; (2) Faith (theological), fostering sincerity and spiritual awareness in the learning process; and (3) Morality (ethical-social), directing knowledge toward virtuous action and human civilization. These three dimensions form a holistic unity in nurturing insān kāmil—the complete human who is intellectually enlightened, spiritually mature, and morally upright. In the context of the Fifth Industrial Revolution and the digital era, Prophetic Education offers an alternative paradigm for Islamic education to address moral degradation and the secularization of knowledge through integrative curricula, adab-based pedagogy, and teacher exemplarity as the inheritors of prophetic values. Therefore, Prophetic Education in the hadiths of the Prophet ﷺ is not only theologically grounded but also contextually relevant and practically applicable as a foundational model for holistic, ethical, and civilization-oriented Islamic education.
Co-Authors Erni Haryanti Gangan Sayid Mikdad Gangan Sayid Mikdad Ghifar Ramadhan Ghifar Ramadhan Hafid Muslih Hermawan, A. Heris Irawan Kurahman, Opik Taupik Maslani, Maslani Ripan Maulana Ripan Maulana