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All Journal Jurnal Riset Multidisiplin Edukasi Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah
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IMPLEMENTASI TRILOGI EPISTEMOLOGI ILMU PERSPEKTIF ABED AL-JABIRI DALAM PENGEMBANGAN PEMIKIRAN PENDIDIKAN ISLAM Wirdatul Hasanah; Asnawan; Titarini
Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah Vol. 1 No. 6 (2025): Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah (Bulan Desember 2025)
Publisher : PT. Saha Kreasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64788/ar-rasyid.v1i6.256

Abstract

This study aims to examine and analyze the implementation of Abed al-Jabiri’s epistemological trilogy—bayani, burhani, and irfani—in the development of Islamic education. Epistemology plays a crucial role in shaping an educational system because it determines how knowledge is acquired, validated, and developed. In practice, Islamic education has often been dominated by a textual approach (bayani), which tends to limit the development of critical reasoning and spiritual depth. Therefore, an integrative approach that combines bayani, burhani, and irfani is needed to enable Islamic education to respond effectively to the challenges of modernity characterized by rapid scientific and technological advancement. This research employs a qualitative method with a library research approach, examining the works of Abed al-Jabiri and relevant literature on epistemology and Islamic education. The findings indicate that the implementation of Al-Jabiri’s epistemological trilogy can be realized through integrative curriculum development, critical-reflective learning methods, and the enhancement of educators’ competencies. The bayani approach strengthens textual understanding, burhani fosters rational and scientific thinking, and irfani nurtures spiritual values and moral character. The balanced integration of these approaches is expected to produce a holistic and adaptive model of Islamic education.
JEMBATAN ATAU JURANG? BEDAH KRITIS ATAS TUJUH MODEL INTERDISIPLINER DALAM KAJIAN ISLAM (DARI INTEGRASI HINGGA KONFLIK METODOLOGIS) Muhammad Mahfud; Fadilatul Fauziah; M. Khoiruddin; Solihin; Afifatus Sholeha; Sugiyanto; Abd. Hadi; Titarini; Muhammad Hori
Jurnal Riset Multidisiplin Edukasi Vol. 3 No. 1 (2026): Jurnal Riset Multidisiplin Edukasi (Januari 2026) In Press
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/jurmie.v3i1.1588

Abstract

Contemporary Islamic studies face new dynamics with the development of modern science. The interdisciplinary approach offers an opportunity to enrich the understanding of Islam but also has the potential to create methodological conflicts. This article examines seven interdisciplinary models in Islamic studies—ranging from integration, interconnection, critical dialogue, synthesis, Islamization of knowledge, critical deconstruction, to epistemological conflict models. Using a literature review approach, this paper explores the strengths, weaknesses, and academic implications of each model. The research findings suggest that the interconnection and critical dialogue models are the most adaptive for the development of modern Islamic studies, while the methodological conflict model tends to sharpen paradigm differences without achieving a common ground. This article concludes that the interdisciplinary approach has the potential to serve as a constructive bridge—provided it is conducted with a dialogical, critical, and non-hegemonic attitude.
Co-Authors Abd. Hadi Afifatus Sholeha Asnawan Fadilatul Fauziah M. Khoiruddin Muhammad Hori Muhammad Mahfud Solihin SUGIYANTO Wirdatul Hasanah