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All Journal Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Ansorul Alim
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Religion Education

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Konstruksi Andragogi Qur’ani: Analisis Interaksi Edukatif Nabi Musa dan Nabi Khidir dalam Surah Al-Kahfi Ansorul Alim; David Ricardo; Dwi Ratnasari
Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 4 No. 1 (2026): Januari: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/al-tarbiyah.v4i1.2876

Abstract

This study aims to construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.
Konsep Kecerdasan Intelektual dalam Al-Qur’an dan Implikasinya bagi Pendidikan Islam David Ricardo; Ansorul Alim; Dwi Ratnasari
Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 4 No. 1 (2026): Januari: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/al-tarbiyah.v4i1.2877

Abstract

This study aims to examine the concept of intellectual intelligence from the perspective of the Qur’an and its implications for the development of contemporary Islamic education. The background of this research is rooted in the tendency of modern education to emphasize rational–cognitive aspects while neglecting spiritual and moral dimensions. This study employs a qualitative approach with a library research design, utilizing thematic analysis of Qur’anic verses, classical and contemporary tafsir works, and relevant scholarly literature. The findings reveal that intellectual intelligence in the Qur’an is understood holistically through the concepts of ‘aql, tafakkur, tadabbur, and tafaqquh, and is represented in the characteristics of ulul albab, qaum ya‘qilun, and ulul abshar. Qur’anic intellectual intelligence is not value-neutral but is integrated with God-consciousness and moral responsibility. The implications of this study emphasize the need for Islamic education to develop intellectual capacity in a critical, reflective, and value-oriented manner through dialogical learning, integrative curricula, and the role of educators as intellectual and moral facilitators. These findings reinforce the urgency of renewing the paradigm of Islamic education that balances intellect, faith, and morality.
Evolusi Kurikulum Pendidikan Agama Islam di Sekolah Menengah Umum: Tinjauan Historiografis Berbasis Literatur Kebijakan Ansorul Alim; Dwi Ratnasari
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Vol. 3 No. 2 (2026): Juni: Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hidayah.v3i2.2190

Abstract

The Islamic Religious Education (PAI) curriculum in senior high schools serves as a space of ideological contestation between the sociopolitical interests of the ruling authorities and the spiritual rights of citizens. This study aims to conduct a historiographical review of the evolution of the senior high school PAI curriculum through a critical analysis of official policy documents across political regimes from 1975 to 2025. Employing a qualitative approach with a historical-policy design, this library research applies historical methods to national regulatory documents and related literature. The thematic analysis reveals that the senior high school PAI curriculum has transformed through three major paradigms. During the New Order era (1975–1994), PAI functioned in a centralized manner as an apparatus of moral engineering to maintain regime stability. The Reform era (2000–2006) marked a decentralization process that restored pedagogical sovereignty to teachers, although it also triggered fragmentation in regional content control. In the contemporary era (2013–2025), through the Merdeka Curriculum and Minister of Primary and Secondary Education Regulation Number 13 of 2025, PAI has been reconstructed as an instrument of conflict resolution through the internalization of Religious Moderation. This study concludes that the senior high school PAI curriculum reflects a utilitarian form of state anxiety. The success of this transformation ultimately depends on the critical capacity of local educators.  
Co-Authors David Ricardo Dwi Ratnasari