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All Journal Edunesia : jurnal Ilmiah Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Azmira, Nur
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tafsir, ta’wil, dan terjemahan al-qur’an: Analisis metodologis, keterkaitan, dan implikasi kontemporer Erika, Febby; Anwar, Abu; Azmira, Nur; Pangestu, Endy Dharma
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 11 No. 2 (2025): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v11i2.3376

Abstract

This study examines the methodological relationships and distinctions among Qur’anic exegesis (tafsir), interpretation (ta’wil), and translation. Tafsir emphasizes explaining the apparent meanings of verses through textual, historical, and linguistic approaches. Ta’wil explores deeper or symbolic meanings, while translation conveys the message into another language to ensure wider accessibility. Using a qualitative and literature-based approach, this research analyzes classical and contemporary works to formulate operational boundaries and criteria of validity. The findings highlight the importance of conceptual clarity, methodological accuracy, and linguistic precision in producing a more comprehensive understanding of the Qur’an.
The Integration of Religion and Science in Islamic Education: Meanings, Objectives, and Implications for the Development of Scientific Paradigms Erika, Febby; Riadi, Haris; Azmira, Nur; Pangestu, Endy Dharma
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1568

Abstract

This study aims to analyze the meaning, objectives, and implications of integrating religion and science in the development of contemporary Islamic education and scientific paradigms. It employs a qualitative approach using a conceptual-philosophical literature review of twenty academic publications from 2016–2025. Data were analyzed through iterative thematic synthesis involving reflective coding and classification into ontological, epistemological, and axiological dimensions. The findings indicate that integration is understood as a proportional harmonization between revelation and reason rather than a methodological fusion. Three strategic objectives are identified: constructing a holistic unity-based scientific paradigm, strengthening scientific ethics in response to the moral crisis of modern science, and developing civilization-oriented Islamic education. This study contributes an integrative analytical framework positioning integration as a normative-operational paradigm in educational and scientific development. Its novelty lies in affirming integration not only as a philosophical principle but also as applicable to the construction of a non-dichotomous, ethical, and contextual Islamic education paradigm responsive to contemporary global challenges.
Epistemologi Bayani, Irfani, dan Burhani Serta Implementasinya Dalam Rekonstruksi Kurikulum PAI Pangestu, Endy Dharma; Riadi, Haris; Erika, Febby; Azmira, Nur
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5385

Abstract

This study aims to analyze the integration of Bayani, Burhani, and Irfani epistemologies in the reconstruction of the Islamic Religious Education (PAI) curriculum to make it more relevant to the needs of the 21st century. The Bayani approach, which has been dominant in the curriculum, is considered unable to meet the demands of critical thinking and spiritual strengthening in a balanced manner. The research method uses a literature study by examining classical and contemporary works that discuss Islamic epistemology and its implementation in education. The results show that the three epistemologies have complementary characteristics: Bayani as a normative foundation, Burhani as a strengthener of rationality, and Irfani as a shaper of spiritual depth. The discussion emphasizes the need for integration of the three so that the PAI curriculum produces a holistic, contextual, and character-oriented learning process. In conclusion, curriculum reconstruction based on epistemological integration can improve the quality of PAI learning and shape students who are critical, religious, and adaptive to current developments.
Co-Authors Abu Anwar Erika, Febby Haris Riadi Pangestu, Endy Dharma