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All Journal Al-Muhith : Jurnal Ilmu Qur'an dan Hadits AL-ADABIYAH: Jurnal Pendidikan Agama Islam Jurnal Pendidikan dan Sastra Inggris
Aulia Mustofa
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Relevansi Model Kurikulum Rekonstruksi Sosial dengan Filsafat Rekonstruksionisme George S. Counts: Telaah Pemikiran Aulia Mustofa; Usvatun Khasanah; Fatiha Amila Sholihah; Khuriyah Khuriyah
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6375

Abstract

This research analyzes the relevance of the social reconstruction curriculum model to George S. Counts' philosophy of reconstructionism. The social reconstruction curriculum model encourages students to actively participate in the midst of current societal problems. Meanwhile, George S. Counts' philosophy of reconstructionism views education as the primary tool for reconstructing the social order toward social welfare. This research is motivated by the criticism that the Merdeka Belajar Curriculum is not yet considered fully suitable to be officially adopted as the National Curriculum. This research aims to examine the relevance of the social reconstruction curriculum model as an alternative conceptual framework in the development of the National Curriculum. The method used in this research is library research, which limits the study to only library collections (print and non-print media). The applied analysis technique is Klaus Krippendorff's content analysis. The research findings reveal three main points of relevance between the social reconstruction curriculum model and George S. Counts' philosophy of reconstructionism: relevance based on goals and vision, materials and content, and methods and action. This research found a strong and profound relevance that can serve as an alternative conceptual and philosophical framework for the development of the National Curriculum.
Urgensi Tabayyun Sebagai Upaya Pencegahan Disinformasi (Hoax) Agama Menurut Q.S. Al-Isra Ayat 36 dan Q.S. Al-Hujurat Ayat 6: Analisis Tafsir Maudhu’i Aulia Mustofa; Abdul Matin bin Salman
Al-Muhith: Jurnal Ilmu Qur'an dan Hadits Al-Muhith Vol. 5, No. 1 (2026)
Publisher : Sekolah Tinggi Ilmu Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v5i1.5768

Abstract

Penelitian ini menganalisis konsep tabayyun menurut Q.S. Al-Isra ayat 36 dan Q.S. Al-Hujurat ayat 6 sebagai upaya urgen untuk mencegah fenomena disinformasi (hoax) agama yang berpotensi memicu konflik sosial, kerugian moral dan moril, serta kecemasan berlebih pada masyarakat di era information overload saat ini. Metode penelitian yang digunakan yaitu library research atau studi kepustakaan, teknik analisis yang digunakan yaitu pendekatan analisis tafsir maudhu'i dan membatasi penelitian hanya pada Q.S. Al-Isra ayat 36 dan Q.S. Al-Hujurat ayat 6 saja. Pendekatan tersebut bertujuan untuk mengkaji kedua ayat secara komprehensif melalui proses pengumpulan dan analisis keterangan tafsir tentang konsep tabayyun dari kedua ayat tersebut. Analisis terhadap Q.S. Al-Isra ayat 36 menghasilkan dimensi kewajiban epistemologis yang menekankan tanggung jawab individu, dan Q.S. Al-Hujurat ayat 6 menghasilkan dimensi kewajiban sosiologis yang menekankan tanggung jawab sosial. Hasil dari penelitian ini menunjukkan temuan kerangka tabayyun yang edukatif-praktis dari Q.S. Al-Isra ayat 36 sebagai filter diri, serta Q.S. Al-Hujurat ayat 6 sebagai filter sosial dalam konteksnya sebagai upaya untuk mencegah serta menanggulangi fenomena disinformasi (hoax) agama di era digital ini. Dengan mengaplikasikan filter diri dan filter sosial pada kedua ayat, diharapkan mampu menjadi landasan teologis, model literasi media masa kini, serta membentuk kesadaran dan kekebalan kolektif seluruh masyarakat dan umat Islam terhadap masifnya informasi agama yang palsu.
Intuition and the Crisis of Modern Epistemology: Comparative Insights from Mulla Sadra and Henri Bergson for Islamic Education Aulia Mustofa; Miftahul Firdaus; Yusuf Nur Rochman Rasyid
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i2.1386

Abstract

This study aims to critically examine the role of intuition within the crisis of modern epistemology by conducting a comparative analysis of the philosophical thoughts of Mulla Sadra and Henri Bergson. The research is motivated by the dominance of rational-empirical paradigms in contemporary knowledge systems, which tend to marginalize intuitive and non-discursive modes of knowing. Using a qualitative library research approach, this study applies systematic literature review procedures combined with comparative analysis and content analysis based on Krippendorff’s framework. Primary and secondary sources are critically examined to explore the epistemological structures of intuition in both thinkers. The findings reveal that intuition plays a more fundamental and transformative role in knowledge acquisition than traditionally assumed. Mulla Sadra conceptualizes intuition (‘ilm al-hudhuri) as an ontological and integrative mechanism that unifies reason, revelation, and spiritual experience, thereby producing holistic knowledge. In contrast, Henri Bergson positions intuition as a method of direct experience that enables access to the dynamic nature of reality (durée), functioning as either a dominant or complementary alternative to rational analysis. These differences reflect two distinct epistemological orientations: integrative-transcendental (Sadra) and intuitive-phenomenological (Bergson). The novelty of this study lies in its effort to bridge classical Islamic philosophy and modern Western philosophy within a single comparative epistemological framework, while also situating intuition as a response to the limitations of modern rational-empirical epistemology. This study contributes to the development of an integrative epistemological paradigm by demonstrating that intuition can serve as a foundational dimension of knowledge when harmonized with reason and revelation. Furthermore, it offers significant implications for Islamic education by proposing a holistic framework that integrates cognitive, intuitive, and spiritual dimensions in the learning process.
Co-Authors Abdul Matin Bin Salman Fatiha Amila Sholihah Khuriyah . Miftahul Firdaus Usvatun Khasanah Yusuf Nur Rochman Rasyid