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All Journal J-PAI: Jurnal Pendidikan Agama Islam TARBIYAH: Jurnal Pendidikan Agama Islam
Miftahul Huda
Universitas Kyai Abdullah Faqih Gresik
Religion Education Other

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Paradigma Integratif Filsafat Pendidikan Islam: Sistesis Ontologis, Epistemologis, dan Aksiologis Tokoh Klasik-Kontemporer Nurdi; Miftahul Huda
Tarbiyah: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): TARBIYAH: Jurnal Pendidikan Agama Islam
Publisher : IAI Al Muhammad Cepu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58403/jpai.v6i2.706

Abstract

This study aims to formulate an integrative paradigm within the philosophy of Islamic education by conducting an in-depth analysis of its ontological, epistemological, and axiological constructions from the classical to the contemporary period. Employing a library research method combined with historical–genealogical analysis, textual hermeneutics, and conceptual–comparative examination, the study traces the developmental patterns of major Muslim thinkers and their implications for renewing Islamic education. The findings reveal that the epistemic structure of Islamic education is shaped through the harmonization of revelation, reason, and empirical experience, which collectively underpin a transformative educational model grounded in a tawhidic worldview. The study further formulates the Humanistic–Integrated Model, positioning spirituality, rationality, sociality, and contextuality as core pillars of holistic education. Theoretically, the integrative paradigm strengthens the foundations of Islamic educational philosophy by shifting the discourse from dogmatic orientations toward reflective–critical inquiry. Practically, it offers direction for designing balanced curricula, dialogic and humanistic pedagogical strategies, and an ethical academic culture responsive to global developments. Overall, this research provides a substantive contribution to advancing Islamic educational theory and practice that is relevant, adaptive, and oriented toward the attainment of the public good
Santri Gobal Gabul and the Praxis of Tawhid: Rethinking Inclusive Tolerance Education through Al-Faruqi’s Rohim Habibi; Nurdi Nurdi; Miftahul Huda; Nur Kholis
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.40956

Abstract

While inclusive tolerance education is frequently examined within formal academic institutions, research on non-formal religious communities as transformative agents remains scarce. Furthermore, Al-Faruqi’s epistemology is often discussed as an abstract philosophical framework with limited empirical application in grassroots social contexts. This study addresses this gap by theorizing a model of inclusive tolerance education through an exploration of the praxis of tawhid within the Santri Gobal Gabul community. Employing a field-based qualitative approach with a descriptive phenomenological design, data were gathered through participant observation, documentation, and in-depth interviews with pesantren caretakers, religious counselors, santri, and interfaith community members. The findings reveal that the Santri Gobal Gabul community implements a grounded Islamic education model through the Ngopi (Ngolah Pikir) tradition, an epistemological process that bridges sacred texts with social reality. This practice manifests Al-Faruqi’s principles of Unity of Truth, Unity of Mankind, and Unity of Life, where tolerance is internalized through direct action (learning by doing), involving the transformation of the heart (fathul qulub) and openness of mind (fathul ‘aql). This study extends Al-Faruqi’s epistemology into lived community contexts, proposing a practice-based model of inclusive Islamic education that dismantles social hierarchies and fosters transformative social cohesion. This theoretical contribution offers a significant reference for developing contextual and responsive multicultural education to mitigate contemporary social polarization.
Co-Authors Kholis, Nur Nurdi Nurdi Nurdi Rohim Habibi