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All Journal Jurnal Pendidikan Nusantara Innovasi : Jurnal Inovasi Pendidikan
M. Fauzan Almursyidi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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STUDI KOMPARATIF FILSAFAT PENDIDIKAN ISLAM TIGA TOKOH DALAM PERANCANGAN KURIKULUM BERKARAKTER Khudhori, Mahfudz; Muhammad Anshor, Nasrullah; Nurkholis, Ahmad; M. Fauzan Almursyidi; Noorhayati, Siti Mahmudah
Jurnal Pendidikan Nusantara Vol. 11 No. 1 (2026): Jurnal Pendidikan Nusantara
Publisher : lembaga Sepercenter

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Abstract

Penelitian ini bertujuan untuk menganalisis secara komparatif implementasi Filsafat Pendidikan Islam (FPI) dari perspektif Al-Ghazali, Ibnu Khaldun, dan Ibnul Qayyim al-Jauziyyah dalam perancangan kurikulum pendidikan yang berkarakter. Masalah utama yang diangkat adalah bagaimana mensintesiskan pemikiran ketiga tokoh klasik tersebut guna menjawab tantangan degradasi moral di era global. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan kualitatif-komparatif. Hasil penelitian menunjukkan bahwa Al-Ghazali menitikberatkan pada penyucian jiwa (tazkiyatun nafs), Ibnu Khaldun pada prinsip bertahap (al-tadarruj) dan relevansi sosial, sedangkan Ibnul Qayyim menekankan penguatan akidah dan adab sejak dini. Kesimpulan dari penelitian ini adalah bahwa integrasi ketiga pemikiran tersebut menghasilkan kerangka kurikulum yang holistik, yang tidak hanya mengutamakan aspek kognitif, tetapi juga membentuk spiritualitas dan karakter peserta didik menuju insan kamil.
The Relevance of Contemporary Islamic Education in the Thought of Syed Muhammad Naquib Al-Attas Mush'ab Abdurrahman Shiddiq; M. Fauzan Almursyidi; Moh Zamzami Islamy
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/02cqsc77

Abstract

The findings of this study indicate that the crisis of contemporary Islamic education is fundamentally rooted in the loss of adab, which results in confusion of knowledge and value disorientation. According to Syed Muhammad Naquib al-Attas, the erosion of adab undermines the proper recognition and placement of knowledge within its hierarchical order, thereby weakening the ethical and spiritual foundations of education. The concept of  ta’dib proposed by Al-Attas proves to be highly relevant as an educational paradigm that holistically integrates intellectual, spiritual, and moral dimensions. It emphasizes not only the acquisition of knowledge but also the cultivation of moral consciousness and the embodiment of ethical conduct, ensuring the harmonious integration of faith, reason, and action. Moreover, the idea of the Islamization of knowledge serves as a crucial epistemological foundation in responding to secularization and the dominance of the Western worldview within modern educational systems. By affirming that knowledge is shaped by particular metaphysical and cultural assumptions, Al-Attas calls for a critical reconstruction of educational frameworks grounded in the Islamic worldview, thereby safeguarding education from subtle forms of secularization and value fragmentation.
Co-Authors Khudhori, Mahfudz Moh Zamzami Islamy Muhammad Anshor, Nasrullah Mush'ab Abdurrahman Shiddiq Noorhayati, Siti Mahmudah Nurkholis, Ahmad