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All Journal Journal of General Education and Humanities El-Rusyd
Ahmad, Nurhadi
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Normative-Theological and Sufi-Spiritual Approaches in Contemporary Islamic Studies: A Critical Methodological Analysis Ahmad, Nurhadi; Yuharniza, Yuharniza; Hidayat, Moh. Arief; Wahyuni, Sri; Hakim, Rosniati
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.603

Abstract

Islamic Studies as an academic discipline faces methodological challenges in responding to the complexity of contemporary realities. This article critically examines two dominant approaches in Islamic Studies, namely the normative-theological approach and the Sufi-spiritual approach. The normative-theological approach emphasizes textual authority through classical Islamic scholarly methodologies, while the Sufi-spiritual approach focuses on inner experience and spiritual transformation. This study employs a qualitative method using content analysis of the perspectives of eight Islamic Studies scholars published between 2022 and 2023. The findings reveal methodological polarization between the two approaches, while also identifying an emerging integrative trend that seeks to bridge the tension between textual authority and spiritual experience. This article argues that the development of an integration–interconnection paradigm constitutes a significant epistemological contribution to contemporary Islamic Studies. The findings have implications for the development of integrative curricula, dialogical methodologies, and the strengthening of a more holistic Islamic epistemology.
Religious Moderation in Islamic Law and Its Educational Implementation: A Normative and Pedagogical Analysis Yuda, Yossef; Nuardi, Akhiyen; Ahmad, Nurhadi; Elgusri, Elgusri; Syaifullah, Syaifullah; Saputra, Riki
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1430

Abstract

This study addresses the growing challenges of religious radicalism and exclusivism in the public sphere by reconstructing the concept of wasathiyyah (moderation) within Islamic law and its application in education. Employing a qualitative literature review with a legal-normative approach, this research analyses classical and contemporary Islamic legal texts, including the Qur'an, Sunnah, fiqh principles, and Maqasid al-Shariah, using descriptive-analytical and content analysis methods. The findings reveal that Islamic law fundamentally upholds justice ('adl) and balance (i'tidal) as core pillars of moderation. Moderation is not a dilution of faith but a return to the essence of Sharia, rejecting both textualist extremism and liberal overreach. In educational contexts, moderation is applied through an inclusive curriculum, dialogic learning methods, and an institutional culture that fosters tolerance (tasamuh). This research suggests that integrating Islamic legal principles into pedagogy can reduce religion-based conflicts and foster sustainable social harmony. The study is limited to theoretical analysis and suggests future empirical research on implementing moderation models in diverse educational settings. The contribution lies in providing a theoretical framework for developing Islamic education that produces graduates who are intellectually and spiritually intelligent.
Co-Authors Elgusri, Elgusri Hidayat, Moh. Arief Nuardi, Akhiyen Riki Saputra, Riki Rosniati Hakim Sri Wahyuni Syaifullah Syaifullah Yuda, Yossef Yuharniza, Yuharniza