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All Journal Multidisciplinary Indonesian Center Journal International Journal of Society and Law
Mhd. Habibu Rahman
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Religion Humanities Earth & Planetary Sciences Education Law, Crime, Criminology & Criminal Justice Other

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The Paradigm of Islamic Education Philosophy in the Development of Religious Moderation M. Bayu Sandhya; Mhd. Habibu Rahman; Tondy Jimmy Pasaribu
International Journal of Society and Law Vol. 3 No. 3 (2025): December 2025
Publisher : Yayasan Multidimensi Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61306/ijsl.v3i3.703

Abstract

This study aims to analyze the paradigm of Islamic education philosophy in the development of religious moderation as a conceptual and praxis foundation in building inclusive, tolerant, and civilized religious attitudes in the midst of a multicultural society. The paradigm of Islamic educational philosophy studied includes ontological, epistemological, and axiological dimensions derived from the Qur'an, Sunnah, as well as the thoughts of Muslim philosophers and scholars, which place human beings as beings of nature, reason, and morality. This study uses a qualitative approach with the type of library research through a critical analysis of classical and contemporary literature that is relevant to the concept of Islamic education and religious moderation. The results of the study show that the paradigm of Islamic education philosophy essentially contains the principles of tawasuth (moderate), tawazun (balanced), tasamuh (tolerant), i'tidal (fair), and musawah (egalitarian) which can be integrated into the curriculum, learning process, and academic culture of educational institutions. Epistemologically, the integration between revelation and reason is an important foundation in building a moderate mindset that is dialogical and contextual, while axiologically, universal human values are the main orientation in the formation of students' characters. Thus, the paradigm of Islamic education philosophy has strategic relevance in strengthening religious moderation as a preventive effort against radicalism, intolerance, and social polarization, as well as as the foundation for the development of a harmonious and sustainable civilization.
INTERNALIZATION OF METAPHYSICAL VALUES IN ISLAMIC RELIGIOUS EDUCATION IN THE MODERN ERA Mega Dini Fitriani; Mhd. Habibu Rahman; Fajar Rahman; Elsa Padia
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.2285

Abstract

Islamic Religious Education (IRE) in the modern era is often trapped in an approach that is overly textual, dogmatic, and focused solely on legal aspects (fiqh) and rituals. This results in the marginalisation of the metaphysical dimensions of Islam—such as the concept of divinity (uluhiyah), the nature of humanity, the unseen world, the purpose of creation, and the spiritual relationship with Allah—which are in fact the foundation of the meaning and intrinsic motivation of all religious teachings. Without the internalisation of these metaphysical values, religious education risks becoming formalistic and unable to respond to existential challenges and spiritual crises amid the onslaught of materialism and secularisation in the modern world. This article aims to analyse the urgency and strategies for internalising metaphysical values within the framework of contemporary Islamic Religious Education, as well as to formulate an approach model relevant to the modern era. This study uses a qualitative method with a philosophical-analytical library research approach. Data were collected from primary sources such as the Qur'an, Hadith, and the works of classical and contemporary Islamic thinkers on education and metaphysics. The analysis was conducted hermeneutically and deductively to develop a conceptual framework. The analysis shows that the internalisation of metaphysical values in PAI is crucial for: (1) building a holistic Islamic worldview, (2) developing a deep spiritual awareness (ihsan), (3) providing a solid moral foundation that transcends positive law, and (4) creating mental-spiritual resilience in facing modern complexities. To achieve this, it is necessary to reorient the PAI curriculum to integrate metaphysical elements through an interdisciplinary approach (linking it to science, psychology, and philosophy), reflective and contemplative learning methods (such as tadabbur and tafakkur), and the use of digital technology as a medium for creative spiritual exploration.
IMPLEMENTATION OF PROBLEM-BASED LEARNING METHODS IN ISLAMIC EDUCATION TO STRENGTHEN STUDENTS' CRITICAL THINKING SKILLS AT THE SIMALUNGUN STATE ISLAMIC SCHOOL Faisal Hamid; Mhd. Habibu Rahman
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.2305

Abstract

This study aims to analyze the implementation of the Problem-Based Learning (PBL) method in Islamic Religious Education and its contribution to strengthening students' critical thinking skills at MA Negeri Simalungun. This study uses a qualitative approach with a descriptive design. Data were obtained through classroom observation, interviews with teachers and students, and documentation of learning tools and evaluation results. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing, with data validity maintained through source and technique triangulation. The results showed that the application of PBL in Islamic Religious Education learning can be carried out systematically through the stages of problem orientation, group discussion, investigation, presentation of results, and reflection. The implementation of PBL encourages active student involvement in the learning process and has a positive impact on strengthening critical thinking skills, as evidenced by an increase in students' ability to identify problems, analyze information, evaluate arguments, and draw logical and contextual conclusions based on Islamic values. This study concludes that the Problem-Based Learning method is an effective learning approach to improve the quality of Islamic Religious Education learning and develop students' critical thinking skills in Madrasah Aliyah. Therefore, PBL is recommended as an alternative PAI learning strategy that is relevant to the demands of 21st-century education.
Co-Authors Elsa Padia Faisal Hamid Fajar Rahman M. Bayu Sandhya Mega Dini Fitriani Tondy Jimmy Pasaribu