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All Journal Jurnal Jurnal Al-Muharrik: Jurnal Pendidikan Agama Islam Jurnal Dinamika Pendidikan
Arridho, Afrikhun Rizki
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Epistemologi Pendidikan Agama Islam: Perbandingan Pola Pendidikan Sahabat Rasulullah Shallallahu ‘Alaihi Wasallam Dengan Paradigma Pendidikan Modern Makrom, Choirul; Ainirrohmah, Nurul; Arridho, Afrikhun Rizki; Shafiyyah; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/34tsqn74

Abstract

The development of contemporary Islamic education faces significant challenges arising from modernity, the Industrial Revolution 4.0, Society 5.0, and Artificial Intelligence (AI), which generate epistemological issues concerning the relationship between knowledge, values, and technology. This article aims to analyze and compare the epistemological structure of education during the era of the Prophet Muhammad and his Companions with the modern educational paradigm, and to formulate an integrative epistemological synthesis for Islamic Religious Education (IRE). This study employs a qualitative library research approach with comparative analysis of classical and contemporary Islamic education literature. The findings indicate that the educational model of the Companions reflects a normative-practical epistemological structure grounded in tawhid as its ontological foundation, the Qur’an as the primary source of knowledge, and moral character (akhlaq) and adab as its axiological orientation. Exemplary conduct (uswah), spiritual purification (tazkiyat al-nafs), and ethical teacher–student relationships function as central mechanisms for internalizing values. In contrast, the modern educational paradigm is characterized by systemic modernization, technological integration, interdisciplinary approaches, and positivistic methodological tendencies that risk leading to the desacralization of knowledge and value fragmentation if detached from a tawhidic framework. The comparison reveals that the fundamental difference lies in epistemological orientation and criteria of educational success. Therefore, an integrative epistemology of Islamic Religious Education is required—one that combines curricular and technological innovation with the normative foundations of Islam through the integration of faith and knowledge, reinforcement of adab, and digital ethical literacy. Such synthesis enables Islamic education to remain adaptive to modernity while consistently fostering the cognitive, ethical, and spiritual wholeness of learners.
Konsep Pendidikan Filsafat Menurut Al-Farabi dan Ibnu Sina Aini, Nurul Ainirrohmah; Ainirrohmah, Nurul; Arridho, Afrikhun Rizki; Makrom, Choirul; Shofiyah; Prasetya, Benny
Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025): Jurnal Al-Muharrik : Jurnal Pendidikan Agama Islam Vol. 2 No. 2 September 2025
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/1s5jkh80

Abstract

This study aims to conduct a comparative and integrative analysis of the educational philosophies of Al-Farabi and Ibn Sina within the framework of Islamic educational thought. Both philosophers view education as a means of achieving human perfection (kamāl al-insān) through the integration of rational and spiritual dimensions. The research employs a literature study using an integrative review model combined with descriptive qualitative analysis. The findings reveal that Al-Farabi emphasizes education as a rational and moral process leading to the development of the active intellect and the establishment of a virtuous society (al-madīnah al-fāḍilah), while Ibn Sina conceptualizes education as the purification of the soul (tazkiyah al-nafs) toward true happiness (sa‘ādah). The synthesis of both perspectives forms a holistic paradigm of Islamic education that integrates logic, ethics, and metaphysics as the foundation for the formation of the complete human being (insān kāmil). This study highlights the importance of recontextualizing Al-Farabi’s rationalism and Ibn Sina’s spiritualism in developing modern Islamic educational curricula. Practically, the findings provide a philosophical foundation for an educational model that balances intellectual intelligence, moral integrity, and spiritual depth, positioning Islamic education as a transformative process toward knowledgeable, virtuous, and God-conscious individuals.
Co-Authors Aini, Nurul Ainirrohmah Ainirrohmah, Nurul Benny Prasetya, Benny Khoiriyah Makrom, Choirul Shafiyyah Shofiyah