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All Journal Al-Ulum: Jurnal Pendidikan Islam Al-Ulum: Jurnal Pendidikan Islam At-Ta'lim : Media Informasi Pendidikan Islam
Eva Dewi
Universitas Islam Negeri Sultan Syarif Kasim
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Telaah Pemikiran Abdul Wahhab Khallaf terhadap Sumber Pendidikan Islam Reizahra Diannisa; Ellya Roza; Eva Dewi
At-Ta'lim : Media Informasi Pendidikan Islam Vol 22, No 1 (2023): JUNI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v22i2.2547

Abstract

Abstract: Abdul Wahhab Khallaf's thought Analysis of the Source of Islamic EducationEducational activities carried out both in the preparation of theoretical concepts and in their operational implementation must have a solid foundation. The source of Islamic education is something that is very concerned in individual and social structuring so that it can apply Islam perfectly. The purpose of Islamic education is to help students grow and develop through the actualization of their potential based on the moral principles of the Qur'an, science and life skills. This article aims to formulate the sources of Islamic education through Abdul Wahhab Khallaf's opinion on the Al-Quran, Al-Sunnah, Al-Ijma', Al-Qiyas. This research uses a type of Library study research (Library Research) which means research by collecting data from various literatures. The literature studied is not limited to books but can also be in the form of documentation materials, e-books, journals and previous research. The emphasis of library research is to find various theories, laws, arguments, principles, opinions, ideas and others that can be used to analyze and solve the problem under study. Thus it can be concluded that Abdul Wahab Khalaf has a lot of contribution in the world of Islamic Education and is a source of Islamic Education.Abstrak: Telaah Pemikiran Abdul Wahhab Khallaf terhadap Sumber Pendidikan IslamAktivitas pendidikan yang dilakukan baik dalam penyusunan konsep teoritis maupun dalam pelaksanaan operasionalnya harus memiliki dasar kokoh. Sumber pendidikan islam merupakan hal yang sangat di perhatikan dalam penataan individual dan sosial sehingga dapat mengaplikasikan islam secara sempurna. Tujuan pendidikan islam ialah membantu anak didik agar tumbuh berkembang melalui aktualisasi potensi diri berdasarkan kaidah-kaidah moral Al-Qur’an, ilmu pengetahuan dan keterampilan hidup. Artikel ini bertujuan untuk merumuskan sumber-sumber Pendidikan islam melalui pendapat Abdul Wahhab Khallaf terhadap Al-Quran, Al-Sunnah, Al-Ijma’, Al-Qiyas. Penelitian ini menggunakan jenis penelitian studi Pustaka (Library Research) yang berarti penelitian dengan cara pengumpulan data dilakukan dengan menghimpun data dari berbagai literatur. Literatur yang diteliti tidak terbatas pada buku-buku tetapi dapat juga berupa bahan-bahan dokumentasi, e-book, jurnal dan penelitian terdahulu. Penekanan penelitian kepustakaan adalah ingin menemukan berbagai teori, hukum, dalil, prinsip, pendapat, gagasan dan lain-lain yang dapat dipakai untuk menganalisis dan memecahkan masalah yang diteliti. Dengan demikian dapat disimpulkan bahwa Abdul Wahab Khalaf memiliki kontirbusi yang sangan banyak dalam dunia Pendidikan Islam dan menjadi sumber Pendidikan Islam.
Islamic Epistemology in Islamic Religious Education in the Algorithmic Era: A Conceptual Analysis of Bayani, Burhani, and Irfani Khairul Umam; Eva Dewi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13680

Abstract

The algorithm era shifts the authority of truth in the ecosystem of religious knowledge from the verified Islamic scientific tradition to the logic of machine engagement, so that the crisis faced by Islamic Religious Education is not merely technical but also epistemological. This study aims to reconstruct Islamic epistemology through the framework of bayani, burhani, and irfani as a solution to the epistemic crisis of Islamic Religious Education in the algorithm era. The method used is library research with a critical comparative analysis approach through three stages: content analysis, systematic comparison of Islamic and Western epistemologies, and integrative synthesis. The findings show that the epistemic crisis of Islamic Religious Education operates through an interlocking system of filter bubbles, black box AI, and shifts in religious epistemic authority. Systematic comparison reveals that the failure of Western epistemology is inherently structural, while Islamic epistemology has potential structural advantages through the hierarchical integration of bayani as a normative compass, burhani as an instrument of critical verification, and irfani as a guardian of spiritual meaning that cannot be replicated by machines. This hierarchical model reconstruction implies the transformation of Islamic Religious Education in three dimensions simultaneously: curricular, pedagogical, and evaluative.
Islamic Epistemology in Islamic Religious Education in the Algorithmic Era: A Conceptual Analysis of Bayani, Burhani, and Irfani Khairul Umam; Eva Dewi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13680

Abstract

The algorithm era shifts the authority of truth in the ecosystem of religious knowledge from the verified Islamic scientific tradition to the logic of machine engagement, so that the crisis faced by Islamic Religious Education is not merely technical but also epistemological. This study aims to reconstruct Islamic epistemology through the framework of bayani, burhani, and irfani as a solution to the epistemic crisis of Islamic Religious Education in the algorithm era. The method used is library research with a critical comparative analysis approach through three stages: content analysis, systematic comparison of Islamic and Western epistemologies, and integrative synthesis. The findings show that the epistemic crisis of Islamic Religious Education operates through an interlocking system of filter bubbles, black box AI, and shifts in religious epistemic authority. Systematic comparison reveals that the failure of Western epistemology is inherently structural, while Islamic epistemology has potential structural advantages through the hierarchical integration of bayani as a normative compass, burhani as an instrument of critical verification, and irfani as a guardian of spiritual meaning that cannot be replicated by machines. This hierarchical model reconstruction implies the transformation of Islamic Religious Education in three dimensions simultaneously: curricular, pedagogical, and evaluative.
Co-Authors Ellya Roza Khairul Umam Reizahra Diannisa