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All Journal Adaara: Jurnal Manajemen Pendidikan Islam PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti
Ferdianto
UIN Maulana Malik Ibrahim Malang
Religion Education Social Sciences Other

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Integrasi Filsafat, Teologi Dan Tasawuf: Gagasan Triadik Fazlur Rahman dan Implikasinya Terhadap Pengembangan Pendidikan Islam Holistik Ferdianto; Imron Rossidy
Pekerti: Journal Pendidikan Islam dan Budi Pekerti Vol. 8 No. 1 (2026): FEBRUARY
Publisher : Prodi Pendidikan Agama Islam, IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/pekerti.v8i1.7625

Abstract

Penelitian ini mengkaji konsep integrasi filsafat, teologi, dan tasawuf dalam pemikiran Fazlur Rahman serta implikasinya terhadap pengembangan pendidikan Islam yang holistik. Isu ini penting dikaji karena pendidikan Islam modern sering mengalami fragmentasi epistemologis antara dimensi rasional, moral, dan spiritual. Penelitian-penelitian sebelumnya telah membahas pemikiran Fazlur Rahman secara terpisah, dengan fokus pada aspek teologi, filsafat, dan tasawuf namun belum menjelaskan paradigma integratifnya sebagai suatu kerangka epistemologis yang utuh. Dengan menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) yang dipertajam melalui perspektif filosofis epistemologis untuk merekonstruksi struktur berpikir tokoh, studi ini menganalisis karya utama Fazlur Rahman seperti Islam, Islam dan Modernitas: Tentang Transformasi Intelektual, Tema-tema Pokok Al-Qur’an dan Perkembangan dan Reformasi dalam Islam: Studi tentang Fundamentalisme Islam. Data dianalisis melalui metode hermeneutika metodologis khususnya kerangka double movement yang disinergikan dengan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa model integratif Fazlur Rahman, yang berlandaskan epistemologi qur’ani dan metode double movement, mampu menjembatani akal, wahyu, dan spiritualitas dalam membentuk visi pendidikan yang holistik. Penelitian ini menyimpulkan bahwa pendekatan integratif Rahman memberikan landasan filosofis bagi transformasi kurikulum dan pendidikan moral spiritual dalam konteks Islam modern. Penelitian lanjutan disarankan untuk menguji aplikabilitas model ini melalui penelitian pengembangan (R&D) di institusi pendidikan Islam secara konkret.
Trial and Error Approach in Educandy-Based Learning Evaluation: A Phenomenological Study on SKI Learning Ferdianto; Muhammad Bahtiar Harsaputra; Nanda Muhammad Hisan; Luthfiya Fathi Pusposari; Indah Aminatuz Zuhriyah
ADARA Vol 16 No 2 (2026): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v16i2.11702

Abstract

This study aims to analyze students' learning experiences in using the Educandy application as a learning evaluation medium for Islamic Cultural History (ISH), with a focus on the trial and error process that occurs during the evaluation. The study uses a qualitative phenomenological approach to deeply reveal the meaning of students' subjective experiences (lived experiences). Participants consisted of 23 students of class VII B MTsN Batu who were purposively selected based on the criteria of active attendance during the evaluation process from a total of 30 students. Data collection was carried out through in-depth semi-structured interviews, open-ended questionnaires based on Google Forms, observation, and documentation. Data were analyzed using Moustakas' phenomenological technique through the stages of epoche, horizontalization, grouping of meanings, and textural and structural descriptions, with visualization of findings presented using RStudio as a data representation tool. The results show that the use of Educandy produces a learning experience dominated by positive perceptions, where the trial and error process becomes the main learning mechanism that encourages a reflective attitude, perseverance, and courage to face mistakes. Different from previous studies that generally focus on the effectiveness of media quantitatively, this study reveals that trial and error in the digital context is not mechanistic, but rather reflective-constructive. Thus, Educandy functions not only as an evaluation tool but also as an interactive learning space that facilitates the formation of a holistic learning experience, encompassing cognitive, affective, and behavioral dimensions simultaneously. Further research is recommended using a mixed methods approach to expand the validity of the findings, examine the role of media interface design on student learning behavior, and explore the emotional dynamics and pedagogical role of teachers in facilitating digital-based evaluation in SKI learning.
Co-Authors Imron Rossidy Indah Aminatuz Zuhriyah Luthfiya Fathi Pusposari Muhammad Bahtiar Harsaputra Nanda Muhammad Hisan