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All Journal Review of Education, Science, and Technology Cangkal : Jurnal Ilmu Sosial dan Humaniora
Anam Khoirul Rozak
UIN Siber Syekh Nurjati Cirebon
Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Social Sciences Other

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DIALEKTIKA HEGEL DAN KONFLIK KELAS MARX DALAM REKONSTRUKSI PEMBELAJARAN PAI Fikri Ghopari; Meiza Fajar Akbar; Anam Khoirul Rozak; Juniari Tri Trisno
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 1 No. 2 (2025): November - April 2026
Publisher : Yayasan Pendidikan Literasi Borneo

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Abstract

The phenomenon of social change and the complexity of contemporary knowledge dynamics demand a more reflective, critical, and contextual learning paradigm for Islamic Religious Education (IRE). Hegel's dialectic, which emphasizes the process of development through thesis–antithesis–synthesis, and Karl Marx's class conflict theory, which views history as an arena of struggle between the dominant and oppressed classes, provide an important philosophical framework for interpreting social and educational realities. This study aims to examine the basic concepts of Hegel's dialectic and Marx's class conflict theory and analyze their implications for the reconstruction of IRE learning. This study uses a qualitative approach with a library research method, utilizing primary and secondary sources in the form of works by Hegel and Marx, journal articles, and related academic literature. Data collection techniques were carried out through literature search, selection, and documentation, while data analysis used content analysis and dialectical comparative analysis through the process of identification, categorization, interpretation, and synthesis of concepts. The results show that Hegel's dialectic contributes to strengthening critical thinking skills in learning, while Marx's class conflict theory directs attention to social awareness and structural justice. Both can be reconstructed in PAI learning through a dialogical approach, problem-posing, strengthening critical awareness, and integrating emancipatory values, so that learning becomes more relevant, transformative, and responsive to social change.
Relevansi Ar-Risālah al-Waʿdīyah Karya Imām Al-Ghazālī terhadap Pengembangan Keilmuan Pendidikan Agama Islam Kontemporer Ade Ramli Hidayat; Sumanta Sumanta; Meiza Fajar Akbar; Anam Khoirul Rozak
Review of Education, Science, and Technology Vol 1 No 2: December 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i2.55

Abstract

Perkembangan globalisasi dan digitalisasi telah memunculkan berbagai problematika dalam Pendidikan Agama Islam (PAI), seperti krisis moral, degradasi spiritual, pendangkalan religiusitas, serta keterputusan antara ilmu dan amal pada peserta didik. Fenomena ini menunjukkan bahwa pembelajaran PAI masih cenderung berorientasi kognitif dan belum mampu menyentuh dimensi afektif serta transformasi perilaku. Artikel ini bertujuan menganalisis relevansi dan kontribusi pemikiran Imām al-Ghazālī dalam Ar-Risālah al-Waʿdīyah terhadap pengembangan keilmuan dan praktik PAI kontemporer. Penelitian menggunakan metode kualitatif dengan pendekatan studi kepustakaan, melalui analisis teks risalah dan literatur ilmiah mutakhir terkait pendidikan Islam. Hasil kajian menunjukkan bahwa Ar-Risālah al-Waʿdīyah mengandung prinsip fundamental pendidikan Islam, seperti tazkiyat al-nafs, integrasi ilmu dan amal, kesadaran eskatologis, pembinaan akhlak, serta keteladanan pendidik. Prinsip-prinsip tersebut memiliki kontribusi signifikan dalam penguatan kurikulum PAI, pengembangan pedagogi reflektif dan spiritual, serta perluasan riset interdisipliner. Dengan demikian, pemikiran al-Ghazālī tetap relevan sebagai landasan konseptual untuk membangun PAI yang holistik, transformatif, dan kontekstual.
Co-Authors Ade Ramli Hidayat Fikri Ghopari Juniari Tri Trisno Meiza Fajar Akbar Sumanta Sumanta