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All Journal NIHAYAH AN-NUR: Jurnal Pendidikan dan Pembelajaran
Kusuma Wardani, Diana Puspita
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGEMBANGAN TUJUAN PENDIDIKAN ISLAM: PERSPEKTIF MUHAMMAD ABDUH Kusuma Wardani, Diana Puspita; Arif Syihabuddin, Muhammad
NIHAYAH: Journal of Islamic Studies Vol. 2 No. 1 (2026): NIHAYAH: Journal of Islamic Studies
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/nihayah.v2i1.117

Abstract

This study examines the ideas of Muhammad Abduh regarding the development of Islamic educational objectives as a response to the dualism of education that existed in his time. Abduh criticized traditional education for placing excessive emphasis on memorization and providing limited space for the development of reason, while modern education tended to neglect spiritual values. This research employs a qualitative approach with a library research method. Data were collected through the analysis of Abduh’s works, books, and scholarly journals related to Islamic education. The data analysis technique used is descriptive-analytical. The findings reveal that Muhammad Abduh proposed an integrative educational concept that balances reason and revelation, knowledge and morality, as well as worldly and spiritual life. According to him, the goal of education is to develop individuals who are knowledgeable, morally grounded, rational, and capable of responding to societal changes without abandoning Islamic values. The study concludes that Abduh’s ideas remain highly relevant in contemporary Islamic education, as they bridge the gap between modernity and religious values, although they have been criticized for being overly rationalistic and not fully applicable in practice. This study recommends further development of Abduh’s educational concept in a more contextual and practical manner, so that it can be effectively implemented in the contemporary Islamic education system.
MODERASI BERAGAMA MELALUI KURIKULUM FIQIH BERBASIS KITAB KUNING: STUDI KOLABORASI PENDIDIKAN PESANTREN DAN PERGURUAN TINGGI Kusuma Wardani, Diana Puspita; Nafilatun Naja, Elisa
AN-NUR: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2026): AN-NUR: Jurnal Pendidikan dan Pembelajaran
Publisher : Yayasan An-Nur Meunara Baro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65802/an-nur.v2i1.124

Abstract

This study aims to analyze the collaborative curriculum model between higher education and pesantren in strengthening religious moderation through fiqh learning at Universitas Kiai Abdullah Faqih (UNKAFA). The research focuses on the integration of classical Islamic texts into the university curriculum and the mechanism of internalizing moderation values. This study employs a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and document analysis of curriculum and fiqh teaching materials. The findings show that UNKAFA implements an embedded curriculum model by integrating the classical text Yaqutun an-Nafis as the main reference in fiqh learning across all study programs. This text serves as an epistemological foundation shaping students’ intellectual framework. Curriculum differentiation and stratification, along with the application of a spiral curriculum, enable gradual, in-depth, and contextual learning. The internalization of religious moderation is carried out through a contextual hermeneutical approach, where classical texts are dialogically interpreted in relation to contemporary realities. This model successfully fosters students’ moderate religious attitudes, including tolerance (tasamuh), balance (tawazun), and moderation (tawassut). Students demonstrate the ability to understand Islamic law contextually and avoid rigid or extreme interpretations. In conclusion, the collaborative curriculum model at UNKAFA effectively integrates pesantren traditions with modern higher education, contributing to the development of a moderate, contextual, and intellectually grounded Islamic education.
Co-Authors Arif Syihabuddin, Muhammad Nafilatun Naja, Elisa