Integrasi Akal, Wahyu, dan Alam dalam Metodologi Tafsir Sayyid Ahmad Khan - Fathur al-Kayisu Royyan; Delvin Hanif Pramudita; Mohammad Fikri Muthohhari; Andi Rosa (Sinergi : Jurnal Ilmiah Multidisiplin, 2025)
Bangsa Arab telah menjalin hubungan dengan masyarakat India melalui jalur perdagangan, termasuk jalur sutra. Interaksi tersebut menghasilkan berbagai pengaruh budaya, salah satunya adalah pedang yang ditempa dengan teknik khas India. Penyebaran Islam di India dimulai pada masa Muhammad bin Qasim, dilanjutkan oleh Muhammad Ghazni, dan mencapai puncaknya pada masa kekuasaan dinasti Mongol. Kejayaan Islam mulai mengalami kemunduran ketika Inggris masuk dan menjalin kerja sama dengan sebagian masyarakat India. Penolakan umat Islam terhadap inovasi, khususnya dalam bidang pendidikan, menjadi salah satu faktor utama kemunduran tersebut. Sayyid Ahmad Khan berpendapat bahwa kebangkitan umat Islam harus dimulai dengan pembaruan di bidang pendidikan dan kerja sama dengan bangsa non-Muslim. Menurutnya, pendidikan merupakan sarana utama untuk melahirkan kaum intelektual, mendorong perkembangan ilmu pengetahuan, dan menciptakan kebudayaan modern. Ia juga menegaskan bahwa perpecahan dan pertentangan antaragama bertentangan dengan ajaran Islam. Kata Kunci: Sayyid Ahmad Khan, Reformis Pendidikan Islam, India, Pembaharuan Pendidikan   AbstractThe Arab nation established connections with Indian society through trade routes, including the Silk Road. These interactions resulted in various cultural influences, one of which was the sword forged using distinct Indian techniques. The spread of Islam in India began during the time of Muhammad bin Qasim, followed by Muhammad Ghazni, and reached its peak during the Mongol dynasty's rule. The glory of Islam began to decline when the British arrived and formed alliances with parts of Indian society. The resistance of Muslims to innovation, particularly in the field of education, became one of the main factors behind this decline. Sayyid Ahmad Khan argued that the revival of the Muslim community must begin with reforms in education and cooperation with non-Muslim nations. He believed that education was the primary means of producing intellectuals, promoting scientific development, and creating modern culture. He also emphasized that religious division and conflicts went against the teachings of Islam. Keywords: Sayyid Ahmad Khan, Islamic Education Reformer, India, Education Reform