The Epistemology of Rationalism in René Descartes and Baruch Spinoza and Its Contribution to Islamic Education: Epistemologi Rasionalisme René Descartes dan Baruch Spinoza serta Kontribusinya terhadap Pendidikan Islam

Auliak, Rifki
Maragustam, Maragustam

ABHATS: Jurnal Islam Ulil Albab
Vol. 7 No. 2 (2026): September 2026

Contemporary Islamic education faces challenges in developing an epistemological foundation capable of integrating reason, revelation, and empirical reality in a balanced manner. This study aims to analyze the epistemological rationalism of René Descartes and Baruch Spinoza and examine its contribution to the development of Islamic education. The research employs a qualitative approach using a library research method. Primary data were obtained from the major works of René Descartes and Baruch Spinoza, while secondary data were collected from books, scholarly journals, and relevant previous studies. Data were analyzed through content analysis and a comparative-philosophical approach to identify the similarities, differences, and relevance of both philosophers’ ideas to Islamic education. The findings reveal that Descartes positioned reason as the primary source of knowledge through methodological doubt and the principle of cogito ergo sum. In contrast, Spinoza developed a more systematic rationalism through the concepts of Deus sive Natura, geometrical deductive reasoning, and scientia intuitiva as the highest form of knowledge. Although they differ in metaphysical and methodological aspects, both philosophers emphasize the central role of reason in attaining truth. Their contributions to Islamic education include strengthening the tradition of ta’aqquli reasoning, promoting critical thinking skills, integrating reason and revelation, and fostering reflective, autonomous learners oriented toward both rational and spiritual truth-seeking.[Perkembangan pendidikan Islam kontemporer menghadapi tantangan dalam membangun landasan epistemologis yang mampu mengintegrasikan akal, wahyu, dan realitas empiris secara seimbang. Penelitian ini bertujuan menganalisis epistemologi rasionalisme René Descartes dan Baruch Spinoza serta mengkaji kontribusinya terhadap pengembangan pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Sumber data primer berasal dari karya René Descartes dan Baruch Spinoza, sedangkan data sekunder diperoleh dari buku, artikel jurnal, dan penelitian terdahulu yang relevan. Data dianalisis melalui teknik content analysis dan pendekatan komparatif-filosofis untuk mengidentifikasi persamaan, perbedaan, dan relevansi pemikiran kedua tokoh terhadap pendidikan Islam. Hasil penelitian menunjukkan bahwa Descartes menempatkan akal sebagai sumber utama pengetahuan melalui metode keraguan metodis dan prinsip cogito ergo sum, sedangkan Spinoza mengembangkan rasionalisme yang lebih sistematis melalui konsep Deus sive Natura, metode deduktif geometris, dan scientia intuitiva sebagai bentuk pengetahuan tertinggi. Meskipun berbeda dalam aspek metafisika dan metodologi, kedua tokoh sama-sama menegaskan pentingnya rasionalitas dalam memperoleh kebenaran. Kontribusi pemikiran mereka terhadap pendidikan Islam tampak pada penguatan tradisi ta’aqquli, pengembangan kemampuan berpikir kritis, integrasi akal dan wahyu, serta pembentukan peserta didik yang reflektif, mandiri, dan berorientasi pada pencarian kebenaran secara rasional dan spiritual.]