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NALAR: Jurnal Peradaban dan Pemikiran Islam
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 25979930     EISSN : 25988999     DOI : -
Core Subject : Humanities, Art,
Arts Humanities
Nalar: Jurnal Peradaban dan Pemikiran Islam promotes multidisciplinary approaches to Islam and focuses on seven main topics; (1) the Qur’an and hadith, (2) Da’wah, (3) Psychology/Counseling, (4) Theology (Kalam), (5) Philosophy, (6) Mysticism (Tasawwuf), and (7) Islamic History. All submitted papers are subject to double-blind review process.
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Articles 142 Documents
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Akhlak: Bawaan Lahir atau Hasil Latihan? Sebuah Dialog Kritis antara Pemikiran Islam dan Barat Indonesia; Muhammad Hidayat; Hidayat, Muhammad; Rahman, Ahmad Sima Hanip; Nasirin, Nasirin; Ansori, Fahmi Moh
NALAR Vol 8 No 2 (2024): Indonesia's Islam and Muslim
Publisher : Faculty of Ushuluddin, Adab, and Da'wah, State Islamic University of Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v8i2.10424

Abstract

The debate over whether morality is innate (nature) or the result of learning and environment (nurture) is a fundamental discourse in the history of human thought. This article aims to critically and comparatively analyze the views of Islamic and Western thought on the nature of morality. Three main questions are the focus of this study: (1) Is morality permanent, or can it be changed through training?; (2) How are moral laws determined, based on intention or consequence?; and (3) What is the primary source of moral requirements?. This study employs a qualitative approach, utilizing a library research method. Data were collected through documentation techniques from various primary and secondary sources, including books, scientific journals, and relevant philosophical works. The collected data was then analyzed using Miles and Huberman's interactive analysis model, which includes three stages: data reduction, data display, and conclusions. This study reveals that in Islamic thought, morality is viewed as an innate potential that can be shaped and refined through education and self-improvement. Moral judgment is centred on intention (niyyah), with reason and revelation as sources of ethics that work synergistically. Conversely, Western thought tends to debate the fixed or changeable nature of morality, emphasizing the consequences of actions as a moral standard. Within the framework of ethics, rationality and social responsibility are the main foundations for formulating moral standards.
Tauhid Sebagai Fondasi Epistemologis: Tafsir Tarbawi Atas Q.S. Al-Baqarah [2]:163 Bagi Paradigma Pendidikan Islam Helmy, Helmy Abdullah; Surahman, Cucu; Sumarna, Elan
NALAR Vol 9 No 2 (2025): Living Islam
Publisher : Faculty of Ushuluddin, Adab, and Da'wah, State Islamic University of Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v9i2.10924

Abstract

Contemporary Islamic education faces an epistemological crisis marked by the dichotomy between religious and non-religious sciences due to the adoption of a secular paradigm that separates the value of tawhid from the learning process, resulting in fragmented knowledge and the loss of balance in the hierarchy of knowledge (loss of adab). This study aims to analyze Q.S. al-Baqarah [2]:163 using a tafsir tarbawi approach to identify the core principles of tawhid and their implications for the epistemological foundations of Islamic education, as well as to construct a tawhid-based conceptual framework as an alternative paradigm to overcome the knowledge–religion dichotomy. Using a library research design and a tafsir tarbawi methodology that integrates linguistic-grammatical, contextual (munasabah al-ayat), and comparative-critical analysis of classical and contemporary commentaries, the study identifies five central principles of tawhid: (1) tawhid al-ma‘rifah (unity of the source of truth), (2) kulliyyat al-rahmah (universality of divine mercy), (3) nafy al-shirk (negation of partners to God), (4) takamul al-‘ubudiyyah wa al-khilafah (integration of vertical and horizontal dimensions), and (5) ta‘yin al-huwiyah al-ma‘rifiyyah (formation of epistemic identity). These principles generate ontological implications (a theocentric-anthropocentric conception of the human and fitrah), epistemological implications (integration of revelation, reason, and empirical inquiry, alongside a methodology resistant to secularization), and axiological implications (mercy, justice, integrity, and social-ecological responsibility). Q.S. al-Baqarah [2]:163 thus provides a theological-epistemological foundation for an Islamic education paradigm that integrates spiritual, intellectual, and moral dimensions, whose implementation requires curriculum reconstruction that harmonizes diverse disciplines within a tawhidic framework and the development of holistic assessment systems that measure cognitive, moral, and spiritual domains in an integrated manner.

Page 15 of 15 | Total Record : 142

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