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Setria Utama Rizal
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setria.utama.rizal@iain-palangkaraya.ac.id
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Jurusan Tarbiyah Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Palangka Raya Jalan George Obos Komplek Islamic Centre, Palangka Raya, Kalimantan Tengah, 73111
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INDONESIA
Al-Mudarris : Jurnal Ilmiah Pendidikan Islam
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 26221993     EISSN : 26221586     DOI : https://doi.org/10.23971/mdr
Core Subject : Religion, Education,
Religion Education
Al-Mudarris is a scientific journal of Islamic education managed and published by Tarbiyah Department, Faculty of Tarbiyah and Teacher Training, IAIN Palangka Raya. This journal publishes research articles about Islamic education and education in general. This journal is formally published twice annually. It covers articles in the fields of Islamic Education, Islamic Education Management, Madrasah Ibtidaiyah Teacher Education, Early Childhood Islamic Education, Education and Teacher Training, Outside School Education, Curriculum Development, Science Education, Social Studies Education, Basic Education, Educational Management, Counseling Guidance, Learning Evaluation, Learning Strategies, Learning Models and Methods, Educational Psychology, and Learning Media.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol 9 No 1 (2026): Al-Mudarris" : 1 Documents clear
Epistemological Foundations of Islamic Education: Bayani, Burhani, and Irfani Aulia Rizki; Syamsul Rijal
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11002

Abstract

This study examines the epistemological foundations of Islamic education through the integrative analysis of three major epistemologies in the Islamic intellectual tradition: bayani, burhani, and ‘irfani. While discussions of these epistemologies are often situated within philosophical discourse, this article positions them explicitly within the framework of Islamic educational theory. Using a qualitative library research method, the study critically analyzes classical and contemporary sources to explore how each epistemology contributes to the construction of educational orientation, curriculum design, and teaching–learning processes. The findings indicate that bayani epistemology provides a textual-normative foundation that shapes value-based curriculum content and ethical guidance in education. Burhani epistemology strengthens critical thinking, systematic reasoning, and intellectual rigor within pedagogical practice. Meanwhile, ‘irfani epistemology emphasizes character formation, spiritual development, and the cultivation of inner awareness as integral dimensions of learning. Rather than functioning in isolation, these epistemologies offer complementary educational paradigms that collectively support a holistic model of Islamic education. This study contributes to the development of Islamic educational philosophy by proposing an integrated epistemological framework that bridges revelation, reason, and spirituality. Such integration is essential for constructing an educational paradigm that is intellectually sound, spiritually grounded, and responsive to contemporary challenges.

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