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MADRASAH IBTIDAIYAH AL-AZHAR MENGANTI GRESIK Jl. Raya Menganti Krajan No. 474 Menganti Gresik 61174
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Jurnal Pendidikan Agama Islam Miazhar
Published by MADRASAH IBTIDAIYAH AL-AZHAR MENGANTI GRESIK
ISSN : 28073665     EISSN : 28073614     DOI : -
Core Subject : Religion, Education,
Religion Education Other
Focus And Scope Articles to be received and published in the Jurnal Pendidikan Agama Islam Miazhar are included in the scope of: Education Science. The Islamic Education Science. Educational Psychology. Learning Psychology. Educational Philosophy. Islamic Educational Philosophy. Lesson Plan. Lesson Design. Lesson Media Development of Resources and Learning Media. Learning Theory of Islamic Education. Learning Strategies of Islamic Education. Islamic Education Curriculum Development. Objectives and Evaluations of Educational Curriculum. Tafsir Tarbawi. Hadist Tarbawi.
Arjuna Subject : Umum - Umum
Articles 42 Documents
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Epistemologi Pendidikan Islam Klasik: Integrasi Ta'lim, 'Aql, Dan 'Umrān Menuju Paradigma Pendidikan Berbasis Peradaban Abdulloh Arif Mukhlas; Sutono; Mulyadi; Mohammad Syaiku; Mufarrohah; Triyono; Roudlotul Hikmah; Kartono; Ovi Faturrohman; Yeni Fatimah; Barudin; Muhammad Wihdatun Nafi’in; Siti Nurun Ni’mah; Ghofur
Jurnal Pendidikan Agama Islam Miazhar Vol. 5 No. 2 (2026): Jurnal Pendidikan Agama Islam Miazhar
Publisher : Jurnal Pendidikan Agama Islam Miazhar

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Abstract

The epistemology of classical Islamic education through the integration of the concepts of ta'lim (education), 'aql (reason), and 'umrān (civilization) as a holistic paradigm in building a civilization-based education system. This qualitative study with a library research approach analyzes Ibn Khaldun's thoughts in Al-Muqaddimah and the classical Islamic epistemological framework based on revelation, reason, and empirical experience. The results show that the epistemology of classical Islamic education is hierarchical-integrative with revelation as the highest source that guides reason and experience. Ibn Khaldun positions ta'lim as a gradual process of forming reason, where educated reason (from the natural, experiential, to theoretical levels) becomes the foundation for the birth of civilized 'umrān. The integration of these three concepts produces an educational paradigm that balances intellectual, moral, and social dimensions, different from the modern dichotomous approach. Therefore, the epistemology of classical Islamic education through the ta'lim-'aql-'umrān framework is relevant to respond to the contemporary educational crisis characterized by the dichotomy of knowledge, the secularization of knowledge, and the weakening of adab. The implications of this research offer a theoretical foundation for the development of an Islamic education curriculum oriented towards the formation of civilized humans (al-insān al-kāmil) and the development of sustainable civilization.
Integrasi Turāth Dalam Pendidikan Islam Kontemporer: Analisis Konseptual Adab, Spiritualitas, dan Karakter Berbasis Pemikiran Klasik Abdulloh Arif Mukhlas; Sutono; Mulyadi; Ahmad Qomari; Saiful Anfiroh; Siti Aliyah; Nurul Hidayah; Moch. Samsul Anwar; Moh. Qosim; Muhammad Abdul Mukid; Yulianah; Muhammad Abdul Ghofur; Nuriyati; Moh. Habibur Rachman; Sulistiana; Achmad
Jurnal Pendidikan Agama Islam Miazhar Vol. 5 No. 2 (2026): Jurnal Pendidikan Agama Islam Miazhar
Publisher : Jurnal Pendidikan Agama Islam Miazhar

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Abstract

Integration of turāth thought as the foundation of contemporary character education through a study of the concepts of adab, spirituality, and character formation in the monumental works of classical scholars. The research method uses a qualitative approach with a library research design and hermeneutic content analysis of primary texts including Ta'lim al-Muta'allim (Az-Zarnuji), Ayyuha al-Walad (Al-Ghazali), and Al-Muqaddimah (Ibn Khaldun), as well as relevant secondary sources. The results of the study indicate that turāth offers a holistic pedagogical-therapeutic framework by emphasizing the integration of intellectual, moral, and spiritual dimensions. Az-Zarnuji's concept of adab places ethics as the foundation of academic success; Al-Ghazali's thoughts on tazkiyah al-nafs provide a character formation model based on heart therapy (takhliyah-tahliyah); while Ibn Khaldun offers an educational paradigm based on social reality ('umrān and 'asabiyyah). Contextualization of turāth through the Maqāṣid al-Syarī'ah, historical-critical, and digitalization approaches produces contemporary learning models such as Contextual Teaching and Learning (CTL), Project-Based Learning (PjBL), and ServiceLearning that are relevant to the needs of modern Islamic education. Therefore, the integration of turāth is able to address the character crisis and loss of spiritual meaning in contemporary education, while also offering solutions to develop an Islamic education system that is scientific, meaningful, and oriented towards the formation of perfect human beings.

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