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Al-Qarawiyyin: Jurnal Ilmu Ushuluddin
Published by Yayasan Albahriah Jamiah Indonesia
ISSN : 31091946     EISSN : 31091954     DOI : https://doi.org/10.64691/al-qarawiyyin
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin merupakan jurnal ilmiah yang memfokuskan kajiannya pada pengembangan dan pendalaman ilmu Ushuluddin, meliputi bidang-bidang seperti akidah dan filsafat Islam, tafsir dan ilmu Al-Quran, hadis dan ilmu hadis, serta pemikiran Islam kontemporer. Jurnal ini merupakan wadah akademik bagi para peneliti, dosen, mahasiswa, dan praktisi Islam untuk menyampaikan gagasan dan hasil penelitian berdasarkan pendekatan normatif-teologis dan kontekstual-kritis. Dengan memperhatikan perkembangan isu-isu keagamaan yang relevan, Al-Qarawiyyin berperan penting dalam memperkuat tradisi keilmuan Islam yang bersumber dari khazanah klasik namun tetap adaptif terhadap tantangan zaman. Diterbitkan secara berkala oleh Yayasan Albahriah Jamiah Indonesia yang berkomitmen pada pengembangan studi Islam, Al-Qarawiyyin: Jurnal Ilmu Ushuluddin menjunjung tinggi standar akademik dan etika publikasi ilmiah. Setiap artikel yang diterbitkan melalui proses peer-review yang ketat dan ditulis oleh akademisi dari berbagai latar belakang, baik nasional maupun internasional. Selain berfungsi sebagai media penyebarluasan ilmu pengetahuan, jurnal ini juga diharapkan menjadi rujukan penting dalam pengembangan kurikulum kajian Ushuluddin dan pembentukan pemikiran Islam yang inklusif, moderat, dan berdialog dengan realitas sosial kontemporer.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 20 Documents
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Dekonstruksi Pendidikan Progresif Perspektif Filsafat Islam: Menjawab Tantangan Dehumanisasi Pendidikan Kontemporer Hidayah, Putri Nurul
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 3 (2025): Contemporary Islamic Educational Philosophy
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/al-qarawiyyin.v1i3.47

Abstract

Progressive education in the modern Western tradition emphasises the liberation, independence, and experiences of learners as the core of learning. Still, in practice, it often falls into dehumanisation, where learners are reduced to objects of technocratic measurement, thus triggering a crisis of educational meaning. This study aims to deconstruct the concept of modern progressive education from the perspective of Islamic philosophy, emphasizing humanistic and transcendental values as its primary foundation. Using a qualitative-descriptive method with a philosophical hermeneutic approach, this study analyses Western and Islamic educational philosophy texts, identifies signs of dehumanisation, and reinterprets the concept of progressivism within the framework of monotheism, morality, and social responsibility. The research findings indicate that progressive education, as informed by Islamic philosophy, prioritizes the freedom of thought and the development of individual potential in conjunction with the principle of the oneness of God, thereby combining intellectual, moral, and spiritual dimensions. The hermeneutic analysis reveals that the crisis of dehumanisation can be overcome by repositioning educators as guides who play a role in guiding tazkiyah al-Nafs, integrating learning with character formation and divine awareness. This approach yields an educational model that celebrates humans holistically, rather than merely assessing cognitive achievements. The conclusion of the study emphasizes the need to develop an educational system based on Islamic values that are operational in the curriculum, methods, and evaluation, so that progressive education can function as an instrument of true liberation that maintains human dignity and honor amidst the current trend of technocratization in modern education.
Reinterpretasi Epistemologi Pendidikan Islam dalam Filsafat Al-Fārābī sebagai Solusi Krisis Makna Kurikulum Kontemporer Ahmad, Imam
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 3 (2025): Contemporary Islamic Educational Philosophy
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/al-qarawiyyin.v1i3.50

Abstract

The crisis of meaning in contemporary education is characterized by a disconnect between the spiritual and rational dimensions of the learning process, resulting in a degradation of values ​​and a loss of educational orientation as a means of developing complete human beings. This condition is further exacerbated by the dominance of pragmatic and utilitarian paradigms in modern curricula, which tend to overlook the existential needs of students. This article aims to offer an epistemological contribution through an examination of al-Fārābī's educational philosophy, particularly his idea of ​​the synthesis of revelation and reason as the basis of integral knowledge. Using qualitative methods based on library studies, this study analyzes primary texts by al-Fārābī and secondary literature from Islamic educational thinkers to uncover the relevance of his thinking in the context of the current educational crisis. The results of the study indicate that al-Fārābī’s epistemology emphasizes the harmony between revelation and reason as the foundation of complete learning, positions education as a path to happiness (saʻadah), and emphasizes the importance of a curriculum that integrates ethical, metaphysical, and rational dimensions. In addition, according to al-Fārābī, the ideal teacher figure is a philosopher who can transform knowledge into wisdom and establish a primary society (al-Madīnah al-Fāḍilah) based on noble values. The conclusion of this study confirms that al-Fārābī’s educational epistemology provides a relevant theoretical and practical framework for responding to the crisis of meaning in contemporary curriculum through an integral approach that integrates revelation, reason, values, and knowledge.
Kritik Hermeneutik Filsafat Islam atas Dominasi Positivisme dalam Pendidikan Madrasah di Indonesia Purba, Ramauddin
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 3 (2025): Contemporary Islamic Educational Philosophy
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/al-qarawiyyin.v1i3.51

Abstract

Madrasah education in Indonesia, as an institution that combines Islamic values and science, now faces serious epistemological challenges due to the dominance of the positivist paradigm, which tends to reduce knowledge to empirical and measurable aspects. This dominance is not merely a methodological issue but also has a direct impact on the direction and quality of madrasah education, as it ignores the transcendental, metaphysical, and spiritual dimensions that are the core of Islamic epistemology. This study aims to specifically examine how a hermeneutic approach to Islamic philosophy can be used to reinterpret the relationship between revelation, reason, and educational reality, thereby offering a more comprehensive alternative paradigm. This study uses qualitative methods with a hermeneutic-philosophical analysis approach to classical and contemporary Islamic philosophical texts, as well as national education documents. The results show that positivism has been strengthened through evaluation standards based on cognitive achievement, the reduction of religious knowledge to an additional element, and the weak integration of spiritual values in learning practices. The hermeneutics of Islamic philosophy, with its emphasis on the dialogue between text, context, and subject, offers a path to epistemological reconstruction that affirms knowledge as a means to ultimate truth and strengthens the spiritual function of education. The conclusion of this study emphasizes the need for a reorientation of the madrasah education paradigm through the integration of Islamic epistemology, which not only strengthens students' spiritual character but also provides theoretical contributions in building an Islamic education model capable of transcending the hegemony of positivism.
Antara Taklid dan Ijtihad: Dialektika Pembentukan Nalar Kritis Siswa dalam Pendidikan Islam Suswita, Suswita
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 3 (2025): Contemporary Islamic Educational Philosophy
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/al-qarawiyyin.v1i3.52

Abstract

Contemporary Islamic education faces significant challenges in developing students’ critical thinking skills due to the dominance of the taqlīd tradition, which involves accepting teachings dogmatically without a process of in-depth reflection, thereby often limiting the space for intellectual dialectics. This condition creates a significant research gap regarding how Islamic education can transform from a pattern of passive acceptance to a more reflective and independent thinking process. This study aims to analyze the dialectic between taqlīd and ijtihād in the context of Islamic education and to formulate a philosophical approach that can foster students’ intellectual independence. Using qualitative methods through library research and hermeneutic analysis of classical and contemporary Islamic texts, as well as the thoughts of Muslim philosophers and pedagogues, this study emphasizes the importance of pedagogical ijtihād as a learning framework that opens up space for questions and answers, contemplation, and tadabbur. The results of the study indicate that an ijtihād-based approach can synthesize traditional heritage (turāṡ) with modern thought, so that students not only understand doctrinal texts textually but also can interpret their meaning and context critically and philosophically. In conclusion, the shift from passive imitation to active ijtihād in Islamic education is both an epistemological necessity and a pedagogical urgency to produce a generation of rational, autonomous, and transformative Muslims. This effort requires curriculum reform, innovation in teaching methods, and increased critical awareness of teachers as agents of change so that Islamic education can meet the challenges of the times.
Rekontekstualisasi Filsafat Islam dalam Kurikulum Madrasah untuk Penguatan Nalar Kritis dan Pembentukan Insan Kamil Lesmana, Surya
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 3 (2025): Contemporary Islamic Educational Philosophy
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/al-qarawiyyin.v1i3.53

Abstract

The madrasah curriculum in contemporary Islamic education faces the challenge of balancing the normative-religious dimension with the need to strengthen students’ critical reasoning skills. Islamic philosophy, as an intellectual tradition characterized by essential, integrative, and rational reflection, is often marginalized in formal education due to ideological resistance, limited teaching staff, and a lack of understanding of its importance in shaping a complete human being. This study aims to re-examine the importance of recontextualizing Islamic philosophy in the madrasah curriculum as a means of strengthening critical thinking skills while shaping a holistic personality. Using qualitative methods based on literature studies and descriptive-analytical analysis, this study compiles relevant primary and secondary sources on the discourse of Islamic philosophy and madrasah curriculum development. The results of the study indicate that Islamic philosophy has significant potential to integrate cognitive, affective, and spiritual aspects into the learning process. This integration has been proven to encourage students to develop analytical, reflective, and solution-oriented thinking skills in facing contemporary issues from a comprehensive Islamic perspective. Furthermore, teachers equipped with philosophy training can develop dialogue-based learning, open up intellectual discourse, and connect religious texts with real-life contexts. This study concludes that Islamic philosophy plays a strategic role in transforming the madrasah curriculum, as it can foster an educational model based on wisdom, spirituality, and rationality, ultimately supporting the formation of a perfect human being, the ideal goal of Islamic education.
Scientific Cosmopolitanism in 9th-Century Baghdad: Muslim, Jewish, and Christian Knowledge Exchange in Sociological Perspective Umar, Zeindri Abu; Hidayat, Marwan; Qomarullah, Ahmad Basuki; Mutmainnah, Rizky
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 4 (2025): The Golden Age of Islam
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/aqz5ej83

Abstract

The 9th century was a pivotal phase in Islamic intellectual history, when Baghdad, under the Abbasid dynasty, emerged as a cosmopolitan center of knowledge. However, studies on interfaith interactions in the social construction of knowledge have rarely been discussed sociologically, particularly regarding the mechanisms of collaboration and the driving forces behind them. This study aims to analyze the exchange of knowledge between Muslim, Jewish, and Christian communities through social relations, institutions, and scientific networks, and to examine how these interactions have shaped cosmopolitan structures for the development of knowledge. This study employs a qualitative method with a historical-sociological approach, drawing on both primary and secondary literature. This study examines the role of Bayt al-Ḥikmah, the patronage of the caliphs, and the contributions of translators and scholars across religions through their works, institutions, and intellectual networks. The results show that Christian translators played a strategic role in transmitting Greek works through philological phases and conceptual adaptations. At the same time, Muslim scholars developed a methodological synthesis that connected rationalism and theology in the fields of philosophy, medicine, and mathematics. The Jewish community also made significant contributions to the development of philology and philosophy, which later had a profound influence on the Andalusian intellectual tradition. These findings confirm that Baghdad’s scientific cosmopolitanism was not simply the result of knowledge transfer, but rather a social construct shaped by epistemic tolerance, institutional cooperation, and cultural openness. In conclusion, interfaith interactions during this period gave rise to a knowledge ecosystem model that was not only productive and collaborative but also accelerated methodological integration and the expansion of the intellectual horizons of the Islamic world.
Waqf Funds as an Instrument for the Dissemination of Knowledge in Classical Islamic Civilization Azmi, Ulul; Marpaung, Anton
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 4 (2025): The Golden Age of Islam
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/d5zf1010

Abstract

In classical Islamic history, waqf was not only a practice of religious philanthropy but also served as a strategic mechanism supporting the sustainability of education and the development of science. The urgency of this study lies in the lack of historical studies that systematically position waqf as the institutional foundation of science, especially in the context of its relevance to modern educational models. This research aims to analyze the role of waqf in strengthening scientific institutions and examine its management mechanisms that encouraged the sustainability of intellectual activity during the golden age of Islam. Using qualitative methods based on historical-descriptive analysis, this study examines classical works and secondary sources through document analysis of waqf practices in various centers of knowledge during the Islamic Middle Ages. The results show that waqf not only provided funding for mosques but also supported the establishment and management of madrasas, universities, libraries, and study centers such as Bayt al-Ḥikmah in Baghdad and Al-Qarawiyyin in Fez. Furthermore, the scholarship system, teacher allowances, and the provision of research facilities are concrete forms of waqf’s contribution to creating a sustainable scientific ecosystem. These findings reveal that the existence of waqf facilitates the transfer of knowledge across generations and promotes intellectual exchange between the Islamic world and other civilizations. In conclusion, waqf serves as a structural foundation for scientific civilization, not merely a charitable act, and its relevance offers a sustainable model for educational financing that can be applied in contemporary contexts.
Science, Power, and Legitimacy: The Political Role of Rulers in the Dynamics of the Development of Science in the Classical Islamic World (Abbasid–Andalusian) Indah, Fitriana; Choirunnisak , Choirunnisak; Yusman, Yusman; Arifin, Faizal Muhammad; Ashani, Salahuddin
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 4 (2025): The Golden Age of Islam
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/ywd7ca03

Abstract

The development of science in the classical Islamic world was not only organic. Still, it was also shaped by power relations that made science a means of political legitimacy and social control. A research gap arises from the lack of studies that explicitly highlight how political patronage not only supported but also framed science’s epistemological direction and institutionalization. This study aims to specifically identify the political mechanisms by which rulers influence the production, authority, and institutionalization of science, and examine their implications for the formation of power legitimacy. A qualitative historical-analytical approach is employed by analyzing primary sources, including chronicles and documents from scientific institutions, as well as contemporary secondary literature that discusses the patronage of science in the Abbasid, Fatimid, and Andalusian periods. The results reveal three main mechanisms of ruler intervention. First, financial and symbolic patronage of scholars and scientists created intellectual authority and strengthened claims to power. Second, the institutionalization of science was facilitated through the establishment of the Bayt al-Ḥikmah, the Nizamiyyah madrasah, and the University of Córdoba, which became centers of knowledge production, curation, and dissemination. Third, cultural diplomacy facilitated the transfer of knowledge from Greek, Persian, Indian, and Arabic traditions, leading to intellectual transformation across civilizations. In conclusion, the relationship between knowledge and power during the classical Islamic period not only enriched intellectual traditions but also became a hegemonic instrument that strengthened political legitimacy through scientific authority directed toward social welfare and the construction of a universal civilization.
The Contribution of Astronomy in Determining the Direction of the Qibla and the Hijri Calendar in the 8th–14th Centuries CE Abdullah, Choirul; Falah , Muhammad; Taufiqurrahman, Taufiqurrahman; Abdullah, Mahfazul Alam bin
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 4 (2025): The Golden Age of Islam
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/3ww03e18

Abstract

Astronomy from the 8th to 14th centuries CE played a crucial role in meeting the practical needs of Muslims, particularly in determining the direction of the Qibla and establishing the Hijri calendar, which requires precise geographical orientation and timing of worship. Although the traditional practice of rukyat (seeing the sun) has been used, modern literature has not systematically evaluated the contribution of classical astronomy theories and instruments to the accuracy of worship and religious administration. This study aims to describe the contributions of classical astronomers, such as al-Khwārizmī, al-Battānī, al-Bīrūnī, Naṣr al-Dīn al-Ṭūsī, Ibn Yūnus, and Ibn Shāṭir, in the development of instruments, observation methods, and mathematical calculations, and to evaluate their influence on the accuracy of the Qibla direction and the Hijri calendar. The technique used is qualitative-historical, with the exploration of classical astronomical works, manuscripts, and contemporary literature, analyzed critically and hermeneutically to assess astronomical instruments’ methodological innovation and accuracy. The results of the study show that astronomical scientists such as al-Khwārizmī, al-Battānī, al-Bīrūnī, Naṣr al-Dīn al-Ṭūsī, Ibn Yūnus, and Ibn Shāṭir succeeded in developing the theory of spherical trigonometry, methods for measuring the sun’s shadow, and observation instruments such as astrolabes and mural quadrants, thus ensuring the accuracy of the direction of the Qibla in various Islamic regions. In the context of the Hijri calendar, their innovations resulted in more accurate astronomical calculations to determine the beginning of the month, reducing dependence solely on traditional rukyat and supporting state administration and navigation. In conclusion, the contribution of classical astronomy was not only practical in supporting ritual needs but also provided a methodological foundation for modern astronomy, emphasizing the importance of integration between empirical observation and mathematical theory in the development of Islamic science.
The Intellectual Traces of Women in the Golden Age of Islam: From Science to Cosmopolitan Culture Kusuma, Zulfasari; Handayani , Safarah Arum; Aslam, Muhammad; Salleh, Nur Fatimah binti
Al-Qarawiyyin: Jurnal Ilmu Ushuluddin Vol. 1 No. 4 (2025): The Golden Age of Islam
Publisher : Yayasan Albahriah Jamiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64691/dx657048

Abstract

Studies of classical Islamic historiography have been biased in placing men at the center of intellectual narratives. At the same time, women’s contributions have been less systematically explored, resulting in a partial understanding of the dynamics of scholarship during the Islamic Golden Age from the 8th to 14th centuries CE. This study aims to comprehensively reconstruct the role and contribution of women in the fields of science and cosmopolitan culture, focusing on intellectual centers such as Baghdad, Cairo, Andalusia, and Damascus. Using qualitative-historical methods with thematic analysis, this study examines primary manuscripts such as biographies of scholars, scientific treatises, records of hadith transmissions, and relevant secondary literature to uncover concrete traces of women in scientific networks. The findings show that women not only played roles as teachers, hadith transmitters, and interpreters of religious texts, but also contributed to medicine, philosophy, mathematics, and the arts, even gaining recognition on par with male scholars through evidence of attribution of works, participation in scientific assemblies, and cultural patronage. Furthermore, their involvement in discussions across languages ​​and ethnicities strengthened a pluralistic and open intellectual tradition. However, limited access to some manuscripts and attribution issues hinder more quantitative data collection. In conclusion, women’s contributions during this period are an integral part of Islamic intellectual history and require further reconstruction through prosopographic studies and scholarly network mapping to enrich contemporary academic discourse and inspire the strengthening of the role of modern Muslim women.

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