Jul 2026· International Journal of Education Management and Religion· Vol 3, pp. 1246-1282· 0 citations· 20 references
Abstract
Contemporary Islamic education requires pedagogical approaches that integrate intellectual development, spiritual formation, ethical responsibility, and social engagement in response to increasingly complex educational challenges. Although the educational narrative of Prophet Ibrahim has been widely examined from theological and exegetical perspectives, its relevance to transformative pedagogy has received limited scholarly attention. This study aims to analyze the educational dialogue of Prophet Ibrahim in Q.S. Al-Anbiya' (21:51–70) through the lens of transformative pedagogy and to develop a conceptual framework for contemporary Islamic education. A qualitative library research design was employed using a thematic Qur'anic interpretation (tafsir maudhu'i) approach. The analysis was based on the selected Qur'anic verses, classical and contemporary tafsir, and transformative pedagogical theory through documentation, thematic coding, interpretative analysis, and conceptual synthesis. The findings reveal that Prophet Ibrahim employed dialogical, reflective, and evidence-based educational strategies that encouraged critical questioning, rational argumentation, cultural deconstruction, moral resilience, and transformative leadership. The educational process described in the Qur'an operates through four interconnected dimensions, namely cognitive, moral, spiritual, and social transformation, all of which originate from divine guidance (rusyd) as the epistemological foundation of prophetic education. Based on these findings, this study proposes the Integrated Prophetic Transformative Pedagogy (IPTP) Model, which conceptualizes prophetic education as a holistic process integrating revelation, critical inquiry, ethical character, faith formation, and community transformation. The proposed framework contributes to bridging Qur'anic educational studies with contemporary transformative pedagogy while offering a theoretical foundation for curriculum development, character education, leadership education, and Islamic educational reform in contemporary contexts.
Contemporary Islamic education continues to encounter pedagogical challenges, including teacher-centered instruction, rote memorization, and the separation of cognitive and spiritual dimensions of learning. This study aims to examine the educational values and pedagogical methods embedded in Hadith Jibril and to explore their relevance to contemporary Islamic Religious Education. Employing a qualitative library research design, the study applies thematic content analysis and hermeneutical interpretation grounded in the principles of classical and contemporary Islamic scholarship. The analysis focuses on the instructional strategies employed by the Prophet Muhammad in narrating Hadith Jibril, including interactive dialogue, Socratic questioning, gradual instruction (tadrij), contextual adaptation, and the integration of cognitive, affective, and spiritual learning. These pedagogical principles are further examined in relation to the Qur’anic educational framework of Tilawah, Tazkiyah, and Ta’lim, while also being discussed alongside contemporary educational perspectives such as constructivism, social learning, and differentiated instruction. The findings demonstrate that Prophetic pedagogy presents a comprehensive and learner-centered educational model that promotes conceptual understanding, character formation, and spiritual development in an integrated manner. This pedagogical framework provides a relevant alternative for addressing persistent challenges in contemporary Islamic education by emphasizing meaningful interaction, reflective learning, and holistic educational outcomes.
Bagayoko Oumar, Khalid Ramdhani, Lau Han Sein et al.· Al-Ulum Jurnal Pemikiran dan...· 0 citations
The epistemological dichotomy between religious and rational-empirical knowledge remains one of the most fundamental challenges confronting contemporary Islamic education. Against this backdrop, the thought of Abu al-Ḥasan al-ʿĀmirī (d. 381 AH/992 CE) — a fourth-century Muslim philosopher renowned for his integrative intellectual orientation — warrants serious scholarly re-engagement. This article aims to reconstruct al-ʿĀmirī's educational epistemology and to elaborate its relevance for the development of integrative Islamic education. Employing Hans-Georg Gadamer's philosophical hermeneutics within a qualitative library research framework, the study undertakes a close reading of al-ʿĀmirī’s works while engaging them in critical dialogue with an epistemology in education framework. The findings reveal that al-ʿĀmirī constructs an epistemology grounded in four complementary sources of knowledge: rational axioms (badihiyyāt al-ʿaql), empirical observation (tajribah), revelation (wahy), and practical capacity (quwwah ṣināʿah). Rather than treating these sources as hierarchically exclusive, he presents them as mutually reinforcing constituents of a unified epistemic framework. Within this structure, al-ʿĀmirī distinguishes between milliyyah sciences (religious) and hikmiyyah sciences (rational), while firmly rejecting any essential opposition between them on the grounds that rational truth and revealed truth ultimately share the same ontological source. His educational paradigm is subsequently elaborated through three interlocking concepts — taʾdīb, tarbiyah, and siyāsah — which collectively orient the educational process toward the actualization of the rational soul and the attainment of true happiness (al-saʿādah). The study concludes that al-ʿĀmirī's educational epistemology is not merely a historical-philosophical legacy, but offers a normatively significant and practically relevant conceptual framework for addressing the crisis of orientation in contemporary Islamic education.
This study examines the possibility of integrating Paulo Freire’s critical pedagogy and Syed Muhammad Naquib al-Attas’ concept of ta'dib to formulate a new paradigm of Islamic-emancipatory education. Employing a qualitative library research design, the study analyzes primary texts, including Freire’s Pedagogy of the Oppressed and Al-Attas’ major works on Islamic education, complemented by relevant scholarly literature. Data were collected through document analysis and examined using Gadamerian hermeneutic interpretation, comparative analysis, and conceptual synthesis. The analytical process involved identifying the philosophical foundations, educational objectives, epistemological assumptions, and pedagogical implications of both frameworks, followed by the construction of an integrative theoretical model. The findings reveal that Freire’s critical pedagogy emphasizes liberation through critical consciousness, dialogical engagement, and transformative praxis, whereas Al-Attas’ concept of ta'dib focuses on moral discipline, recognition of the hierarchy of knowledge, and the cultivation of adab grounded in the Islamic worldview. Despite their differing epistemological foundations, both perspectives converge in their critique of dehumanizing educational practices and their commitment to human transformation. The novelty of this study lies in the formulation of an Islamic-emancipatory educational paradigm that systematically integrates Freirean critical consciousness with the ethical-spiritual framework of ta'dib. This synthesis offers a theoretical alternative to the dichotomy between secular emancipatory education and traditional Islamic education by positioning education as a process of intellectual liberation, moral refinement, and holistic human development. The proposed paradigm contributes to contemporary debates on Islamic educational reform by providing a framework that is simultaneously critical, ethical, and transformative.
Ruslan Ruslan, L. Luthfiyah· Journal of Education and Tea...· 0 citations
This research aims to revitalize the family education model in the Qur'an through an analysis of QS. Āli 'Imrān (33–37) and QS. Luqmān (12–19), and examines its relevance in dealing with social and moral crises in the contemporary era. The research uses a qualitative approach with the type of library research. Primary data comes from the Qur'an, while secondary data is obtained from classical and contemporary tafsir books, Islamic educational literature, and the results of relevant scientific research. The data was analyzed using thematic content analysis techniques through the process of data reduction, thematic categorization, interpretation, and conceptual synthesis. The results of the study show that QS. Āli 'Imrān emphasizes the six main components of family education, namely parental spirituality, educational planning from the prenatal period, prayer as an educational instrument, a godly educational environment, example, and the formation of superior generations. Meanwhile, QS. Luqmān contains seven main components, namely monotheistic education, gratitude, birr al-wālidayn, moral awareness (muraqabah), habituation of worship, moral education, and dialogical communication. The synthesis of the two surahs produces the Qur'anic Family Education Model, which is a holistic, integrative, and character-building family education model. This study concludes that the family education model in the Qur'an has strong relevance as an educational paradigm to strengthen the moral, spiritual, and social resilience of the family in the midst of the challenges of globalization and digital disruption. The implication of this study is the availability of a conceptual framework for the development of adaptive Islamic family education policies, curricula, and practices without abandoning the fundamental values of the Qur'an.
Nasrun Harahap, I. Indra· Journal of Islamic Education...· 0 citations
This study aims to analyze the epistemology of Prophet Abraham’s prophetic leadership in Surah Ibrahim verses 35–41 within the context of building generations in a digital civilization. The primary focus is to elucidate the epistemological foundations, historical principles, and moral accountability dimensions of prophetic leadership that remain relevant to the challenges of the digital era. The research employs a qualitative method with a library research approach, utilizing textual analysis of the Qur’an through a thematic (maudhu‘i) exegesis perspective and descriptive-interpretive analysis. The data are examined by emphasizing the exploration of the conceptual meanings of verses related to Prophet Abraham’s leadership and their relevance to the formation of generational character in the digital age. The findings indicate that the epistemology of Prophet Abraham’s prophetic leadership is grounded in tawhid as the central paradigm that integrates spiritual, moral, and social dimensions in the construction of civilization. In addition, Prophet Abraham’s leadership embodies a strong historical consciousness through a transgenerational orientation and an emphasis on the continuity of values as a civilizational pillar. The study also identifies the principles of moral accountability and divine validation as key elements affirming that all acts of leadership are situated within a framework of transcendent responsibility. In the context of digital civilization, this epistemology provides a normative framework for developing leadership that is not only based on technological competence but also grounded in spiritual ethics, thereby maintaining a balance between digital advancement and human values.
Fiki Sanjaya, Muhammad Ilmiawan, Azzam Taufiqy et al.· Jurnal inovasi pendidikan· 0 citations
This study aimed to identify and analyze the discourse strategies employed in Prophet Ibrahim’s (peace be upon him) da‘wah as presented in the Holy Qur’an and to explore their educational applications. Based on a review of recent studies and literature published between 2020 and 2026, the research problem was identified as the tendency of most previous studies to focus on the exegetical and linguistic dimensions of Ibrahim’s discourse, with limited attention given to transforming linguistic findings into practical educational models. The study employed a descriptive-analytical approach to analyze the discourse strategies found in Ibrahim’s dialogues and an inferential approach to derive their educational values and applications. The findings revealed that Ibrahim’s method of da‘wah incorporates a range of instructional skills capable of transforming superficial learning into learning based on higher-order thinking skills, including discovery, critical thinking, and problem-solving. The results also showed that involving learners alongside teachers in decision-making strengthens their acceptance of ideas through conviction rather than coercion. Furthermore, connecting Ibrahim’s method of da‘wah with educational principles can contribute to the development of curricula and teaching practices. The study concluded that educational curricula should be designed in light of these strategies through interactive, constructivist activities in which teachers and learners participate in practical applications, thereby promoting psychological security, balanced personality development, and sustainable positive behavior.
Hussin Alrdini· Gateway Journal for Modern S...· 0 citations
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