KERANGKA EPISTEMOLOGI PENDIDIKAN ISLAM BERBASIS PENGALAMAN: REKONSTRUKSI KRITIS EMPIRISME DAVID HUME

Sanial Habibi; Emy Herawati; Dedi Irama; Reni Marlena; Muhib Ali Hasan Ristia

doi:10.48094/raudhah.v10i3.1052

Authors

Sanial Habibi Universitas Islam Ogan Komering Ilir
Emy Herawati Sekolah Tinggi Ilmu Tarbiyah Al-Quraniyah, Bengkulu Selatan, Indonesia
Dedi Irama Sekolah Tinggi Ilmu Tarbiyah Al-Quraniyah, Bengkulu Selatan, Indonesia
Reni Marlena Universitas Islam Nusantara AL-Azhaar Lubuklinggau, Indonesia
Muhib Ali Hasan Ristia Institut Agam Islam Nusantara Ash-Shiddiqiyah Lempuing Jaya,

DOI:

https://doi.org/10.48094/raudhah.v10i3.1052

Keywords:

David Hume; empirisme; epistemologi; pendidikan Islam; pengalaman

Abstract

This article departs from the need for contemporary Islamic education to strengthen the epistemological basis of learning so that it does not stop at normative transmission, but also develops the ability of learners to build knowledge through directed and reflective experiences. This research aims to formulate an epistemological framework of experiential Islamic education through a critical and contextual reconstruction of David Hume's empiricism. The method used is literature study with a qualitative-conceptual approach, through the search of primary and secondary literature, thematic analysis of the key concepts of empiricism, and argumentative synthesis in dialogue with the pedagogic needs of Islamic education. The results of the research resulted in a framework of three pillars: experience as an initial source of concept formation and understanding; reflection and repeated testing as a mechanism for validating knowledge; and epistemic prudence as manners of thinking in assessing truth claims. The main findings suggest that experience can be positioned as a learning medium that reinforces the process of internalizing values without negating the normative source of religion, as long as it is bound by the goals of Islamic education and the ethics of knowledge. The contribution of this research is in the form of a conceptual model that can be a reference for the development of an inquiry-reflective learning design PAI, as well as enriching the epistemological discourse of Islamic education that is more adaptive to the dynamics of modern knowledge.

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