PEMIKIRAN FILOSOFIS DAN TEORI TENTANG PENDIDIKAN DARI MUSLIM KONTEMPORER

Ruslaini Ruslaini; Fiksi  Juita; Kasinyo  Harto; Mardiah  Astuti

doi:10.48094/raudhah.v10i3.990

Authors

Ruslaini Ruslaini UIN Raden Fatah Palembang
Fiksi Juita uin raden fatah palembang
Kasinyo Harto UIN Raden Fatah Palembang
Mardiah Astuti UIN Raden Fatah Palembang

DOI:

https://doi.org/10.48094/raudhah.v10i3.990

Keywords:

Islamic Education, Contemporary Thought, Spiritual Integration, Ethics, Epistemology

Abstract

This study analyzes the educational thought of five contemporary Muslim thinkers

Muhammad Iqbal, Ismail R. Al-Faruqi, S.M. Naquib Al-Attas, Seyyed Hossein Nasr, and Khosrow Bagheri dan Zohreh Khosravi. The study aims to identify similarities, differences, and synthesize their ideas to develop an integrative framework for contemporary Islamic education. The research employs library research with a philosophical and comparative approach, utilizing primary works of the thinkers and secondary literature from Google Scholar-indexed journals. The findings reveal that all thinkers reject the secularization of knowledge and emphasize spirituality in education. Iqbal emphasizes will and spiritual dynamism, Al-Faruqi focuses on the integration of knowledge and epistemology, Al-Attas on ethics and adab, Nasr on sacred cosmology and spirituality, and Bagheri dan Khosravi on the transformation towards divinity. The conceptual synthesis suggests that ideal contemporary Islamic education integrates spiritual- transcendental, ethical-adab, integrative-epistemological, and dynamic-creative dimensions, forming a complete human being (insan kamil) who is aware of the divine dimension, creative, ethical, and socially responsible. This study is expected to serve as a reference for curriculum development, teacher training, and strategies for contemporary Islamic education.

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