TADIB: Jurnal Pendidikan Agama Islam

Spiritual Revolution Based on Transformative Islamic Education: Reconstruction of Religious Values From Upstream to Downstream in an Era of Disruption

2025-09-15T08:15:35+00:00

This article aims to explore the concept of spiritual revolution through transformative Islamic education, and to examine how religious values can be holistically reconstructed to address the challenges of changing times. With this goal, the research aims to provide insights into the importance of innovation in Islamic education to create a comprehensive spiritual transformation. The research method employed is a qualitative approach, consisting of literature review and conceptual analysis. The literature review was conducted to identify contemporary perspectives on the spiritual revolution in Islamic education, while conceptual analysis was used to understand the principles of transformative Islamic education that can be applied in the current context. The research findings indicate that a spiritual revolution can be achieved through reforms in the Islamic education system, focusing on character formation, integration of knowledge, and strengthening spirituality. The implementation of transformative Islamic education, which emphasizes a balance between intellectual and spiritual development, can produce a generation that is not only adaptive to the changing times but also capable of maintaining their identity and religious values as their life foundation. The implication of this research is that transformative Islamic education needs to be optimized to produce individuals with high adaptive capabilities in facing the challenges of change, while still adhering to the spiritual values that form the foundation of their lives.

Transformative Epistemology in Advancing Contemporary Islamic Education: Knowledge Reconstruction Integrative-Nuraniyah Perspective

2025-09-24T07:17:54+00:00

The aim of this study is to explore and analyze the concept of transformative epistemology in the development of contemporary Islamic education, with a focus on knowledge reconstruction from an integrative-nuraniyah perspective. This research adopts a qualitative approach with critical analysis of literature and concepts related to Islamic epistemology and contemporary Islamic education. Data were collected through library research, encompassing books, journal articles, and previous studies relevant to transformative epistemology, knowledge reconstruction in Islamic education, and the integration of spiritual aspects in teaching. The analysis process was carried out using a descriptive-analytical approach to identify gaps in the development of Islamic education and how transformative epistemology can provide solutions. The results show that transformative epistemology, which combines rational and spiritual dimensions, can serve as a strong foundation for reconstructing knowledge in contemporary Islamic education. This approach enables the development of a more comprehensive curriculum that emphasizes not only cognitive aspects but also spiritual and moral dimensions aligned with the demands of the times. The implementation of this epistemology has the potential to produce a generation that is not only intellectually capable but also ethically and spiritually aware. The implication of this research is the importance of integrating transformative epistemology into the Islamic education curriculum, with attention to spirituality and ethics, in order to address the increasingly complex challenges of contemporary education.

Pengembangan Metode Pembelajaran PAI: Integrasi Ceramah, Diskusi, Tanya Jawab, dan Demonstrasi

2025-10-04T14:05:45+00:00

This article discusses the development of teaching methods in Islamic Religious Education with a focus on four main methods: lecture, discussion, question-and-answer, and demonstration. These four methods are commonly used approaches in Islamic Religious Education learning; however, in practice, they are often applied partially, resulting in less-than-optimal effectiveness. Through a literature review, this article examines how these methods can be developed and integrated into a single adaptive, varied, and contextual learning model. The findings indicate that the lecture method is effective for delivering normative concepts, the discussion method fosters critical thinking and tolerance, the question-and-answer method enhances active participation and two-way interaction, while the demonstration method is highly suitable for teaching practical worship and religious skills. The integration of these four methods not only improves the cognitive aspects of learners but also balances the affective and psychomotor domains. Therefore, the development of the lecture, discussion, question-and-answer, and demonstration methods can serve as a relevant strategy for improving the quality of Islamic Religious Education in the modern era.