20:"static/chunks/7696-2981bed5433ea725.js" 21:"static/chunks/app/%5BjournalPath%5D/content/%5Bslug%5D/page-24b5cad322aeb4ff.js" 22:I[8226,["8500","$2","7023","$3","8437","$5","7696","$20","1799","$21"],"default"] 29:I[6869,[],"IconMark"] 23:T43a,

This study aims to reconstruct the epistemology of the Islamic Religious Education curriculum through a philosophical synthesis between al-Muwāfaqāt by al-Shāṭibī and Iḥyā’ ‘Ulūm al-Dīn by al-Ghazālī with a Constructive Alignment approach to produce a coherent, transformative, and global competency-oriented curriculum framework based on Islamic values. The research method used is qualitative-descriptive with data collection techniques based on literature studies through document analysis, content analysis, and comparative document studies of national curriculum documents, Islamic Religious Education textbooks, and relevant classical turāth works. The results of the study have shown an epistemological discontinuity between learning outcomes, learning activities, and assessment instruments that have not fully reflected the integration of maqāṣid values and the tazkiyat al-nafs process in educational practices.

24:T60e,

Learning should provide students with opportunities to actively construct knowledge through their own cognitive processes. To achieve meaningful understanding and application, students should be encouraged to engage in problem solving, make independent discoveries, and develop their own ideas. This study aimed to develop a pesantren-based ethnopedagogical learning model that is valid, practical, and effective in improving university students’ critical thinking skills and learning independence. The study employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the define, design, develop, and disseminate stages. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the developed model achieved very high validity, including content validity (3.86), construct validity (3.87), Semester Learning Plan validity (3.86), teaching material validity (3.83), Student Worksheet validity (3.91), and critical thinking assessment validity (3.83). These findings demonstrate that the pesantren-based ethnopedagogical learning model is highly feasible for implementation and has strong potential to foster students’ critical thinking skills and learning independence within Islamic higher education contexts

25:T74a,

This study aims to find a pattern for in-depth learning administration management for Islamic Religious Education teachers in the 21st century, especially in the administrative aspects of learning planning. This research is based on literature studies, using documentation techniques to find the necessary data from various digital and printed reference sources. Data analysis was conducted in two stages: first, analysis during data collection, and second, analysis after data collection was obtained, primarily to build a conceptual model for managing learning planning administration for Islamic Religious Education teachers. The results of the study found that the in-depth learning administration planning model can be based on the systematics contained in the in-depth learning guidelines from the Ministry of Primary and Secondary Education of the Republic of Indonesia, and analyzed through Ralph Tyler's curriculum development theory, which includes: First, determining learning objectives. Second, determining the learning experiences that students will gain. Third, organizing materials and learning experiences. The design of learning experiences and materials is then incorporated into the planning by teachers as an integral part of the learning steps. Fourth, determine learning evaluation techniques and instruments. This is developed by the teacher, not solely to measure cognitive achievement, but also psychomotor and affective aspects. This in-depth learning administration model can support the creation of meaningful Islamic Religious Education learning, fostering student awareness, and engaging learning

26:T718,

The development of digital technology, artificial intelligence, and post-humanism culture has brought major changes to the modern educational paradigm, including in Islamic education. Post-humanism poses new challenges in the form of shifting human values, weakening spirituality, moral crises, and changes in the relationship between humans and technology in the learning process. This article aims to analyze the challenges of Islamic education in the post-humanism era as well as formulate educational transformation strategies that are relevant to the needs of the 21st century. This study uses a literature review method with a descriptive-qualitative approach through the analysis of various scientific literature, academic articles, and relevant sources related to Islamic education, educational transformation, and post-humanism. The results of the study show that Islamic education needs to transform adaptively without losing the fundamental values of Islam, such as strengthening manners, spirituality, digital literacy, ethics in the use of technology, and the development of humanist learning based on Islamic values. In addition, educators are required to be able to integrate technology critically and wisely in the educational process in order to maintain a balance between the development of science and the formation of students' character. Thus, Islamic education in the post-humanism era not only functions as a means of knowledge transfer, but also as a medium to strengthen identity, morality, and humanity in the midst of global technological disruption.

27:T7e2,

The development of contemporary Islamic education requires learning models that are capable of integrating cognitive, empirical, and spiritual dimensions simultaneously. However, current Islamic educational practices still tend to emphasize textual and theoretical learning, causing students’ empirical experiences to become disconnected from tawheed-oriented knowledge construction. In addition, although experiential learning theory has been widely developed in modern education, its integration with Islamic epistemology, particularly the concept of tajribi, remains limited. This study aims to reconstruct the concept of tajribi into a systematic Islamic learning model by integrating Islamic epistemology and experiential learning theory. This research employed a qualitative approach with a conceptual research design. Data were obtained from secondary sources consisting of classical Islamic literature, contemporary experiential learning theories, and supporting scientific journals and books. Data collection was conducted through documentation techniques, while data analysis used content analysis and philosophical-hermeneutic analysis focusing on ontological, epistemological, and axiological dimensions. The findings indicate that tajribi is not merely an experimental method, but an epistemological framework integrating revelation, reason, and empirical experience within tawheed-oriented learning. This study also formulates the Tajribi Learning Model consisting of six stages: Tawajjuh, Tasykhis, Tajribi, Tafakkur, Tatsbit, and Taqwim. This model integrates experiential learning with spiritual reflection and moral transformation, thereby offering a holistic learning paradigm relevant to the challenges of contemporary Islamic education. The study contributes theoretically by positioning experiential learning within an Islamic epistemological framework and practically by providing a conceptual foundation for transformative Islamic learning.

28:T82c,

The advancement of digital technology, artificial intelligence, biotechnology, and virtual reality has encouraged the emergence of post-humanist discourse, which challenges conventional perspectives on the nature of human beings, education, and human values. Within the field of Islamic education, post-humanism presents fundamental challenges concerning the position of human beings as creatures with spiritual, rational, and moral dimensions, while also bearing responsibility as servants of Allah and as khalifah on earth. This article aims to analyze the reconstruction of the role of Islamic educators in responding to the development of post-humanism in the digital era. This study employs a qualitative approach through library research by examining various literatures related to post-humanism, Islamic education, technological ethics, and the fundamental values of Islamic teachings. The findings indicate that Islamic educators are not only required to adapt to technological developments, but also need to serve as guardians of values, nurturers of morality, and guides of students’ spiritual awareness. This reconstruction of roles can be realized through the strengthening of digital literacy grounded in Islamic ethics, the internalization of tawhid values in the learning process, the development of critical thinking skills regarding the use of technology, and the affirmation of human dignity amid the potential for dehumanization. Therefore, Islamic education in the digital era needs to be directed toward shaping individuals who are not only technologically competent, but also possess spiritual depth, social awareness, and moral steadfastness. This article emphasizes that Islamic educators play an important role in connecting technological advancement with Islamic values so that education remains oriented toward the formation of holistic human beings.

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