DARUL FATTAH GLOBAL ACADEMIC PROCEEDINGS (DF-GAP) Prosiding Seminar Nasional dan Internasional

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DARUL FATTAH GLOBAL ACADEMIC PROCEEDINGS (DF-GAP) Prosiding Seminar Nasional dan Internasional | DARUL FATTAH GLOBAL ACADEMIC PROCEEDINGS (DF-GAP) Prosiding Seminar Nasional dan Internasional

Tajribi Learning Model: A Tawheed-Based Experiential Learning Innovation in Islamic Education

Zakia Fitri Nabila, Syahidin, Nurti Budiyanti

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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.

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Pages: 49-63

Reconstruction of the Role of Islamic Educators in Responding to the Dynamics of Post-Humanism in the Digital Era

Fitri Amalia Majid

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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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Pages: 64-80

Table of Contents

Reconstructing PAI Curriculum Epistemology Based on Maqāṣid and Tazkiyah al-Nafs: A Philosophical Synthesis of al-Muwāfaqāt, Iḥyā ‘Ulūm al-Dīn, and Constructive Alignment for Global Competence

DEVELOPMENT OF A PESANTREN-BASED ETHNOPEDAGOGICAL LEARNING MODEL TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS AND LEARNING INDEPENDENCE

A Deep Learning Administration Pattern for Islamic Religious Education Teachers in the 21st Century

ISLAMIC EDUCATION IN THE POST-HUMANISM ERA: CHALLENGES AND STRATEGIES FOR TRANSFORMING EDUCATION IN THE 21ST CENTURY

Tajribi Learning Model: A Tawheed-Based Experiential Learning Innovation in Islamic Education

Reconstruction of the Role of Islamic Educators in Responding to the Dynamics of Post-Humanism in the Digital Era