Online-Journal STAI Sadra (Sekolah Tinggi Filsafat Islam)
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A CRITICAL APPROACH OF GUS BAHA TO SHEIKH SITI JENAR’S THOUGHT IN THE NUSANTARA TAFSIR METHODOLOGY
No full textSheikh Siti Jenar’s thoughts on Manunggaling Kawula Gusti often cause controversy in the Nusantara Islamic tradition, especially related to the concept of wahdatul wujud, which is considered to equate humans with God. KH Ahmad Bahauddin Nursalim (Gus Baha), as one of the contemporary scholars of Nusantara, provides criticism of this thought through a unique interpretive approach in the Nusantara interpretation methodology. This study uses a qualitative approach with literature studies and text analysis of Gus Baha’s works and relevant sources on Nusantara interpretation and Sufism. The ijmālī and contextual interpretation approaches applied by Gus Baha are also analyzed to understand his criticism of Sheikh Siti Jenar. This paper aims to describe and analyze Gus Baha’s critical approach to Sheikh Siti Jenar’s thoughts in Nusantara interpretation. The research results show that Gus Baha rejects claims that contradict sharia, particularly the teachings of Manunggaling Kawula Gusti, emphasizing the importance of balancing sharia and the essence of Islam Nusantara. Gus Baha’s approach, which prioritizes contextualization and accessible language, makes his interpretations relevant to the people of the archipelago
TAFSĪR ‘ILMĪ IN MADRASAH IBTIDAIYAH: FOSTERING A SPIRITUALLY AND SCIENTIFICALLY INTELLIGENT GENERATION
Full text linkScience and Islamic religion are closely related, especially in understanding the kawniyyah verses of the Qur'an that reflect natural phenomena. Islamic education plays a role in integrating these two aspects so that students understand science as part of Divine revelation. The tafsīr ‘ilmī approach in Madrasah Ibtidaiyah (MI) connects science with religious teachings through the interpretation of the verses of the Qur'an with a scientific perspective. This study aims to explore the application of tafsīr ‘ilmī in understanding the kawniyyah verses in MI and enrich students' scientific and spiritual insights. Qualitative methods with field research allow direct observation and data collection through observation and interviews. This approach helps identify the effectiveness and obstacles in the application of tafsīr ‘ilmī in the MI environment. Tafsīr ‘ilmī learning in MI connects science with religious teachings. Teachers explain natural phenomena such as the solar system, photosynthesis, or the creation of humans from a scientific perspective that is in line with the Qur'an. This approach encourages critical thinking, appreciation of science, and strengthens students' faith. The application of tafsīr ‘ilmī in MI forms a generation that is intellectually and spiritually intelligent. The integration of kawniyyah verses and scientific knowledge shows that religion and science complement each other. This study explores the supporting and inhibiting factors of its implementation and its impact on students' understanding. Thus, the results of the study are expected to provide real contributions in the development of learning methods based on the integration of religious knowledge and science in Islamic educational environments, as well as improving students' understanding of natural phenomena from a spiritual and scientific perspective
SAJA‘ IN SURAH AL-‘ĀDIYĀT: A BALĀGHAH ANALYSIS
Full text linkSurah Al-‘Ādiyāt, which consists of 11 verses, contains the use of structured, rhythmic, and poetic language styles (saja‘). This study aims to reveal how the rhythm and structure of the language in this surah not only beautify the text but also arouse the emotions and awareness of the readers towards the messages contained in the Qur’an. The problem raised in this study is how the use of saja‘ language style contributes to beautifying and deepening the meaning and message that the Qur’an wants to convey. This research uses a qualitative approach with a content analysis method, with a focus on analyzing the metaphor of the elements used, as well as the uslub (language style) that supports the meaning of the metaphor. The results of the analysis show that there are several types of saja‘ in Surah Al-‘Ādiyāt, namely saja‘ muṭarraf as much as 1 data, saja‘ mutawāzī 3 data, and saja‘ muraṣṣa‘ 1 data. These findings provide a very clear picture of the important role of language styles in enriching meaning and also in increasing aesthetic power in the Qur’an. By using a structured and rhythmic language style, Surah Al-‘Ādiyāt not only succeeds in beautifying the text but also serves as a means to arouse the reader's feelings and understanding of the realities of life, the forces of nature, and the warnings contained in the divine message. This shows how the beauty of the language of the Qur’an helps deepen the spiritual and moral message for humanity
THE EVOLUTION OF THE CLASSIFICATION OF SCIENCES IN THE ISLAMIC INTELLECTUAL TRADITION
Full text linkThe classification of knowledge has been a central concern in Islamic intellectual history, evolving from an Aristotelian framework to an indigenous model shaped by revelation and monotheistic epistemology. This study traces this historical development from early Muslim scholars such as Jābir ibn Ḥayyān to later figures such as Quṭb al-Dīn Shīrāzī. It highlights the shifting criteria and hierarchies of scientific classification. By using library research within a qualitative research framework and historical-philosophical approach, the study analyzes primary Arabic and Persian texts (e.g., al-Fārābī’s Iḥṣā’ al-‘Ulūm, Ibn Sīnā’s al-Shifā’) alongside secondary sources through thematic and comparative analysis to map taxonomic patterns across centuries. Key findings reveal a progression from subject-based divisions (e.g., ‘Alī’s fourfold classification) to multidimensional models integrating rational, transmitted, and mystical sciences, prioritizing interdependence over disciplinary isolation. These Islamic models offer enduring insights for interdisciplinary dialogue, modern information science, and civilizational knowledge policy, recommending future exploration of Qur’anic and hadith-based criteria to enrich global epistemology
AN ANALYSIS OF THE CONCEPT OF TAZKIYAH AL-NAFS IN THE QUR’ANIC TAFSIR AND THE BOOK MI‘RĀJ AL-SA‘ĀDAH BY AḤMAD AL-NARĀQĪ
Full text linkThe concept of tazkiyah al-nafs (purification of the soul) holds an important position in the Islamic tradition as it serves as the key to human spiritual and psychological development. Without purification of the soul, it is difficult for a person to achieve holistic growth, both in the inner dimension (faith and peace of heart) and in the dimension of personality (mind, morals, and character). Therefore, the study of tazkiyah al-nafs is highly relevant in efforts to understand the comprehensive formation of human personality. This research aims to examine the concept of tazkiyah al-nafs from the perspective of Qur’anic exegesis as well as the ethical-sufi thought presented in Mi‘rāj al-Sa‘ādah by Aḥmad al-Narāqī. The method employed is qualitative with a library research approach, utilizing primary sources including the Qur’an, both classical and contemporary exegesis, and al-Narāqī’s work. The findings indicate that tazkiyah al-nafs is an internal process of cleansing the soul from blameworthy traits and adorning it with noble character. The Qur’an repeatedly emphasizes this concept, as in Q.S. Ash-Shams [91]: 9–10, which highlights the success of the purified soul. Meanwhile, in Mi‘rāj al-Sa‘ādah, al-Narāqī elaborates the stages of tazkiyah through self-knowledge, mujāhadah (striving), riyāḍah (discipline), and murāqabah (self-vigilance), while also stressing the importance of reason and the sharia as means of purification. The implications of this study show that tazkiyah al-nafs is highly relevant to the development of Islamic psychology, particularly in formulating spiritual therapy and character education based on turāth values. Furthermore, the study opens opportunities for integrating classical Islamic concepts into contemporary psychology, focusing on a balanced approach to both the spiritual and mental dimensions of the individual
REPRESENTATION OF Q.S. Al-BAQARAH [2]: 195 ON INSTAGRAM ACCOUNT @ALMUHAJIRINWALANSHAR: A PERSPECTIVE OF JEAN BAUDRILLARD’S CONSUMERISM THEORY
Full text linkOn 29 December 2024, the account @almuhajirinwalanshar posted a snippet from Q.S. Al-Baqarah [2]: 195, but the interpretation presented in the post was not consistent with the overall meaning of the verse. It’s because the post represented an invitation to do good deeds, even if they seem futile, by quoting the final part of QS. Al-Baqarah: 195, whereas the meaning of the verse is not as simple as discussing an invitation to do good deeds. The Instagram @almuhajirinwalanshar uses the final part of Q.S. Al-Baqarah [2]: 195 to encourage doing good deeds that feel futile, when in fact the main interpretation of the verse, according to several interpretations, focuses on the command to spend wealth for obedience, especially in the context of jihad or war, and the encouragement to do good deeds in general. Therefore, this paper aims to examine the representation of Q.S. Al-Baqarah [2]: 195 on the Instagram account @almuhajirinwalanshar using Jean Baudrillard’s consumerism theory framework. The purpose of this study is to analyze how the verse is represented on the account @almuhajirinwalanshar and how religious messages are constructed as symbols or signs in digital consumer culture. This study uses a qualitative-descriptive method through a literature review, with the main source being the account’s post content and secondary sources being literature related to Baudrillard’s theory and the interpretation of the verse. The results show that posts with the quote “Tetaplah Baik Meski Rasanya Sia-Sia” and the verse from Q.S. Al-Baqarah [2]: 195 have undergone a shift in meaning from the context of jihad to personal emotional motivation through visual, audio, and narrative aesthetics. In conclusion, social media has shaped a new interpretation of Qur’anic verses through the process of simulation and simulacra, making them objects of spiritual consumption that no longer represent their original meaning, but rather symbols of religious lifestyles in digital consumer society
ISLAMIZATION OF EDUCATION IN MALAYSIA: THE INFLUENCE AND LEGACY OF ISMAIL RAJI AL-FARUQI
Full text linkIsmail Raji al-Faruqi’s vision of the Islamization of Knowledge (IoK) has profoundly influenced Malaysia’s education system, shaping both policies and pedagogical approaches. His engagement with Malaysian scholars and political figures, including Syed Naquib al-Attas, Anwar Ibrahim, and Mahathir Mohamad, contributed to integrating Islamic principles into national education. This influence is reflected in the Malaysian National Education Philosophy, which emphasizes holistic development grounded in Islamic values. At the school level, the integration of Islamic studies into general education has been expanded through policies that blend religious and secular knowledge. The establishment of Islamic secondary schools and tahfiz institutions underscores the government’s efforts to develop an education system aligned with Islamic teachings. Additionally, tertiary institutions have introduced Islamic perspectives in various disciplines, including science, law, and economics, aiming to produce professionals guided by ethical and religious principles. Beyond traditional education, al-Faruqi’s influence extends to professional fields such as public health, where Islamic values have been incorporated into medical ethics and healthcare training. However, the implementation of IoK faces challenges, particularly criticisms that non-Western frameworks may not align with global academic standards or local funding priorities. Furthermore, the increasing influence of Western educational models, market-driven policies, and accreditation demands has led to debates over whether the Islamization agenda is being diluted. This paper explores the extent to which al-Faruqi’s IoK principles continue to shape Malaysia’s education system amidst these evolving challenges. It argues that while efforts to integrate Islamic values persist, there is a need for continuous dialogue to balance Islamic epistemology with modern educational demands, ensuring that knowledge remains both relevant and rooted in ethical and spiritual foundations
FILIAL PIETY IN THE QUR’ANIC PERSPECTIVE: A THEMATIC STUDY USING GROUNDED THEORY
Full text linkThe concept of filial piety or birr al-wālidayn in the Qur’an is a form of respect, devotion, and a child’s deep sense of loyalty to their parents. This value, when viewed from a moral, social, and spiritual perspective, has a central position in building harmonious family relationships and forming a complete and civilized human character. The phenomenon of increasing disobedience behavior, even disobedience to parents in various contemporary Muslim societies, is a worrying indication and indicates the urgency of revitalizing Islamic ethical values, especially in the context of child-parent relationships. This study uses the method of thematic interpretation (tafsīr mawḍū‘ī) combined with the Constructive Grounded Theory approach to examine in depth 15 relevant verses of the Qur’an. These verses are analyzed and classified into three main categories: (1) the conceptual definition and moral-spiritual obligation of birr al-wālidayn, (2) the concrete form of expression of gratitude and recognition for the sacrifice of one’s parents, and (3) a firm warning against disobedient behavior that can have adverse consequences, both in this world and in the hereafter. The findings of this study show that birr al-wālidayn not only demands respect and obedience, but also includes gentleness of speech, sincere prayer, providing for, and consistent affection. In conclusion, birr al-wālidayn is not only a social norm but a real manifestation of monotheism and worship, which needs to continue to be contextualized in modern life through an innovative and constructive approach to interpretation
MUHAMMAD IQBAL’S ISLAMIC EDUCATION PHILOSOPHY: CRITICAL ANALYSIS MBKM CURRICULUM
Full text link: Education and curriculum are a unity to support human life for the better, where the formulation of the curriculum must be based on physiological, sociological, and anthropological foundations to create good and perfect educational goals. Adjusting the curriculum to the times is a response so that education remains relevant and useful for human life. The Merdeka Learning Campus Merdeka (MBKM) curriculum is one of the answers to efforts to adapt to the times, where, in its implementation, the MBKM curriculum provides flexibility to educational institutions and students in the learning process to achieve the desired academic goals. In this study, the author will analyze the MBKM curriculum from the point of view of Islamic philosophy initiated by Muhammad Iqbal, namely Islamic educational reconstructionism and theistic existentialism. Although Muhammad Iqbal never wrote a specific work on education, his philosophical values can be used as a foundation in education because they contain a lot of meaning on how to make a complete human being in life. This research uses the library research method by collecting data from scientific journal articles related to the discussion of research and analyzing the data collected and interpreting it in a discussion. The result of this study is that the MBKM curriculum upholds the principles of independence and self-reliance, but in the view of Muhammad Iqbal’s reconstructionism and existentialism philosophy, there are shortcomings, namely the cultivation of intense spiritual values, individual and community relationships, and a sense of responsibility after freedom of choice. So that from Muhammad Iqbal’s point of view, which is based on creativity, freedom, and spirituality, the MBKM curriculum requires a review to create a holistic education to realize an insān kāmil person who is not only proficient in the field of worldly knowledge but also balanced with religious knowledge
THE CONCEPT OF YOUTH IN THE QUR’AN: A STUDY OF YOUTH CHARACTER BASED ON ISLAMIC VALUES
Full text linkThis study aims to explore the concept of youth in the Qur’an through a thematic interpretation of five key terms that reflect the characteristics and values associated with young individuals: Aṣḥāb al-Kahfi, ghulāmin ḥalīm, bunayya, fatan/fityah, and dhurriyah. These terms were selected to represent ideal youth traits rooted in Qur’anic teachings. Using a qualitative research method with a thematic tafsir approach, this study systematically analyzes verses of the Qur’an to uncover these terms' deeper meanings and educational implications. The findings reveal that aṣḥāb al-kahfi symbolizes youth who are resilient and curious in their pursuit of truth; ghulāmin ḥalīm highlights gentleness, patience, and compassion; bunayya reflects filial piety and strong moral foundations; fatan/fityah illustrates courage and revolutionary spirit in upholding truth; and dhurriyah emphasizes the significance of nurturing generations that are faithful, morally upright, and spiritually steadfast. The study concludes that the Qur’anic concept of youth encompasses a holistic balance between intellectual competence, moral strength, courageous action, and spiritual resilience. These values are highly relevant for contemporary youth development and character education. The role of parents, educational institutions, and society at large is crucial in internalizing these values to shape youth into individuals of integrity, competitiveness, and positive societal impact