REKONSTRUKSI KONSEP SIKLUS KEHIDUPAN MANUSIA DALAM PERSPEKTIF TEOLOGI PENDIDIKAN ISLAM

Ghufran Akbar; Mulyadi; Harmanto Raharjo; Izzuddin; Isop Syafe'i

doi:10.51729/1021827

Authors

Ghufran Akbar UIN Sunan Gunung Djati Bandung, Indonesia
Mulyadi UIN Sunan Gunung Djati Bandung, Indonesia
Harmanto Raharjo UIN Sunan Gunung Djati Bandung, Indonesia
Izzuddin UIN Sunan Gunung Djati Bandung, Indonesia
Isop Syafe'i UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.51729/1021827

Keywords:

Az Zarnuji, Konsep Guru, Ilmu, dan Teman, Ta‘Līm Al-Muta‘Allim

Abstract

Classical Islamic education emphasizes the integration of knowledge, ethics, and spirituality, yet modern educational practices often face challenges such as value fragmentation, moral crises, and academic pragmatism. This study aims to describe the concepts of knowledge, teacher, and peer according to Burhanuddin Az Zarnuji in Ta‘līm al-Muta‘allim, analyze the ethical, epistemic, and socio-pedagogical values embedded in it, and explore the relevance of these ideas for contemporary Islamic education. A qualitative library research method with descriptive-analytical approach was employed. Data were collected from classical and contemporary literature, including Ta‘līm al-Muta‘allim, books on Islamic education, and indexed journal articles, and analyzed through content analysis to interpret educational concepts and values relevant to the modern context. The results indicate that Az Zarnuji regards knowledge as a spiritual light requiring sincerity, perseverance, and moral internalization. Teachers serve as mediators of knowledge and ethical role models, while peers and the learning environment support the development of student dispositions and character. Values such as sincerity, humility, discipline, and respect for teachers are shown to be relevant for cultivating holistic, humanistic, and contextual Islamic education. These findings have significant implications for curriculum design, character development, lifelong learning strategies, and reinforcing the integration of knowledge and ethics in modern Islamic education.

Downloads

Download data is not yet available.

References

Al-Zarnuji, B. al-D. (2017). Ta‘līm al-Muta‘allim: The Method of Learning (M. Ebrahim Trans., Ed.). Zam Zam Publishers.

Al-Zarnūjī, B. al-D. (2025). The Art of Learning: Timeless Wisdom for the Seeker of Knowledge (S. Tameez Trans., Ed.). Imam Ghazali Publishing.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Bronfenbrenner, U. (2005). Making Human Beings Human. SAGE.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE.

Daun, H., & Arjmand, R. (2018). Handbook of Islamic Education. Springer. https://doi.org/10.1007/978-3-319-64683-1

Delors, J. (1996). Learning: The Treasure Within. UNESCO Publishing.

Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner.

Ericsson, K. A. (2018). The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press.

Fitri, S. R. A., Arifin, B. S., & Hasanah, A. (2024). Integrating Islamic values into school based character education. Bestari: Jurnal Pendidikan Islam dan Sosial, 21(2), 1136. https://doi.org/10.36667/bestari.v21i2.1136

Graham, S. (2020). Motivation in education: Theory, research, and applications. Pearson.

Halstead, J. M. (2007). Values in education and education in values. Routledge.

Hasan, M. (2020). The concept of lifelong education in Islam. Ar-Raniry: International Journal of Islamic Studies, 4(2). https://doi.org/10.22373/jar.v4i2.7552

Hulkin, M., & Zakaria, A. R. (2024). Building student character and ethics in elementary schools with prophetic values through Islamic teachings. Educative: Jurnal Ilmiah Pendidikan, 2(2), 98–105. https://doi.org/10.70437/educative.v2i2.482

Maulida, I., Prasetiya, B., & Ghanib, M. F. A. (2025). Integrating Islamic moral values into holistic education: A systematic character development model in Indonesian junior high schools. Journal of Islamic Education Research, 6(4), 443–458. https://doi.org/10.35719/jier.v6i4.525

Mawardi, M., & Marduati, M. (2024). Building humanistic education in learning: Implementation of the concept of teacher personality according to Az Zarnuji. Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam. https://doi.org/10.22373/j5y83p86

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.

Nasr, S. H. (2007). Knowledge and the Sacred. SUNY Press.

Raihani, N. (2018). Islamic education and character development in the 21st century. Islamic Studies, 57(3), 321–340. https://doi.org/10.33119/islamicstudies.2018.57.3.321

Sardar, Z. (2017). Reading the Qur’an: The Contemporary Relevance of the Sacred Text of Islam. Oxford University Press.

Syed, M. (2019). Learning dispositions in Muslim education. Religions, 10(5), 290. https://doi.org/10.3390/rel10050290

Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Yusuf, M., Putri, L. A., Alamin, N., Jalwis, J., & Ardinal, E. (2022). Theology of character education from the perspective of the Qur’an in supporting Islamic education curriculum. Jurnal Sustainable, 5(2), 221–229. https://doi.org/10.32923/kjmp.v5i2.2820

Zainal Badri, K. N. (2022). Balanced education according to Imam Al-Zarnuji. Tafkir: Interdisciplinary Journal of Islamic Education, 3(2), 135–147. https://doi.org/10.31538/tijie.v3i2.177