##plugins.themes.bootstrap3.article.sidebar##
Noeng Muhadjir’s Islamic Educational Philosophy and Its Paradigmatic Impact: A Case Study from Universitas Ahmad Dahlan, Indonesia
##plugins.themes.bootstrap3.article.main##
Abstract
Purpose – This study aims to examine Noeng Muhadjir’s perspective on constructing Islamic educational philosophy and its implications for developing scientific paradigms at Universitas Ahmad Dahlan (UAD). His ideas remain highly relevant amid the persistent dichotomy in Islamic education, which is still dominated by textual-theological reasoning and lacks empirical-rational contextualization.
Methods – This study applies an abductive approach combining library (deductive) and field (inductive) research. Data from Noeng Muhadjir’s works and interviews with UAD leaders are analyzed philosophically to explore how his educational philosophy shapes UAD’s scientific paradigm, as reflected in the Science Unification guideline.
Findings – Noeng Muhadjir’s Islamic educational philosophy, inspired by Ibn Rushd’s Peripatetic tradition, is based on monism, metaphysical realism, and theocratic humanistic ethics. He integrates empirical-rational (‘aqliyah) and divine-revelatory (naqliyah) reasoning to develop theocratic humanistic science and technology. At UAD, this thought underpins the unification of general and religious sciences grounded in Islamic and Muhammadiyah values (AIK) to advance science, humanity, and universal values.
Research implications/limitations – This research advances the development of an Islamic educational philosophy that is empirical-rational in method yet spiritual in orientation. Based on Islamic Peripatetic principles, it positions Islamic education as integrating both religious and general sciences through empirical and experimental approaches. This perspective ultimately eliminates the dichotomy between wājib ‘ain (religious knowledge) and wājib kifāyah (general knowledge), viewing both as equally vital elements of a unified Islamic epistemology.
Originality/value – Until now, much research and development in Islamic educational philosophy has tended to rely on Western philosophical frameworks rather than being grounded in authentic Islamic philosophical thought. In response, Noeng Muhadjir proposes Islamic Peripatetic philosophy as a genuine form of Islamic philosophy that serves as the foundation for developing an Islamic educational philosophy rooted in empirical and rational reasoning.
Keywords:
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abidin, Z. (2008). Pemikiran Ismail Raji Al-Faruqi (1921-1986) tentang islamisasi sains dan pengaruhnya terhadap pengembangan dasar-dasar filosofis pendidikan islam. Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Afandi, M. (2015). Pengembangan tradisi keilmuan pada masyarakat islam kontemporer. Terampil: Jurnal Pendidikan Dan Pembelajaran Dasar, 2(2). https://ejournal.radenintan.ac.id/index.php/terampil/article/view/1298
Albadri, P. B., Ramadani, R., Amanda, R., Nurisa, N., Safika, R., & Harahap, S. S. (2023). Ontologi filsafat. Primer: Jurnal Ilmiah Multidisiplin, 1(3), 311–317. https://doi.org/10.55681/primer.v1i3.148
Alloush, S. H., Ahmed, S. A., Mohi, S. M., & Imran, O. I. (2024). Renaissance Philosophy and its Impact on Cultural Evidence from the Perspective of Islamic Thought. 22(1), 3191–3202. https://doi.org/10.57239/PJLSS-2024-22.1.00232
Anwar, S. (2021). Developing a philosophy of scientific advancement in muhammadiyah higher education institutions based on al-islam and kemuhammadiyahan (AIK) principles. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 17(1). https://doi.org/https://doi.org/10.18196/afkaruna.v17i1.9017
Arifin, N. (2020). Kebijakan transformasi iain menjadi uin pada kementerian agama republik indonesia. Universitas Islam Negeri Sunan Ampel Surabaya. http://digilib.uinsa.ac.id/46067/
Atabik, A. (2014). Teori kebenaran prespektif filsafat ilmu: Sebuah kerangka untuk memahami konstruksi pengetahuan agama. Fikrah, 2(1). https://journal.iainkudus.ac.id/index.php/fikrah/article/view/565
Azra, A. (2013). Islamic education and reintegration of sciences: Improving islamic higher education. Media Syariah, 15(2). https://jurnal.ar-raniry.ac.id/index.php/medsyar/article/view/1779
Bagus, L. (1991). Metafisika. Gramedia Pustaka Utama.
Bakker, A., & Zubair, A. C. (1994). Metodologi penelitian filsafat. Kanisius.
Berkey, J. P. (2003). The formation of islam: Religion and society in the near east, 600–1800. Cambridge University Press.
Bhaskar, R. (1975). A realist theory of science. Leeds Books Ltd.
Bihu, R. (2020). Using Unstructured Interviews in Educational and Social Science Research: The Process, Opportunity and Difficulty. Global Scientific Journals, 8(10). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4435828
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.
Cartwright, N. (1999). The dappled world a study of the boundaries of science. Cambridge University Press.
Chauhan, B. B. (2019). Unmanned aerial system integration into the national airspace system and airports: Risk mitigation using content analysis methodology. Florida Institute of Technology.
Cook, B. J. (1999). Islamic versus Western conceptions of education: Reflections on Egypt. International Review of Education, 45(3). https://doi.org/10.1023/A:1003808525407
Creswell, W. J., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
Dahlan, U. A. (2024). Universitas Ahmad Dahlan raih posisi ptma terbaik di indonesia versi scimago institution rangking (SIR) 2004. BPI UAD. https://bpi.uad.ac.id/universitas-ahmad-dahlan-raih-posisi-ptma-terbaik-di-indonesia-versi-scimago-institutions-rankings-sir-2024/#:~:text=Universitas Ahmad Dahlan Raih Posisi,(SIR) 2024 – Publikasi Ilmiah
Delfagaaun, B. (1992). Sejarah singkat filsafat barat. Tiara Wacana Yogya.
Dewi, N. R. S. (2021). Konsep ketuhanan dalam kajian filsafat. Abrahamic Religions: Jurnal Studi Agama-Agama, 1(2). https://doi.org/10.22373/arj.v1i2.10728
Fazlurrahman. (2000). Cita-cita islam. Pustaka Pelajar.
Fithriani. (2017). Implikasi aksiologi dalam filsafat pendidikan. Intelektualita: Journal of Education Science and Tracher Training, 5(1). https://jurnal.ar-raniry.ac.id/index.php/intel/article/view/4359
Furlow, C. A. (2005). Islam, science, and modernity: From Northern Virginia to Kuala Lumpur. University Of Florida.
Geary, D. C., & Stoet, G. (2017). Students in countries with higher levels of religiosity perform lower in science and mathematics. Intelligence, 62. https://psycnet.apa.org/doi/10.1016/j.intell.2017.03.001
Guessoum, N. (2011). Islam’s quantum question, reconciling muslim tradition and modern science. Palgrave Macmillan.
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Hanif, A., Rudiamon, S., Faiz, M. F., Afrina, C., Warman, A. B., & Rahmi, E. (2025). Arabic grammar in Minangkabau surau: Philological perspectives on traditional islamic education. Nazhruna: Jurnal Pendidikan Islam, 8(3), 561–577. https://doi.org/10.31538/nzh.v8i3.21
Haryatmoko. (2020). Jalan Baru Kepemimpinan dan Pendidikan: Jawaban Atas Tantangan Disrupsi-Inovatif. Gramedia Pustaka Utama.
Ilyas, H. (2018). Fikih akbar: Prinsip-prinsip teologis islam rahmatan lil ’alamin. Alvabet.
Kamus besar Bahasa Indonesia. (2016). Monisme. Kementrian Pendidikan Dan Kebudayaan Republik Indonesia. https://kbbi.kemdikbud.go.id/entri/monisme
Kartanegara, M. (2005). Integrasi ilmu: Sebuah rekonstruksi holistik. Bandung Arasy.
Khoirudin, A. (2023). Filsafat pendidikan pesantren sains: Studi pengembangan sains islam di sma trensains muhammadiyah sragen dan sma trensains tebuireng jombang. Universitas Islam Negeri Sunan Kalijaga. https://digilib.uin-suka.ac.id/id/eprint/59043/
Khoirudin, A., & Santoso, F. (2018). Tipologi filsafat pendidikan islam: Kajian konsep manusia dan tujuan pendidikan berbasis filsafat islam klasik. Afkaruna, 14(1). https://doi.org/https://doi.org/10.18196/aiijis.2018.0081.75-100
Khozin. (2016). Pengembangan ilmu di perguruan tinggi keagamaan islam: konstruksikerangkafilosofis danlangkah-langkahnya. Prenada.
Knight, G. R. (2007). Filsafat pendidikan. CDIE dan Gama Media.
Kosherbayeva, A. N., Issaliyeva, S., Begimbetova, G. A., Kassymova, D. G. K., Kosherbayev, R., & Kalimoldayeva, A. K. (2024). An Overview Study on The Educational Psychological Assessment by Measuring Students’ Stress Levels. Cakrawala Pendidikan Jurnal Ilmiah Pendidikan, 43(1). https://doi.org/10.21831/cp.v43i1.66276
Kuntowijoyo. (2004). Islam sebagai ilmu; epistemologi, metodologi dan etika. Teraju.
Pedoman Unifikasi Ilmu (tauhidul ‘ulūm): Pengembangan Berbasis Al-Islam dan Kemuhammadiyahan Universitas Ahmad Dahlan, Lembaga Pengembangan Studi Islam (LPSI) tahun 2025
Maarif, A. S. (2015). Islam dalam bingkai keindonesiaan dan kemanusiaan: Sebuah refleks sejarah. PT Mizan Pustaka.
Marliat. (2022). Multidisiplin, interdisiplin dan transdisiplin perspektif m. amin abdullah metode studi agama dan studi islam di era kontemporer. Jurnal Pendidikan Dan Konseling (JPDK), 4(5). https://doi.org/10.31004/jpdk.v4i5.7911
Mufid, F. (2008). Pembentukan dan tema-tema sentral filsafat islam. Unnes Press.
Muhadjir, N. (1989). Metode penelitian kualitatif. Rake Sarasin.
Muhadjir, N. (1990a). Arah baru pengembangan PTM. Memasuki Fase Baru PTS. Pimpinan Pusat Muhammadiyah Majelis Pendidikan Tinggi, Penelitian dan Pengembangan.
Muhadjir, N. (1990b). Metodologi penelitian kualitatif (revisi). Rake Sarasin.
Muhadjir, N. (1993). Metode penelitian kualitatif (revisi). Rake Sarasin.
Muhadjir, N. (1996). Epistemologi pendidikan islam pendekatan teoritik-filosofik. Reformulasi Filsafat Pendidikan Islam. Pustaka Pelajar dan Fakultas Tarbiyah IAIN Walisongo Semarang.
Muhadjir, N. (1998). Filsafat ilmu. Rake Sarasin.
Muhadjir, N. (2001). Filsafat ilmu. Rake Sarasin.
Muhadjir, N. (2010). Studi islam postmodern: Agenda muhammadiyah pasca satu abad. Suara Muhammadiyah.
Muhadjir, N. (2011). Refleksi biographis 80 tahun seorang akademisi. Rake Sarasin.
Muhadjir, N. (2014). Filsafat epistemologi nalar naqliyah dan nalar aqliyah landasan profetik nalar bayani, irfani, dan burhani pengembangan islam dan IPTEK. Rake Sarasin.
Muhadjir, N. (2015). Analisis psikologi positif: Pengembangan karakter dan empowering the society. UAD Press.
Muhaimin. (2002). Filsafat pendidikan islam Indonesia: Suatu kajian tipologis. Institut Agama Islam Negeri Sunan Kalijaga Yogyakarta.
Muhammadiyah, P. P. (2010). Tanfidz keputusan muktamar. Pimpinan Pusat Muhammadiyah.
Muhammadiyah, P. P. (2023). Risalah islam berkemajuan (keputusan muktamar ke-48 muhammadiyah tahun 2022). Pimpinan Pusat Muhammadiyah.
Mulkhan, A. M. (2005). Kesalehan multikultural: Ber-Islam secara autentik-kontekstual di aras peradaban global. PSAP Muhammadiyah.
Mulkhan, A. M. (2013). Filsafat Tarbiyah berbasis kecerdasan ma’rifat. Jurnal Pendidikan Islam, 2(2). https://ejournal.uin-suka.ac.id/tarbiyah/JPI/article/view/7379
Mulkhan, A. M. (2019). Ontologi: Analisa dan Kritik Issue-Issue Filsafat, Agama, Sains. Pimpinan Pusat Muhammadiyah.
Nasr, S. H. (1987). Islam Tradisi: di Tengah kancah Dunia Modern. Pustaka.
Putra, Y. H., & Arlisman, L. (2021). Hakikat Dari Monisme, Dualisme, Pluralisme, Nihilisme, Argontisme. Lex Jurnalica, 18(1). https://ejurnal.esaunggul.ac.id/index.php/Lex/article/view/4055
Rinehart, R. W., Kuhn, M., & Milford, T. M. (2020). The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms. Research in Science & Technological Education, 40(3), 389–406. https://doi.org/10.1080/02635143.2020.1799779
Salazar, A. M., Tamir, C., & Connaughton, A. (2020). The global god divide, pew research center. Agustus. https://www.pewresearch.orgglobal/2020/07/20/the-global-god-divide/.
Sumadi, E. (2021). Ilmu islam terapan dan langkah strategis iain kudus dalam menjawab tantangan akademik dan dunia kerja. Universitas Islam Negeri Sunan Kalijaga Yogyakarta. https://digilib.uin-suka.ac.id/id/eprint/48675/
Tolchah, M. (2015). Filsafat Pendidikan Islam: Konstruksi Tipologis dalam Pengembangan Kurikulum. Jurnal Tsaqafah, 11(2). https://ejournal.unida.gontor.ac.id/index.php/tsaqafah/article/view/274/377
UAD, N. (2023). Tambah tiga guru besar, UAD jadi PTMA dengan jumlah profesor terbanyak se-DIY. Kumparan. https://kumparan.com/universitas-ahmad-dahlan/tambah-tiga-guru-besar-uad-jadi-ptma-dengan-jumlah-profesor-terbanyak-se-diy-21hi9nEeGFK/full
Waghid, Y., Davids, N. (2018). Fazlur Rahman, islamic philosophy of education and the islamisation of knowledge. Smeyers, P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-72761-5_30
Washil, S. (2000). Filsafat paripatetik dan kritik al-ghazali terhadapnya. Universitas Indonesia.
28
Views
0
Downloads
