Reconstructing Contemporary Islamic Educational Thought: A Conceptual Analysis Of The Integration Of Faith, Knowledge, and Action
DOI:
https://doi.org/10.64540/hqwxb976Keywords:
Contemporary Islamic Education, Renewal Of Educational Thought, Integration Of Faith, Knowledge, Action, Integrative EducationAbstract
The renewal of contemporary Islamic educational thought has become increasingly necessary in response to social change, technological advancement, globalization, and the growing moral crisis. One of the fundamental challenges is the persistent dichotomy between faith, knowledge, and action, which has contributed to the fragmentation of education into separate domains of intellectual knowledge, spirituality, and practical life. This study aims to analyze the integration of faith (iman), knowledge (ilm), and action (amal) as a holistic and transformative paradigm for Islamic education. The study employs a qualitative approach through library research and content analysis of the Qur’an, Hadith, works of classical and contemporary Islamic educational thinkers, and relevant academic literature. The findings indicate that faith serves as the foundation of value orientation, knowledge functions as an instrument for intellectual development and problem-solving, while action represents the actualization of knowledge through ethical and socially responsible conduct. These three dimensions constitute a dynamic relationship between belief, knowledge, and action, thereby providing an integrated framework for the development of human beings. Theoretically, this study strengthens the paradigm of integrative Islamic education by connecting spiritual, epistemological, ethical, and practical dimensions within a coherent educational framework. Practically, this paradigm can serve as a foundation for developing curricula, learning processes, character education, and digital literacy oriented toward human flourishing and the realization of the common good.
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