Conceptualization Of The Principles Of Tashfiyah And Tarbiyah In Contemporary Educational Dialectics
DOI:
https://doi.org/10.64540/5r46yh83Keywords:
Contemporary Education, Epistemology of Islamic Education, MT3I Model, Tarbiyah; TashfiyahAbstract
Contemporary Islamic education faces multidimensional disruptions in the era of globalization, artificial intelligence, and digital hegemony, triggering a crisis of epistemic authority, secularism, and curriculum fragmentation. This study aims to dialectically reconceptualize the principles of tashfiyah (purification) and tarbiyah (development/nurturing) and articulate them as a theoretical-paradigmatic foundation for the reconstruction of contemporary Islamic education. Utilizing a library research method with a qualitative-interpretative approach and content analysis, this study critically analyzes primary texts and contemporary scholarly literature. The findings reveal that the relationship between tashfiyah and tarbiyah is hierarchical-simultaneous; tashfiyah operates as an epistemological anchor that filters and validates knowledge from ideological distortions, while tarbiyah serves as a pedagogical engine that transforms these purified values into holistic development of students' character, adab, and intellect. Framed within the concept of ats-tsawabit wal-mutaghayyirat, this study formulates the Integrated Tashfiyah-Tarbiyah Model (MT3I), comprising four layers: manhaji foundation, educational process, contextual interface, and institutional output. This model offers a theoretical middle ground between static conservatism and uncritical liberalism, providing practical implications for tawhid-centric curriculum development, the revitalization of qudwah-based pedagogy in digital spaces, and the reinforcement of institutional integrity in Islamic education.
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