SUMBER FILSAFAT PENDIDIKAN ISLAM

Abstrak

Filsafat pendidikan Islam merupakan landasan konseptual yang mengarahkan tujuan, kurikulum, metode, dan praktik pendidikan berdasarkan nilai-nilai Al-Qur'an dan As-Sunnah. Di era globalisasi dan transformasi digital, pendidikan Islam dituntut mampu mempertahankan nilai-nilai keislaman sekaligus beradaptasi dengan perkembangan ilmu pengetahuan dan teknologi. Penelitian ini bertujuan menganalisis sumber-sumber filsafat pendidikan Islam serta relevansinya dalam pengembangan pendidikan Islam kontemporer. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Data diperoleh dari Al-Qur'an, As-Sunnah, kitab tafsir, buku filsafat pendidikan Islam, dan artikel ilmiah yang relevan. Analisis data dilakukan menggunakan teknik content analysis melalui reduksi data, klasifikasi, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Al-Qur'an dan As-Sunnah merupakan sumber utama filsafat pendidikan Islam, sedangkan ijma', qiyas, dan ijtihad berfungsi sebagai sumber pengembangan dalam menjawab persoalan pendidikan yang terus berkembang. Selain itu, pemikiran Al-Ghazali, Ibnu Sina, Ibnu Khaldun, Syed Muhammad Naquib Al-Attas, Hasan Langgulung, dan Ahmad Tafsir memberikan kontribusi penting dalam membangun paradigma pendidikan Islam yang integratif. Penelitian ini menyimpulkan bahwa sumber-sumber filsafat pendidikan Islam tetap relevan sebagai landasan filosofis dalam mengembangkan sistem pendidikan yang mampu mengintegrasikan dimensi spiritual, intelektual, moral, dan sosial sehingga menghasilkan peserta didik yang beriman, berilmu, berakhlak mulia, serta mampu menghadapi tantangan global secara bertanggung jawab.

Islamic educational philosophy serves as the conceptual foundation for educational goals, curriculum development, teaching methods, and educational practices based on the values of the Qur'an and the Sunnah. In the era of globalization and digital transformation, Islamic education is expected to preserve Islamic values while adapting to the rapid development of science and technology. This study aims to analyze the sources of Islamic educational philosophy and examine their relevance to the development of contemporary Islamic education. The research employed a qualitative approach using a library research method. Data were collected from the Qur'an, the Sunnah, Qur'anic commentaries, books on Islamic educational philosophy, and relevant scholarly publications. The data were analyzed through content analysis involving data reduction, classification, interpretation, and conclusion drawing. The findings indicate that the Qur'an and the Sunnah are the primary sources of Islamic educational philosophy, while ijma' (scholarly consensus), qiyas (analogical reasoning), and ijtihad (independent reasoning) function as complementary sources for addressing contemporary educational issues. Furthermore, the educational ideas of Al-Ghazali, Ibn Sina, Ibn Khaldun, Syed Muhammad Naquib Al-Attas, Hasan Langgulung, and Ahmad Tafsir significantly contribute to the development of an integrative Islamic educational paradigm. The study concludes that the sources of Islamic educational philosophy remain highly relevant as the philosophical foundation for developing an educational system that integrates spiritual, intellectual, moral, and social values while preparing learners to face global challenges responsibly