Global Journal of Islamic Education and Intellectual Growth

Islamic Intellectual Traditions and their Relevance to Contemporary Islamic Education

Muhammad Awwal — 2024-12-31

This study examines Islamic intellectual traditions and their relevance to contemporary Islamic education by positioning these traditions as dynamic sources of epistemological, pedagogical, and ethical insight rather than static historical legacies. Grounded in the understanding that Islamic education faces challenges related to moral formation, knowledge fragmentation, and intellectual relevance, the study seeks to explore how classical Islamic thought can inform modern educational frameworks. The research employs a qualitative library-based method with a conceptual–interpretative approach, drawing data from classical Islamic texts and contemporary scholarly literature. Data were analyzed using qualitative content analysis and hermeneutic interpretation to identify core themes, epistemological principles, and educational implications. The results demonstrate that Islamic intellectual traditions emphasize the integration of revelation, reason, experience, and ethics, supporting holistic educational goals. The discussion reveals that these traditions offer relevant conceptual resources for addressing contemporary educational challenges, including curriculum integration, character education, critical thinking, and institutional coherence. Rather than advocating a return to historical models, the findings highlight the importance of contextual reinterpretation and conscious integration of intellectual principles into modern educational practices. In conclusion, the study affirms that Islamic intellectual traditions remain highly relevant to contemporary Islamic education and, when critically and contextually applied, can strengthen its authenticity, adaptability, and transformative potential in responding to the demands of the modern world.

Islamic Pedagogy as a Framework for Developing Critical Thinking and Moral Character

Aisyah Rahmadani — 2026-01-06

This study explores Islamic Pedagogy as a Framework for Developing Critical Thinking and Moral Character, focusing on how Islamic pedagogy can serve as an effective educational approach that integrates intellectual growth with moral and ethical formation among learners. Islamic pedagogy places the Qur’an, Sunnah, and Islamic ethical values as its core foundation, enabling the learning process to go beyond cognitive achievement and foster spiritual awareness, moral responsibility, and virtuous character. Through a literature review of books, journal articles, and previous research, this study reveals that Islamic pedagogy encourages critical thinking through reflective activities, dialogue-based learning, text analysis, and discussions on contemporary social issues from an Islamic perspective. Values such as honesty, trustworthiness, adab, and justice are internalized through contextual and experiential learning, ensuring that moral character is not only understood conceptually but also practiced in daily behavior. The findings highlight that Islamic pedagogy successfully bridges the gap between intellectual and spiritual education by offering an integrative model that cultivates higher-order thinking skills while shaping students’ ethical identity. This approach aligns with the demands of modern education, which requires individuals to be academically competent yet morally grounded in navigating global challenges. Therefore, Islamic pedagogy holds significant potential in forming a generation that is intellectually sharp, morally responsible, and capable of contributing positively to society through a holistic educational framework.

Islamic Philosophy of Education and Intellectual Growth: Integrating Revelation, Reason, and Ethics

Muhammad Fadhil Rahman — 2024-12-31

This study explores the dynamics of Islamic education through the integration of ethical, intellectual, and spiritual values as a holistic framework for developing learners’ identities in contemporary educational contexts. Using a qualitative descriptive approach supported by theoretical perspectives from Islamic pedagogical literature and modern educational discourse, this paper analyzes how the concept of prophetic pedagogy, the integration of knowledge, and the cultivation of intellectual growth contribute to shaping student character. The findings emphasize that Islamic education should not merely focus on religious ritualism but must evolve into a transformative process aimed at developing critical reasoning, moral awareness, and spiritual consciousness. Knowledge integration plays a pivotal role in harmonizing religious doctrines with contemporary sciences, enabling students to navigate modern challenges with ethical foundations. Intellectual development emerges as a product of this harmonization, as learners are encouraged to think analytically while maintaining spiritual integrity and moral responsibility. Practical implications highlight the importance of innovative learning methods, the repositioning of teachers as facilitators of character and knowledge, and the incorporation of values-based curriculum models. Despite challenges such as digital disruption, ideological contestation, and declining moral ethics, Islamic education holds strategic opportunities to become a contributor to global educational transformation. This study concludes that Islamic education must continuously adapt, recontextualize knowledge, and strengthen value-based learning to produce a generation that is intellectually competent, morally grounded, and spiritually enlightened.

Moral and Ethical Education in Islam: Foundations for Intellectual and Spiritual Development

Maisarah Fitriyani — 2024-12-31

This study explores the development of curriculum within contemporary educational settings by examining its philosophical foundations, strategic models, implementation challenges, and future prospects. The curriculum is understood not only as a structured plan for learning, but also as a dynamic framework shaped by social transformation, technological advancement, and institutional goals. In Islamic education, curriculum development becomes a crucial instrument in integrating intellectual growth, ethical formation, and spiritual values to support the creation of competitive, morally grounded, and socially responsible learners. The results indicate that effective curriculum development requires the incorporation of innovative strategies, context-based learning approaches, and reflective evaluation mechanisms to ensure relevance and adaptability. Additionally, implementation challenges such as limited teacher competence, inadequate infrastructure, resistance to change, and rapid digitalization demand comprehensive solutions involving training, technology integration, and collaborative engagement among stakeholders. Despite these obstacles, the findings highlight various opportunities including increased access to digital resources, interdisciplinary collaboration, and the growing demand for value-oriented education. These opportunities open pathways for curriculum evolution that aligns with global educational trends while maintaining cultural and religious integrity. Therefore, curriculum development must be approached as a continuous and research-driven process that emphasizes flexibility, holistic learning outcomes, and future readiness. This approach positions education not only as a provider of knowledge, but also as a transformative force that prepares learners to navigate the complexities of modern life with intelligence, character, and purpose.

Curriculum Development in Islamic Education: Integrating Religious Knowledge and Modern Science

Ilham Junaedi — 2024-12-31

The integration of curriculum within Islamic educational institutions has become a critical discourse, particularly in responding to the rapid development of knowledge, globalization, and the demand for graduates who possess balanced religious, moral, and scientific capabilities. This study aims to conceptualize a comprehensive understanding of curriculum integration by examining theoretical foundations, models, implementation challenges, and future prospects through the lens of relevant literature. The findings highlight that integrated curriculum design emphasizes the unification of Islamic values with modern scientific disciplines, generating an educational system that develops intellectual reasoning, spiritual awareness, and ethical character simultaneously. Various curriculum development models, such as subject integration, multidisciplinary and transdisciplinary approaches, competency-based design, and prophetic education frameworks, provide strategic alternatives for institutions to formulate contextual and adaptive learning structures. Despite this potential, implementation still encounters challenges including limited educator competence, fragmented teaching approaches, institutional dualism, resource inequality, and low standardization. However, the future of integrated curriculum in Islamic education shows promising opportunities as digital learning expands access, research-based educational methods evolve, and society increasingly demands holistic graduates capable of facing global competition without losing religious identity. Strengthening policy support, professional training, curriculum innovation, and collaborative partnerships can enhance sustainability and effectiveness. This conceptual study contributes to the academic discourse by presenting a holistic perspective on curriculum integration and offering strategic implications for future development in Islamic education.