Pendekatan, Metode, Dan Peran Filsafat Pendidikan Dalam Perspektif Islam

Abstract

Educational philosophy underpins the direction, content, and delivery of Islamic education, so the ways in which it is approached, studied, and put to use need to be set out clearly. This article describes the approaches, methods, and roles of educational philosophy from an Islamic perspective. It employs a qualitative library research design, and leading works on Islamic educational philosophy are analysed descriptively through data reduction, data display, and conclusion drawing. The findings show that Islamic educational philosophy is approached in four ways: normative-theological, rational-philosophical, empirical-historical, and integrative, with the integrative approach centred on tawhid considered the most adequate. It is studied through six complementary methods: speculative-contemplative, normative-deductive, conceptual analysis, historical and comparative, dialectical (mujadalah), and synthetic-reflective. Its roles comprise seven functions: formulating educational aims, determining the nature of knowledge and the curriculum, shaping views of learners and educators, guiding teaching methods and evaluation, criticising practices and policies, serving as a foundation for developing Islamic educational science, and providing guidance for contemporary challenges. The article offers a conceptual framework that educators and policymakers can use to weigh the direction of education.