Transformasi Pemikiran Modern Syed Muhammad Naquib Al Attas terhadap Pendidikan Agama Islam di Era Digital Transformation of Syed Muhammad Naquib Al Attas’s Modern Thought on Islamic Religious Education in the Digital Era
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1521-1535
Digital Object Identifier:
10.58578/alsys.v6i3.10249
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Authors:Mhd. Miftachuddin Rasyid Nasution1*, Hanip Nugroho2, Abdus syukur3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although ethics and character formation in the digital era have received broad attention, research that specifically elaborates the holistic operationalization of Syed Muhammad Naquib Al-Attas’s thought through the perspective of the Islamic Worldview as a cultural filter against the flow of digital information remains limited. This study aims to analyze the relevance and reactualization of the concepts of ta’dib and Islamic Worldview as an axiological foundation and moral filter in the implementation of Islamic Religious Education (PAI) in the digital era. This study employed a qualitative approach with a library research design, involving primary and secondary data sources selected purposively based on their academic relevance. Data were collected through systematic text documentation and analyzed using qualitative-philosophical content analysis techniques. The results showed that the concept of ta’dib can be actualized into three main strategies, namely as an epistemic compass amid the vortex of digital information, a foundation for cyber inclusivity grounded in creed-based identity, and a comprehensive digital ecological ethic. These strategies are driven through the method of “isolation and infusion” to deconstruct secular elements in digital technology. These findings contribute to the development of contemporary Islamic educational philosophy by bridging technological advancement and the spiritual-moral dimension. The conclusion of this study affirms the importance of balancing the hierarchy of fardhu ‘ain and fardhu kifayah knowledge in shaping a morally resilient digital generation or insan adabi. The practical implications of this study emphasize the importance of reconstructing an integrative and non-dichotomous PAI curriculum for educators and Islamic educational institutions. This study also opens opportunities for further field-based research to examine the empirical effectiveness of a ta’dib-based curriculum model in formal educational institutions.
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