ORIENTASI STUDI ISLAM MENURUT METODOLOGI STUDI ISLAM: PENDEKATAN TEORETIS DAN EMPIRIS

Authors

  • Yola Affani Afrizal, Reza Djuandika, Saqila El Surayya, Nurdilla, Rafiul Amir, Raudatul Annisa, Nazwa Sahkila, Rika Ramadhani Institut Syekh Abdul Halim Hasan Binjai

Abstract

This study investigates the orientation of Islamic studies in Indonesian higher education through the lens of Islamic study methodology. It aims to identify the dominant paradigms and epistemological orientations among lecturers and students in Islamic higher education institutions (PTKI). Employing a mixed-method approach, this study integrates survey-based quantitative data (n = 210) and qualitative insights from interviews with 10 Islamic studies lecturers from three PTKIs. The results show that there are three major orientations in Islamic studies: normative-theological, historical-philosophical, and empirical-sociological. While the normative-theological approach remains dominant, there is growing interest in interdisciplinary and contextual methods, especially among younger scholars. The findings also reveal that institutional traditions and curriculum design heavily influence methodological preferences. The study contributes to the ongoing discourse on Islamic studies reform and suggests a model of integrative Islamic scholarship that balances classical tradition with contemporary academic frameworks.

References

Al-Attas, S. M. N. (1995). Prolegomena to the Metaphysics of Islam. Kuala Lumpur: ISTAC.

Al-Faruqi, I. R. (1982). Islamization of Knowledge. Herndon: IIIT.

Arkoun, M. (2006). Rethinking Islam: Common Questions, Uncommon Answers. Boulder: Westview Press.

Rahman, F. (1982). Islam and Modernity: Transformation of an Intellectual Tradition. Chicago: University of Chicago Press.

Saeed, A. (2018). Reading the Qur’an in the Twenty-First Century. London: Routledge.

Yusuf, I. (2017). Metodologi Studi Islam Kontemporer. Jurnal Ulumuddin, 5(1), 1–15.

Zarkasyi, H. F. (2020). Islam dan Ilmu Pengetahuan: Perspektif Integrasi-Interkoneksi. Tarbiyah Islamiyah, 12(2), 113–128.

Abdullah, M. A. (2014). Religion, Science and Culture: An Integrated, Interconnected Paradigm of Science. Al-Jami'ah, 52(1), 175–203.

Azra, A. (2002). Pendidikan Islam: Tradisi dan Modernisasi Menuju Milenium Baru. Jakarta: Logos.

Madjid, N. (2000). Islam Doktrin dan Peradaban. Jakarta: Yayasan Paramadina.

Qadir, A. (2021). The Hermeneutics of Islamic Texts in Modern Context. Islamic Studies Review, 3(1), 44–67.

Makin, A. (2016). Religious Pluralism in Post-Reform Indonesia. Studia Islamika, 23(1), 1–28.

Hassan, R. (2010). Faithlines: Muslim Conceptions of Islam and Society. Oxford University Press.

Hasyim, S. (2011). Islam and Democracy in Indonesia: Tensions and Possibilities. Asian Journal of Social Science, 39(3), 294–314.

Esack, F. (1997). Qur’an, Liberation and Pluralism. Oxford: Oneworld.

El-Fadl, K. A. (2001). Speaking in God's Name: Islamic Law, Authority and Women. Oxford: Oneworld.

Khaled, M. A. (2020). Rethinking Epistemology in Islamic Thought. The Muslim World, 110(2), 139–156.

Zuhdi, M. (2019). Islamic Education in Indonesia: Between Ideology and Practice. Religions, 10(7), 430.

Wan Daud, W. M. N. (1998). The Educational Philosophy and Practice of Syed Muhammad Naquib al-Attas. ISTAC.

Kamali, M. H. (2008). Shariah Law: An Introduction. Oxford: Oneworld.

Downloads

Published

2025-07-02