Landasan Berpikir Ilmiah dalam Pendidikan Islam: Berpikir Kritis, Rasionalitas, dan Kritisisme Immanuel Kant
Keywords:
critical thinking , Epistemology, Immanuel Kant, Islamic Education, RationalityAbstract
The rapid development of globalization and modern challenges in science and technology demand that Islamic education establish a robust epistemological foundation for scientific thinking, yet the application of critical philosophical approaches within religious learning remains contested. This article aims to analyze the integration of critical thinking, rationality, and Immanuel Kant’s philosophical criticism as an epistemological framework within Islamic religious education. Utilizing a qualitative library research method, this study examines relevant academic literature to explore how these philosophical concepts can be adapted into the Islamic educational context. The findings indicate that Kant’s criticism, which offers a synthesis between rationalism and empiricism, provides a systematic and objective basis for modern scientific paradigms. However, PAI application faces challenges reconciling reason with revelation and perceptions of secularism, while offering opportunities for rationality and digital literacy. Proportional application can enrich PAI while preserving Islamic values.
Downloads
References
Ridwan, M., Suhar, A. M., Ulum, B., & Muhammad, F. (2021). Pentingnya penerapan literature review pada penelitian ilmiah. Jurnal Masohi, 2(1), 42–51.
Siyoto, S., & Sodik, M. A. (2015). Dasar metodologi penelitian. literasi media publishing.
Rizma, S., & Dewi, E. (2024). Epistemologi : Rasionalisme, Empirisme, Kritisisme, Pragmatisme Positivisme dan Positivisme Logis. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 3(1), 144–154.
Sholeh, S., & Maryati, M. (2021). Peran Guru PAI dalam Pembentukan Karakter Siswa. Jurnal Ilmiah Profesi Pendidikan, 6(2), 212–217.
Giri, I. P. A. A., Ardini, N. L., & Kertiani, N. W. (2021). Pancasila sebagai landasan filosofis pendidikan nasional. Sanjiwani: Jurnal Filsafat, 12(1), 116–126.
Adawiah, R., & Sakdiah, H. (2025). A comparative analysis of critical thinking in Western and Islamic education: Implications for contemporary Islamic pedagogy. Syamil: Journal of Islamic Education, 13(2). https://doi.org/10.21093/sy.v13i2.10570
Bagaskara, A., Syakura, F. M., Hanifah, R., Fadhilah, M. R., & Parhan, M. (2025). Paradigma kritisisme dalam pemikiran Islam kontemporer: Analisis filosofis dan implikasi metodologis. Jurnal Kajian Islam Dan Sosial Keagamaan, 2(4), 935-943.
Lestari, L. P., Sukardi, I., & Astuti, M. (2024). Pemikiran kritisisme dan reformisme kontemporer dalam teori pendidikan Islam kontemporer. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(4), 474-489.
Othman, M. S. B., Hoshan, H., Yusof, A. B., Abdullah, Z., & Mohamed, A. T. (2023). The concept of malakah Ibn Khaldun in the context of teaching that applies High Order Thinking Skills (HOTS). Syamil: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 11(1), 61-74. https://doi.org/10.21093/sy.v11i1.5937
Syafruddin, Muhyiddin, Nst, A. M., Wingkolatin, Rintaningrum, R., & Aji, Y. A. (2025). The application of Islamic critical thinking in inquiry-based learning in traditional Islamic educational institutions. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(1). https://doi.org/10.37680/scaffolding.v7i1.7264
Shaputra, R., & Tasruddin, R. (2026). Kontribusi kritisisme Immanuel Kant terhadap perkembangan filsafat ilmu modern. Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 3(11), 8-16. https://doi.org/10.5281/zenodo.20341371
Haikal, M. F., Alawiyah, R., & Parhan, M. (2024). Tantangan dan peluang positivisme dan kritisisme dalam pendidikan Islam. Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 4(4), 1418-1428. https://doi.org/10.53299/jppi.v4i4.774
Hafiz, A., & Rijal, S. (2024). Metodologi Keilmuan Islam: Kajian Epistemologi Terhadap Sumber Pengetahuan. ISME: Journal of Islamic Studies and Multidisciplinary Research, 2(1), 33–41.
Ihlas, I. (2015). Konsep Pengembangan Pendidikan Islam Modern. Kreatif: Jurnal Pemikiran Pendidikan Agama Islam, 13(2).
Nurnaningsih, N. (2017). Toko Filsuf dan Era Keemasan Filsafat. Pustaka Al M Saidah Makassar.
Setyaningtyas, E. W. (2019). Potensi metode 1: 4: P: C: R untuk mengembangkan keterampilan berpikir kritis dan kreatif. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 111–121.
Audrian, D. (2022). Teori Kebenaran: Koherensi, Korespondensi, Pragmatisme dan Huduri. Seroja: Jurnal Pendidikan, 1(2), 56–62. https://doi.org/10.572349/seroja.v1i2.178
Syafirna, F., Haris, J. F., & Najwa, A. (2022). Implementasi Pemikiran Immanuel Kant dalam Pendidikan Islam. Ta'wiluna: Jurnal Ilmu Al-Qur'an, Tafsir dan Pemikiran Islam, Vol. 4, No. 2 — bahas langsung soal adopsi konsep kritisisme Kant dalam pendidikan Islam.
Hendrayadi, H., Syafruddin, S., & Rehani, R. (2023). Berpikir Kritis dalam Perspektif Pendidikan Islam. Jurnal Review Pendidikan dan Pengajaran (JRPP), 6(4), 2382–2391. https://doi.org/10.31004/jrpp.v6i4.21870
"Epistemologi Islam Integratif: Analisis Komprehensif Empat Sumber Ilmu (Panca Indra, Akal, Wahyu, dan Ilham)" — EDUCATIONAL: Jurnal Inovasi Pendidikan & Pengajaran. Membahas empat sumber ilmu (pancaindra/empirik, akal/rasional, wahyu/naql, ilham/transendental) dan pola integrasinya. https://jurnalp4i.com/index.php/educational/article/view/9319
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Zaskia Miftaqhul Jannah, Noor Laila Rahmawati, Muhammad Naufal Fawwaz Alghifari, Bina Prima Panggayuh (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
