Dzulfikar Tri Bagaskara, Muhammad and -, Dr. Hakimuddin Salim, Lc., MA. and -, Dr. Muh Nur Rochim Maksum, S.Pd.I, M.Pd.I (2025) Pendidikan Akidah Dalam Kisah Ashabul Kahfi Perspektif Tafsir Al-Munir Dan Tafsir Al-Azhar Serta Implikasinya Terhadap Pengembangan Kurikulum PENDIDIKAN AGAMA ISLAM. Thesis thesis, Universitas Muhammadiyah Surakarta.
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Abstract
This research is grounded in the urgency of strengthening the foundation of tawḥīd amidst the challenges of secularism, value pluralism, and moral relativism in modern society—factors that have profoundly influenced the direction and substance of national education. Moreover, the internal diversity of theological orientations within the Muslim ummah, encompassing sectarian schools (madhhab), traditional-to-modern approaches, and localized pedagogical contexts, has produced varied forms of ‘aqīdah instruction in schools and madrasahs. This condition highlights the need for a Qur’an-based value framework that can unify the vision of religious education curricula while remaining flexible in implementation. Adopting a qualitative paradigm, this study employs a philosophical, sociological, and historical approach through library research and thematic content analysis. It focuses on exploring the ‘aqīdah values embedded in the story of Ashāb al-Kahf and their relevance to contemporary ‘aqīdah education at the secondary level. The primary objective is to analyze the pedagogical values derived from the story of Ashāb al-Kahf as interpreted in Tafsīr al-Munīr by Wahbah al-Zuḥaylī and Tafsīr al-Azhār by Buya Hamka, and to assess their relevance and implications for the development of Islamic Religious Education (PAI) curricula in Indonesia. The findings reveal that Tafsīr al-Munīr emphasizes rationality, divine consciousness, and the social dimensions of ‘aqīdah, whereas Tafsīr al-Azhār accentuates spirituality, Sufi ethics, and moral steadfastness. Both interpretations uphold the centrality of tawḥīd al-rubūbiyyah and tawḥīd al-ulūhiyyah as the theological foundation of faith, yet they diverge in methodology: the former is analytical and systematic, while the latter is narrative, rhetorical, and socio-contextual. This study offers a comparative analysis of two influential exegetical works and maps their respective value orientations into key components of the Kurikulum Merdeka framework, including learning outcomes (Capaian Pembelajaran), instructional materials, teaching processes, and assessment. It also proposes concrete strategies for integrating these values into PAI pedagogy through Qur’ānic storytelling as a transformative educational tool. Theoretically, this study affirms the need to redefine ‘aqīdah education—from a dogmatic framework to a holistic model that harmonizes reason, spirituality, and moral courage. Practically, the findings encourage curriculum innovation based on the narrative of Ashāb al-Kahf as a medium for contextualized and character-based Islamic education in both madrasahs and mainstream schools. This research is expected to contribute significantly to the development of an Islamic education curriculum that is responsive to contemporary spiritual challenges and the evolving needs of Muslim youth.
| Item Type: | Thesis (Thesis) |
|---|---|
| Uncontrolled Keywords: | Akidah Education, Ashabul Kahfi, Tafsir Al-Munir, Tafsir Al-Azhar, Islamic Religious Education (PAI) Curriculum. |
| Subjects: | B Philosophy (General); Religion, Islam > BA Islamic |
| Divisions: | Fakultas Agama Islam > S2 Pendidikan Agama Islam |
| Depositing User: | Muhammad Dzulfikar Tri Bagaskara |
| Date Deposited: | 15 May 2025 07:47 |
| Last Modified: | 15 May 2025 07:47 |
| URI: | http://eprints.ums.ac.id/id/eprint/135071 |
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