Islamic Education in Historical Perspective: Origins and Conceptual Foundations

Abstract This study aims to examine the epistemological foundations of Islamic education through the concept of ‘ilm (knowledge), which encompasses both religious and worldly dimensions. Historically, classical Islamic thought emphasized that all knowledge is rooted in religion. The typology of Islamic knowledge divides it into two major categories: al-‘ulūm al-‘aqlīyah (rational/argumentative sciences) and al-‘ulūm al-naqlīyah (transmitted sciences). This research employs a library research method with a historical-philosophical analytical approach to both classical and contemporary literature. The findings indicate that there are four main approaches to the acquisition of knowledge: (1) Constructive, through logic and qiyās; (2) Theological, based on kalām; (3) Philosophical, influenced by Neoplatonism and Peripatetic thought; (4) Mystical/theosophical, emphasizing knowledge through presence and intuition. These epistemological principles shaped the institutional model of Islamic education, ranging from mosques and majlis al-‘ilm to madrasahs. At present, madrasahs as Islamic educational institutions face the challenges of modernization and the penetration of Western values. These findings affirm the need for revitalizing Islamic epistemology in order to strengthen the identity of Islamic education and respond to global dynamics. Keywords: Islamic education; Islamic epistemology; ‘Ilm; Madrasah Abstrak Penelitian ini bertujuan mengkaji fondasi epistemologis pendidikan Islam melalui konsep ‘ilm (pengetahuan) yang mencakup dimensi agama dan duniawi. Secara historis, pemikiran Islam klasik lebih menekankan bahwa seluruh pengetahuan berakar pada agama. Tipologi pengetahuan Islam membaginya ke dalam dua kategori besar, yaitu al-‘ulūm al-‘aqlīyah (ilmu rasional/argumentatif) dan al-‘ulūm al-naqlīyah (ilmu yang ditransmisikan). Penelitian ini menggunakan metode studi kepustakaan (library research) dengan pendekatan analisis historis-filosofis terhadap literatur klasik dan kontemporer. Hasil kajian menunjukkan bahwa terdapat empat pendekatan utama dalam pemerolehan pengetahuan: 1) Konstruktif melalui logika dan qiyās, 2) Teologis berbasis kalām, 3) filosofis yang dipengaruhi Neoplatonisme dan peripatetik, 4) Mistis/teosofis yang menekankan pengetahuan melalui kehadiran dan intuisi. Prinsip epistemologis tersebut membentuk model kelembagaan pendidikan Islam, mulai dari masjid, majlis al-‘ilm, hingga madrasah. Saat ini, madrasah sebagai institusi pendidikan Islam menghadapi tantangan modernisasi dan penetrasi nilai-nilai Barat. Temuan ini menegaskan perlunya revitalisasi epistemologi Islam guna memperkuat identitas pendidikan Islam dan menjawab dinamika global. Kata kunci: Pendidikan Islam; Epistemologi Islam; ‘Ilm; madrasah