Translating Al-Attas’s Educational Thought into Curriculum Design: A Critical Hermeneutic Synthesis
DOI:
https://doi.org/10.62730/syaikhuna.v17i2.7900Kata Kunci:
Al-Attas, Ta'dib, Adab, Islamic Curriculum Design, Educational Philosophy, Thematic AnalysisAbstrak
Contemporary Islamic Religious Education faces pressures from secularization, value dislocation, and globalization that challenge its spiritual and moral foundations. While Al-Attas's educational philosophy is widely recognized, its systematic translation into curriculum design remains underdeveloped. This study examines how selected works by Al-Attas and related scholarship can inform a conceptual framework for Islamic curriculum design. Employing a critical hermeneutic thematic analysis within PRISMA 2020 screening guidelines, this study evaluated 42 sources published between 1978 and 2025, comprising five canonical texts by Al-Attas, eight secondary volumes, and twenty-nine peer-reviewed articles. The analysis identified four interconnected dimensions: intellectual cultivation (ta'aqqul), epistemological integration of revealed and modern knowledge, pedagogical responsiveness to rigid traditional methods, and ta'dib as moral-ethical formation. These dimensions were translated into three preliminary design resources: a curriculum-mapping matrix, a pedagogical continuum, and an adab-assessment rubric prototype. The contribution is conceptual: the study specifies possible links between Al-Attas's thought and curriculum decisions while acknowledging that the proposed resources have not been tested for classroom effectiveness and that the rubric requires construct definition and empirical validation. The framework's value lies in making its inferential steps visible for scrutiny, offering a foundation for expert review, usability testing, and staged empirical research rather than a validated intervention.
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