Qur'anic and Prophetic Foundations of Critical Thinking: Toward an Islamic Epistemological Framework for Contemporary Education

Mohammad Yahya

doi:10.35719/amn.v12i2.355

المؤلفون

Mohammad Yahya Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

DOI:

https://doi.org/10.35719/amn.v12i2.355

الكلمات المفتاحية:

Critical Thinking، Islamic Epistemology، Qur'anic and Prophetic Foundations، Contemporary Education

الملخص

Critical thinking is widely recognized as a core educational competence. Yet, its conceptualization in Islamic education remains predominantly informed by contemporary pedagogical and psychological approaches, with limited attention to its Qur'anic and Prophetic epistemological foundations. This study examines how the Qur'an and Prophetic tradition conceptualize critical thinking and how their intellectual and ethical principles inform an Islamic epistemological framework for contemporary education. Employing qualitative library research and thematic content analysis, the study analyzes selected Qur'anic verses, Prophetic traditions, and recent scholarship on critical thinking, Islamic education, and epistemology. The findings identify four interconnected dimensions of Islamic critical thinking: rational inquiry (ta'aqqul), reflective and contemplative thinking (tafakkur and tadabbur), critical verification (tabayyun), and ethical responsibility in the acquisition and application of knowledge. The Qur'an provides the primary epistemological orientation by encouraging reflection, rational judgment, examination of evidence, and verification. At the same time, the Prophetic tradition complements it through knowledge seeking, intellectual humility, honesty, responsible communication, and accountability. The study argues that critical thinking within Islamic epistemology is not value-neutral or limited to cognitive performance; rather, it integrates rational inquiry with moral and spiritual formation. Accordingly, the study proposes a framework in which revelation provides normative orientation, reason facilitates analytical interpretation, and ethical reflection guides the application of knowledge. This framework offers implications for inquiry-based, contextual, collaborative, and technology-enhanced Islamic education.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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