Al-Qur’an Portrait of Educational Theories

Abstract

The basic foundation of educational theory in the process of education and teaching in various educational institutions ranging from elementary to tertiary levels, whether we realize it or not, tends to refer to references to Western portrait educational theories built by its figures, such as the theories of empiricism, nativism, and convergence. This internalized acculturation tradition is a natural thing. However, on the other hand, it becomes a dilemma if the tendency is grounded (crystallized) without being balanced with motivation and courage for Muslim educators (ulu al-báb) to strive to build educational theories based on the portrait of the Qur’an by not denying their encounter (correspondence) with modern scientific civilization (hadharah al-’ilm). Isn’t it recognized and believed that the Qur’an in the Islamic world view is the main reference for problematic solutions—even if they are complicated-in various life problems, and of course this includes building educational theories. This research is a qualitative exploratory research with a philosophical approach from documents related to the substance of the study both primary and secondary, then analyzed “eidetic” and interpretation methods (hermeneutic). The results of this study indicate that the Qur’an is not just religious symbolism and pearls of wisdom that are considered sacred. But Book a myriad of theories that should produce Islamic ideological foundations and references to educational resources, because the Qur’an contains educational principles to produce educational theories. The principle is tawhid and rabbaniyah, the principle of tawhid and rabbaniyah (the spirit of divinity) is the main foundation for building revelation (wahyu) based education. Because in it provides an understanding of the Oneness of God, as well as a real manifestation of human essence as khalifah fi al-ardhi (substitute for God on earth).