PROPHETIC ISLAMIC EDUCATIONAL THEOLOGY
A CONCEPTUAL CONSTRUCTION BASED ON THE QUR’ANIC TRILOGY OF THE PROPHETIC MISSION
DOI:
https://doi.org/10.30868/ei.v15i03.10588Keywords:
Islamic education theology, prophetic mission, tilawah-tazkīyah-ta‘lim, prophetic social science, khairu ummahAbstract
Contemporary Islamic education faces a paradigmatic crisis: curriculum secularization pressures and the dichotomy between religious and general knowledge have stripped its transformative power. Existing reform efforts—Al-Attas, Al-Faruqi, Abdullah, Azra—share one fundamental gap: none has constructed an Islamic educational theology directly from thematic-comparative analysis of Qur’anic verses formulating the prophetic mission. This article aims to construct a Prophetic Islamic Educational Theology based on thematic-comparative exegetical analysis of four prophetic mission verses and to demonstrate its convergence with Kuntowijoyo’s Prophetic Social Science (PSS), directed toward khairu ummah as the ultimate goal of Islamic education. This library research employs three complementary analytical approaches: (1) thematic exegesis (mawḍū‘ī) using four techniques—taqdīm-ta’khīr, tikrār, siyāq, and munāsabah; (2) Arabic linguistic-semantic analysis of key terms; and (3) comparative-integrative analysis proceeding through five stages based on tafsīr al-Qur’ān bi al-Qur’ān, supported by Peircean abductive reasoning. Four findings emerge: first, Ibrahim’s supplication (Q.S. al-Baqarah: 129) represents the apex of the prophetic covenant with an internal pedagogical structure embodying al-tarbīyah bi al-qudwah; second, tikrār of the trilogy across three distinct sociological contexts provides strong exegetical grounds for interpreting the trilogy as a Qur’anic educational paradigm that transcends particular contexts; third, the tilāwah-tazkīyah-ta‘līm trilogy forms an epistemological architecture answering three foundational educational questions with ecological rather than hierarchical relations; fourth, systematic convergence exists—tilāwah↔transcendence, tazkīyah↔humanization, ta‘līm↔liberation—between two trilogies rooted in the same Qur’anic source. Implications call for reform at three levels: philosophical, curricular, and evaluative, with the most significant reposition being that insān kāmil functions as an ontological prerequisite toward khairu ummah as the collective-civilizational ultimate goal of Islamic education within the prophetic educational theology constructed in this study.
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