Humanistic Islamic Education Concept from the Perspective of Nurcholish Madjid

Abstract

This study aims to analyze the concept of humanistic Islamic education from the perspective of Nurcholish Madjid and examine its relevance to the development of contemporary Islamic education. The study is motivated by the tendency of modern education to emphasize cognitive achievement and academic competence, while the dimensions of humanity, morality, and character formation have not received adequate attention. This research employs a qualitative approach using the library research method. Primary data were obtained from the major works of Nurcholish Madjid, particularly Islam, Doctrine and Civilization and Islam, Modernity and Indonesian-ness, while secondary data were collected from books, scholarly journal articles, and previous studies relevant to the research topic. Data were analyzed using the content analysis method through the stages of data reduction, data display, and conclusion drawing. The findings reveal that Nurcholish Madjid's concept of humanistic Islamic education is founded upon the paradigm of tawhid, which integrally combines the dimensions of divinity and humanity. Education is directed toward the holistic development of individuals through the reinforcement of six core values: tawhid as the foundation of humanism, freedom of thought, tolerance, democracy, social justice, and social responsibility. Furthermore, humanistic Islamic education is characterized by dialogical and student-centered learning, respect for diversity, the cultivation of critical thinking, and the development of moral character and social responsibility. The study also demonstrates that Nurcholish Madjid's educational thought remains highly relevant to the needs of twenty-firstcentury Islamic education, particularly in strengthening character education, promoting religious moderation, fostering critical thinking skills, encouraging ethical digital literacy, and implementing learner-centered pedagogical practices. Therefore, Nurcholish Madjid's concept of humanistic Islamic education offers an alternative paradigm for developing an inclusive, moderate, democratic, and responsive Islamic educational system capable of addressing the challenges of contemporary society.