Dari Taqlid Menuju Nalar Kritis: Rekonstruksi Perkembangan Intelektual Dalam Pendidikan Islam

Abstract

Islamic education bears a strategic responsibility for developing learners who are not only capable of acquiring and mastering religious knowledge but also equipped with critical, reflective, and argumentative thinking skills. However, educational practices that place excessive emphasis on authoritative acceptance may foster patterns of taqlid that constrain intellectual development. This study aims to examine the shift from taqlid toward critical reasoning and to reconstruct the process of intellectual development within Islamic education. Employing a qualitative approach, this research adopts a library research method. Data were collected from books, journal articles, and other academic literature addressing Islamic education, Islamic epistemology, taqlid, ijtihad, critical thinking, and intellectual development. The data were analyzed using content analysis through the stages of identification, classification, interpretation, comparison, and conceptual synthesis. The findings indicate that the reconstruction of Islamic education requires a shift in learning orientation from the transmission of knowledge toward the cultivation of learners’ capacity to question, evaluate, and construct understanding in a responsible manner. Critical reasoning is not intended to negate scholarly authority; rather, it seeks to establish a more reflective relationship among tradition, texts, reason, and context. Therefore, Islamic education should integrate a culture of dialogue, argumentation, intellectual ijtihad, and reflection in order to nurture individuals who are both religiously grounded and intellectually autonomous.