Suci Noor Asa Khaliza, Aniqah Laili Abidah, Zainal Arifin Ahmad, Inayatul Hasanat

The Revitalization of Islamic Education in the Modern Era from the Perspective of Syekh Naquib Al-Attas

Introduction

The revitalization of islamic education in the modern era from the perspective of syekh naquib al-attas. Explore Syekh Al-Attas's philosophy for revitalizing Islamic education in the modern era. Address secularization, moral decay, and curriculum challenges through ta'dīb, Islamization of knowledge, and tawḥīd-based reforms.

Abstract

Islamic education in the modern era faces several critical challenges, including the secularization of knowledge, curriculum dichotomy, and the degradation of moral and spiritual values. These issues have undermined the philosophical foundations of Islamic education and weakened the integration between religious and secular sciences. This study aims to explore the thoughts of Syekh Muhammad Naquib Al-Attas on the revitalization of Islamic education by focusing on three key aspects: the foundational concept of Islamic education, the challenges it faces in the contemporary context, and the strategies for its revitalization. Using the Systematic Literature Review (SLR) method, 636 articles were initially identified through Google Scholar and Crossref using the Publish or Perish software. After applying strict inclusion criteria and using the PRISMA protocol, 24 peer-reviewed journal articles published between 2019 and 2025 were selected for thematic analysis. The findings are categorized into three major themes: (1) the concept of ta’dīb as a holistic educational framework that integrates intellect, ethics, and spirituality as the core of Islamic education; (2) contemporary challenges, including the fragmentation of knowledge, moral degradation, and the dominance of secular epistemologies; and (3) strategic responses such as the Islamization of knowledge, curriculum integration, and educational reform based on tawḥīd. The results affirm the relevance of Al-Attas’s educational philosophy as a comprehensive paradigm for shaping insān kāmil, a balanced human being, and for reforming Islamic education in a way that remains spiritually grounded while addressing modern demands.

Review

This study offers a timely and crucial examination of the revitalization of Islamic education, framing the contemporary challenges through the insightful lens of Syekh Muhammad Naquib Al-Attas. The abstract effectively outlines a significant problem – the erosion of Islamic education's philosophical foundations due to secularization, curriculum dichotomy, and moral degradation – before positioning Al-Attas as a seminal figure whose ideas provide a coherent response. The paper's stated aim to explore his thoughts on foundational concepts, challenges, and revitalization strategies promises a comprehensive synthesis, setting the stage for a valuable contribution to the discourse on educational reform within an Islamic framework. A notable strength of this research lies in its rigorous methodological approach. Employing a Systematic Literature Review (SLR) with tools like Publish or Perish and adhering to the PRISMA protocol for article selection demonstrates a commitment to thoroughness and transparency. The initial identification of 636 articles, meticulously narrowed down to 24 peer-reviewed journals published between 2019 and 2025, underscores a systematic and robust process for data collection. This careful selection ensures that the thematic analysis, which categorizes findings into the concept of *ta’dīb*, contemporary challenges, and strategic responses, is built upon a solid and contemporary academic foundation, thus enhancing the reliability and credibility of the study's conclusions. The findings of this SLR strongly affirm the enduring relevance of Al-Attas’s educational philosophy, particularly his concept of *ta’dīb* and the strategies of Islamization of knowledge, curriculum integration, and *tawḥīd*-based reform. The study successfully positions Al-Attas’s paradigm as a holistic framework for shaping *insān kāmil*, a balanced human being, offering a compelling vision for Islamic education that is both spiritually grounded and responsive to modern demands. While the abstract presents a robust synthesis of Al-Attas's ideas, future research might delve into the practical implementation challenges and success stories of these strategies in diverse educational contexts, providing empirical evidence to complement this comprehensive theoretical review. This study is undoubtedly a significant resource for scholars and practitioners seeking to understand and enact meaningful reforms in Islamic education.

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