SAKO: Journal of Islamic Studies

The Model of Islamic Education at the Time of the Prophet Muhammad SAW with a Holistic Approach: Its Foundation and Implementation in Modern Life

ike nurhasanah — 2026-01-19

This research aims to explain the construction of the Islamic education model during the time of the Prophet PBUH as a holistic approach that integrates spiritual, intellectual, physical, and social aspects, and analyzes its relevance in answering contemporary educational challenges. Islamic education during the time of the Prophet PBUH was not only oriented to spiritual development, but also emphasized the balance of intellectual, physical, and social development of students. This research uses a literature study method by examining various literature sources, including scientific journals, reference books, academic articles, and related documents. Data analysis was carried out through interpretation, critical analysis, and synthesis techniques to build a conceptual framework for the holistic education model of the Prophet Muhammad SAW. The results of the study show that education during the time of the Prophet PBUH placed monotheism as the main foundation of spiritual formation, accompanied by the development of noble character and morals, intellectual strengthening through dialogical and interactive approaches, and the development of physical and social aspects through contextual practical activities. This holistic education model is relevant to be applied in the modern education system through the integration of religious and general curricula, the application of active learning, and the strengthening of the role of educators as moral examples. Thus, holistic education based on the example of the Prophet PBUH is expected to be able to produce a generation that excels academically, has strong character, and has social concerns, so as to support the realization of kamil people in today's education.

Feminism Capitalism and Gender Justice in an Islamic Perspective (Critical Analysis of Power Relations in the Global Economy)

Aulia Rachmah — 2026-01-19

This study analyzes the relationship between feminism, capitalism, and gender justice in an Islamic perspective by highlighting the dynamics of power in the global economy. Global capitalism opens up access for women to enter the labor market, but at the same time reinforces structural injustices through the feminization of cheap labor, double workload, and the commodification of women's social roles. The feminism movement then comes as a critique of this inequality, despite the differences in positions between feminist schools towards capitalism. This study uses a qualitative approach through a literature study by combining a critical analysis of the global political economy and an Islamic normative approach that emphasizes the principles of justice ('adl), benefit (mashlahah), prohibition of exploitation (zulm), and protection of human dignity. The results of the study show that Islam offers an alternative ethical framework to gender injustice by appreciating the role of women in both the domestic and public spheres, rejecting the commodification of women's bodies, and promoting socio-economic balance. Qur'anic verses and hadith affirm spiritual equality, the glory of the role of motherhood, and the appreciation of domestic work. Thus, an Islamic perspective can be used to evaluate gender inequality in global capitalism while offering a balanced, ethical, and socially benefit-oriented model of gender justice

Contemporary Islamic Education Paradigm: A Rational Cultural Transformative Synthesis

Depki Elnanda — 2026-01-19

Contemporary Islamic education is confronted with rapid digitalization, cultural pluralism, and changing socio-educational expectations in Muslim societies. While previous studies have examined rational, cultural, and transformative dimensions of Islamic education, these perspectives have largely been addressed in isolation, producing a fragmented discourse and leaving the field without a coherent theoretical framework capable of responding to 21st-century demands. This study aims to develop an integrative conceptual paradigm that synthesizes these three dimensions. To achieve this, a qualitative conceptual research design was employed using a structured library-based approach. Academic books, journal articles, and scholarly documents published between 2019 and 2025 were selected based on thematic relevance and academic significance. The sources were analyzed using thematic content analysis to identify conceptual patterns, followed by theoretical synthesis to formulate an integrative framework. The results show, first, that Islamic education discourse has shifted from a textual-normative orientation to a more reflective and socially responsive model. Second, the review identifies three prominent dimensions ational, cultural, and transformative each offering distinct conceptual contributions. Third, a theoretical gap is confirmed, as no prior research offers a unified paradigm that systematically connects these dimensions. The study contributes to contemporary Islamic education literature by proposing a holistic paradigm that reconciles tradition and modernity while positioning Islamic education as both value transmission and social agency formation. This framework opens opportunities for future empirical testing and curricular development examination and curricular development.