The Lubb and the Learning: A Hermeneutic Correlation of the Qur’anic Ulul Albab Concept and Pedagogical Deep Learning for Holistic Intelligence

Sutarjo Sutarjo; Iskandar Mirza

doi:10.58905/jse.v6i2.1.706

Authors

Sutarjo Sutarjo Nusantara Islamic University, Bandung, Indonesia
Iskandar Mirza Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i2.1.706

Keywords:

Ulul Albab, Deep Learning, , Islamic Pedagogy

Abstract

This study addresses the persistent gap between traditional Islamic education, often critiqued for rote memorization, and the modern pedagogical imperative for holistic student intelligence. The purpose of this hermeneutic inquiry is to establish a correlational framework between the Qur’anic concept of Ulul Albab (QS. Ali-Imran: 190-191) and the contemporary pedagogical model of Deep Learning. Utilizing a qualitative library research method grounded in Fazlur Rahman's double movement hermeneutics, the study analyzes foundational texts in Islamic exegesis and modern educational theory. The results reveal a profound correlation: the Ulul Albab’s core characteristics of Dhikr (remembrance) align with Mindful Learning; Fikr (contemplation) correlates with Meaningful Learning; and Amal Salih (purposeful action) mirrors Joyful Learning. This synthesis provides an indigenous, Tawhidic-based pedagogical model that integrates spiritual, cognitive, and affective domains, offering a transformative framework for developing holistic intelligence (Insan Kamil) within Islamic educational institutions.

Downloads

Download data is not yet available.

References

C. Evans, ‘Measuring student success skills: A review of the literature on self-directed learning’, Cent. Assess., 2020.

S. Anwar and H. Umam, ‘Transformative Education: Emphasizing 21st Century Skills and Competencies in The Independent Learning Curriculum’, AIM J. Islam. Educ. Manag., vol. 1, no. 1, pp. 1–16, 2020, doi: 10.15575/aim.v1i1.28886.

S. M. Al-Attas, Naquib. Islam and Secularism. Kuala Lumpur: ISTAC, 1993.

S. Anwar and H. Umam, ‘Globalization and The Crisis in Islamic Education: Al-Attas’ Epistemological Response and The Reconstruction of Adab-Based Pedagogy’, J. YAQZHAN Anal. Filsafat, Agama dan Kemanus., vol. 11, no. 1, pp. 135–149, 2025, doi: 10.24235/jy.v11i1.21161.

U. Suherman et al., ‘Implementing a Kindness-Based Leadership Strategy in Islamic Elementary Education’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 6, no. 1, pp. 281–292, 2025, doi: https://doi.org/10.62775/edukasia.v6i1.1384.

R. Fazlur, Islam and Modernity Transformation of an Intellectual Tradition. Chicago: Chicago Press, 1982.

S. Anwar, ‘Education as a Practice of Liberation: A Synthesis of Freire’s and Habermas’ Philosophical Contributions to Emancipatory Consciousness’, AIM J. Islam. Educ. Manag., vol. 2, no. 3, pp. 228–247, 2024.

H. Gardner, Frames of Mind: The Theory of Multiple Intelligences. Basic Books, 1983.

N. Sulastri, S. Anwar, U. Suherman, and E. S. Cipta, ‘Deep Learning-Based Planning Model for Islamic Education in Indonesian Integrated Schools’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 2, pp. 645–658, 2024, doi: https://doi.org/10.62775/edukasia.v5i2.1734.

M. Q. Shihab, Tafsir al-Misbah Pesan, Kesan dan Keserasian Al-Qur’an, Volume 3. Jakarta: Lentera Hati, 2002.

M. B. Miles and A. M. Huberman, Analisis Data Kualitatif. Jakarta: Universitas Indonesia Press, 1992.

H. Gardner, Multiple Intelligences: Kecerdasan Majemuk dalam Teori dan Praktek. Batam: Interaksara, 2003.

S. Anwar, F. Maulani, W. Lutfiah, S. I. H. Syadiah, and A. S. N. Azizah, ‘Integrasi Nilai Ketauhidan dan Ekopedagogi dalam Kurikulum Madrasah Ibtidaiyah untuk Penguatan Karakter Peduli Lingkungan’, TSAQAFATUNA J. Ilmu Pendidik. Islam, vol. 7, no. 1, 2025.

I. S. Fazrin, A. R. Azizah, Jesinca Aliyyah, I. N. Aini, and Usep Suherman, ‘Problem-Based Learning sebagai Strategi Penguatan Berpikir Kritis dalam Pembelajaran Pendidikan Agama Islam’, TSAQAFATUNA J. Ilmu Pendidik. Islam, vol. 7, no. 1, pp. 77–89, 2025, doi: 10.54213/tsaqafatuna.v7i1.604.

H. Husni and A. N. Atoillah, ‘Islamic Education, Insan Kamil, and the Challenges of the Era of Society 5.0: A Literature Review’, J. Penelit. Pendidik. Islam, vol. 10, no. 1, p. 67, 2022, doi: 10.36667/jppi.v10i1.1005.

F. K. Abidin and M. A. Zulfah, ‘Konsep Pendidikan Akhlak sebagai Pembentukan Insan Kamil dalam Perspektif Naquib Al-Attas’, J. Educ. Manag. Stud., vol. 1, no. 1, pp. 51–60, 2018.

F. Marton and R. Säljö, ‘On qualitative differences in learning: I—Outcome and process’, Br. J. Educ. Psychol., vol. 46, no. 1, pp. 4–11, 1976.

A. Hanan et al., ‘Harnessing Technology for Environmental Method: Cultivating High Order Thinking Skills for Sustainable Maritime Development Knowledge’, in IOP Conference Series: Earth and Environmental Science, 2023, vol. 1265, no. 1, p. 12004. doi: 10.1088/1755-1315/1265/1/012004.

S. Lee, E. M. Robinson, P. J. Grace, A. A. Zollfrank, and M. Jurchak, ‘Developing a Moral Compass: Themes From the Clinical Ethics Residency for Nurses’ Final Essays’, Nurs. Ethics, vol. 27, no. 1, pp. 28–39, 2019, doi: 10.1177/0969733019833125.

S. Anwar and H. Umam, ‘Transformative education: Emphasising 21st century skills and competencies in the independent learning curriculum’, AIM J. Islam. Educ. Manag., vol. 1, no. 1, pp. 1–16, 2020, doi: 10.15575/aim.v1i1.28886.

S. Utaminingsih, A. Munandar, and S. Su’ad, ‘Pengembangan Model Pengelolaan Sekolah Berwawasan Lingkungan Menuju Sekolah Adiwiyata pada Sekolah Dasar’, J. Manaj. Pendidik. J. Ilm. Adm. Manaj. dan Kepemimp. Pendidik., vol. 5, no. 1, pp. 81–94, 2023, doi: 10.21831/jump.v5i1.52622.

K. Nakamura, Metode Zikir dan Doa Al-Ghazali. Jakarta: Arasy, 2005.

G. Gardner, ‘Invoking the spirit: Religion and spirituality in the quest for a sustainable world’, Worldwatch Pap., no. 164, 2002.

D. Komarudin and S. Anwar, ‘Environmental Awareness: A Phenomenological Study of Al-Faruq and Bahrul Hidayah Islamic Boarding Schools in Bandung’, Int. J. Nusant. Islam, vol. 12, no. 2, pp. 150–160, 2024, doi: https://doi.org/10.15575/ijni.v12i2.44051.

C. S. Chai and S.-C. Kong, ‘Professional learning for 21st century education’, J. Comput. Educ., vol. 4, no. 1, 2017, doi: 10.1007/s40692-016-0069-y.

M. Csikszentmihalyi, Flow: The Psychology of Optimal Experience. New York: Harper & Row, 1990.

N. M. Maryati, H. Hidayat, N. Sulastri, and S. Anwar, ‘School Management in Preventing Bullying in Primary Schools’, J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 1891–1903, 2025, doi: https://doi.org/10.56916/jirpe.v4i4.1770.

N. Kamila, S. Banis, N. Hakki, and A. Amalia, ‘TEORI BELAJAR MULTIPLE INTELEGENSI’, Cogn. J. Pendidik. dan Pembelajaran, vol. 2, no. 2, 2024.

U. Ulfah and S. Anwar, ‘Inovasi Digital dalam Pendidikan Islam: Meningkatkan Kualitas Pembelajaran dan Keterlibatan Mahasiswa’, ULUL ALBAB J. Pendidik. Agama Islam, vol. 2, no. 1, pp. 58–76, 2024, doi: https://doi.org/10.30999/ululalbab.v2i1.3521.

M. Mustapid, S. Syafaruddin, and C. Wijaya, ‘Strategic Management in Quality Improvement at State Madrasah’, Al-Ishlah J. Pendidik., vol. 13, no. 3, pp. 2699–2710, 2021, doi: 10.35445/alishlah.v13i3.958.