Melacak Warisan Muhammad Abduh: Tren Modernisasi Pendidikan Islam dari Al-Azhar ke Indonesia

Abstract

This article examines the thought of Muhammad Abduh, a central figure of modern Islamic reform,
as a response to the intellectual stagnation and challenges of colonialism in the 19th century. The approach
uses a conceptual-philosophical method with critical hermeneutic interpretative analysis of Muhammad
Abduh's works textually, intertextually, and contextually. This article analyzes the philosophical foundations,
implementation, and influence of Abduh's thought. The results show that Abduh's thought is built on three
fundamental pillars: the integration of knowledge, critical rationality, and education as emancipation.
Muhammad Abduh's thought is relevant to the views of realism, progressivism, reconstructionism, and
religious humanism, which emphasize an education that is puritanical, progressive, visionary, and glorifies
human reason. His intellectual legacy has proven to be highly influential transnationally, especially in
Indonesia, with the birth of modern Islamic educational institutions such as schools under the auspices of
Muhammadiyah, Al-Irsyad, and Persis. Muhammad Abduh's thought has strong implications for
contemporary Islamic education, particularly in the urgency of developing an integrative curriculum and
cultivating critical (ijtihad) and scientific thinking as solutions to the problems of Indonesian Muslims.
Keywords: Muhammad Abduh, Philosophy of Education, Islamic Modernism, Al-Azhar