Implications of Ibn Taymiyyah's Trilogy of Tawheed Thought Against the Radicalism Movement in Islamic Education
Abstract
Objective: This study aims to analyze the implications of the Trilogy of Tawheed Ibn Taymiyah, Rububiyah, Uluhiyah, and Asma wa Sifat on religious radicalism and its relevance to Islamic education. Method: This study uses a qualitative approach with literature study methods, interviews, Focus Group Discussions (FGD), and digital content analysis. Results: The results of the study show that narrow interpretations of Tauhid Uluhiyah are often taught textually in some educational institutions, thus potentially fostering an attitude of exclusivity, claims of singular truth, and intolerance among students. On the other hand, the aspect of Tawheed Asma wa Sifat has a positive contribution to the formation of character education based on the values of justice, compassion, and wisdom. Novelty: This research emphasizes that Islamic education must integrate critical and contextual approaches in the teaching of monotheism, as well as distinguish between the theological dimension and the global political importance in the phenomenon of radicalism. The main contribution of this research is to offer a framework for the recontextualization of the monotheistic curriculum that emphasizes moderation, tolerance, and maqāṣid al-sharī'ah, so that Islamic education can be a strategic instrument for deradicalization and strengthening religious moderation in a multicultural society.
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