Qur'anic Dialogical Pedagogy: in QS. Ibrahim Verses 24–27 and the Hadith "Falyaqul Khairan aw Liyashmut": A Bayānī, Burhānī, and 'Irfānī Analysis

Jihan Faisal Fadli; Hunainah Hunainah

doi:10.37304/jied.v2i3.27208

Authors

Jihan Faisal Fadli Universitas Muhammadiyah Palangka Raya, Indonesia
Hunainah Universitas Muhammadiyah Palangka Raya, Indonesia https://orcid.org/0009-0000-0223-4634

DOI:

https://doi.org/10.37304/jied.v2i3.27208

Keywords:

Dialogic Pedagogy, Qur’anic Communication, Islamic Education, Bayānī Burhānī, Irfānī

Abstract

Purpose: This study aims to construct a Qur’anic Communicative Pedagogy Model by analyzing dialogic pedagogy in Surah Ibrahim verses 24–27, reinforced by the hadith “Falyaqul khairan aw liyasmut,” through Bayānī, Burhānī, and ‘Irfānī epistemological perspectives. It addresses educational dehumanization associated with weakened dialogue, limited reflection, and declining communication ethics in the digital and Artificial Intelligence (AI) era. Methods: This qualitative descriptive-analytical study employed documentary research involving the Qur’an, hadith, classical and contemporary Qur’anic commentaries, and relevant scholarly literature. Data were analyzed through qualitative content analysis and integrative conceptual synthesis. Findings: The analysis reveals that Qur’anic amthāl function as reflective pedagogical mechanisms for understanding and internalizing values. Bayānī establishes normative foundations and communication ethics; Burhānī develops reasoning and reflection; and ‘Irfānī facilitates spiritual awareness, adab, and self-restraint. These dimensions form an interconnected pedagogical sequence: normative understanding, dialogic engagement, reasoning and reflection, value internalization, ethical communicative praxis, and student transformation. Novelty: The model advances beyond epistemological integration by establishing the functional relationships among Bayānī, Burhānī, and ‘Irfānī as an interconnected pedagogical process linking revelation, reasoning, spirituality, and communication. Contribution: The study theoretically advances Islamic pedagogy and provides a conceptual foundation for cultivating critical-reflective thinking, ethical communication, adab, spiritual awareness, and responsible AI engagement. Future Research: Empirical studies should validate the model across educational levels and institutional contexts.

Tujuan: Penelitian ini bertujuan mengonstruksi Model Pedagogi Komunikatif Qur’ani dengan menganalisis pedagogi dialogis dalam Surah Ibrahim ayat 24–27, yang diperkuat oleh hadis “Falyaqul khairan aw liyasmut”, melalui perspektif epistemologis Bayānī, Burhānī, dan ‘Irfānī. Penelitian ini merespons dehumanisasi pendidikan yang berkaitan dengan melemahnya dialog, terbatasnya refleksi, dan menurunnya etika komunikasi pada era digital dan Kecerdasan Buatan (AI). Metode: Penelitian kualitatif deskriptif-analitis ini menggunakan studi dokumenter terhadap Al-Qur’an, hadis, tafsir klasik dan kontemporer, serta literatur ilmiah yang relevan. Data dianalisis melalui analisis isi kualitatif dan sintesis konseptual integratif. Temuan: Analisis menunjukkan bahwa amthāl Qur’ani berfungsi sebagai mekanisme pedagogis reflektif untuk memahami dan menginternalisasikan nilai. Bayānī membangun landasan normatif dan etika komunikasi; Burhānī mengembangkan penalaran dan refleksi; sedangkan ‘Irfānī memfasilitasi kesadaran spiritual, adab, dan pengendalian diri. Ketiga dimensi tersebut membentuk urutan pedagogis yang saling terhubung: pemahaman normatif, keterlibatan dialogis, penalaran dan refleksi, internalisasi nilai, praksis komunikasi etis, dan transformasi peserta didik. Kebaruan: Model ini melampaui integrasi epistemologis dengan membangun hubungan fungsional Bayānī, Burhānī, dan ‘Irfānī sebagai proses pedagogis terpadu yang menghubungkan wahyu, penalaran, spiritualitas, dan komunikasi. Kontribusi: Penelitian ini mengembangkan pedagogi pendidikan Islam secara teoretis dan menyediakan landasan konseptual untuk menumbuhkan pemikiran kritis-reflektif, komunikasi etis, adab, kesadaran spiritual, dan keterlibatan AI secara bertanggung jawab. Penelitian Masa Depan: Penelitian empiris diperlukan untuk memvalidasi model pada berbagai jenjang pendidikan dan konteks kelembagaan

Downloads

Download data is not yet available.

DOI: 10.37304/jied.v2i3.27208 DOI URL: https://doi.org/10.37304/jied.v2i3.27208

Views: 4 | Downloads: 10

References

Al-Qusyairi, A. K. (2007). Al-Risalah al-Qusyairiyyah. Dar al-Kutub al-’Ilmiyyah.

Anindya, A. D., & Purba, F. A. (2025). Peran Media Digital terhadap Dinamika Proses Interaksi Belajar Mengajar. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 2(4), 287–299. https://dx.doi.org/10.62383/hardik.v2i4.2498

Anwar, S., Fikri, A., & Izza, Y. P. (2025). Implementation of The Concept of Tazkiyat Al-Nafs Imam Al-Ghazali in The Cultivation Of Student Moral Education at The Al-Aly Bojonegoro Modern Islamic Boarding School. Al Ulya: Jurnal Pendidikan Islam. https://doi.org/10.32665/alulya.v10i1.4210

Aoun, J. E. (2017). Robot-Proof: Higher Education in the Age of Artificial Intelligence. MIT Press.

Buber, M. (1949). Between Man and Man. https://doi.org/10.2307/2181841

Buber, M., & Mendes-Flohr, P. (1983). A Land of Two Peoples: Martin Buber on Jews and Arabs. https://dx.doi.org/10.2307/2619123

Dini, N. A., Siregar, N., & Wiratama, A. (2026). Integrasi Sains dan Al-Qur’an dalam Pembelajaran IPAS Perspektif Epistemologi Ahmad Al-Jabiri (Bayani, Burhani, dan Irfani). PALAPA. https://doi.org/10.36088/palapa.v14i1.6097

Fadhilah, N., Usriadi, A. Y., & Gusmaneli. (2025). Peran Pendidikan Islam Sebagai Solusi Krisis Moral Generasi Z di Era Globalisasi Digital. Jurnal Manajemen Dan Pendidikan Agama Islam. https://doi.org/10.61132/jmpai.v3i3.1119

Fauzi, M., & Usman, U. (2024). Freire’s Praxis, Democracy and Critical Consciousness in Islamic Education. Jurnal Filsafat. https://doi.org/10.22146/jf.93952

Febriyanti, R., Ilham, N. F., Basri, H., & Qamar, S. (2025). Amtsal Al-Qur’an Dalam Perspektif Ulumul Qur’an: Telaah Definisi, Macam, Dan Sighat Retoriknya. IMTIYAZ: Jurnal Ilmu Keislaman. https://doi.org/10.46773/imtiyaz.v9i2.2274

Freire, P. (2011). Pedagogy of the Oppressed ( 1968 ) https://dx.doi.org/10.22454/fammed.2026.441189

Freire, P. (2019). Pedagogy of the Oppressed. Toward a Just World Order. https://doi.org/10.4135/9781483318332.n282

Freire, P. (2021). Education for Critical Consciousness. https://doi.org/10.5040/9781350190184

Ghifar, F. Al, Maspuroh, Azura, N. R., Alawiyah, S., & Hudallah. (2025). The Trilogy of Islamic Epistemology: Integrating Bayani, ’Irfani, and Burhani in Modern Islamic Educational Research. Lentera Peradaban: Journal on Islamic Studies. https://doi.org/10.61166/lpi.v1i1.6

Hanum, A. (2024). Concept of Islamic Education Perspective of Sayyid Muhammad Naquib Al-Attas. ATTAQWA: Jurnal Pendidikan Islam Dan Anak Usia Dini. https://doi.org/10.58355/attaqwa.v3i2.68

Hanum, F., Yana, S., & Mauliza, P. (2024). Pemberdayaan Masyarakat Pedagang Kaki Lima dalam Meningkatkan Perekonomian. Mega Press Nusantara.

Hishnuddin, A., & Jazilurrahman, J. (2025). Transformative Islamic Education: The Role of Qur’anic Value Internalization in Building Santri’s Religious Character. Journal of Educational Management Research. https://doi.org/10.61987/jemr.v4i5.1153

Jaapar, K., Jamil, A. N., Abidin, M. Z. H. Z., Hasan, A., Ismail, M., & Jelani, A. B. (2020). [Analysis of Qura’nic Proverbs and Parables Verses in Teaching and Learning Communication Skills] Analisis Ayat-Ayat Amsal Al-Quran dalam Kemahiran Komunikasi Pengajaran dan Pembelajaran. 21, 1–12. https://doi.org/10.37231/jimk.2020.21.3.501

Jannah, T., & Syayfi, S. (2024). Kajian Amtsal Al-Qur’an: Analisis Perumpamaan Pohon Sebagai Kalimah Thayyibah Dalam Qs. Ibrahim: 24-27. Izzatuna: Jurnal Ilmu Al-Qur’an Dan Tafsir, 5(1), 26–40. https://dx.doi.org/10.62109/ijiat.v5i1.77

Kusainun, N. (2024). Islamic Education Methods in the Quran and Hadith. Journal of Social and Community Development, 1(01), 26–33. https://doi.org/10.56741/jscd.v1i01.650

Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. UCL Institute of Education Press.

Marjuki, S. N. F., Nada, Z. Q., Haq, M. I., & El-Yunusi, M. (2024). Konsep Epistemologi Bayani, Irfani dan Burhani dalam Filsafat Pendidikan Islam. DINAMIKA : Jurnal Kajian Pendidikan Dan Keislaman. https://doi.org/10.32764/dinamika.v9i1.4190

Mayasari, E. (2025). Reconceptualizing Communication for Moral Education in Islam through Dialogic Engagement. Feedback International Journal of Communication. https://doi.org/10.62569/fijc.v2i2.179

Muddatstsir, K., Rijal, S., & Yunus, F. (2026). Integration Of Paulo Freire’s Dialogical Pedagogy And Tarbiyah Ruhiyah In Islamic Education. Journal of Higher Education and Academic Advancement. https://doi.org/10.61796/jheaa.v3i1.1645

Mukhtar, Z. Bin, Mukhtar, N. B., & Harun, A. Bin. (2022). The Concept of Pedagogy in the Quran. International Journal of Advanced Multidisciplinary. https://doi.org/10.38035/ijam.v1i1.40

Mukminin, A., Hanun, A., Zainuddin, Mushtofa, L., & Wassalwa, A. (2025). Integration of Bayani, Burhani and Irfani Epistemologies in Arabic Language Learning in Islamic Boarding School-Based Colleges. Asalibuna. https://doi.org/10.30762/asalibuna.v9i01.5292

Muslim, M. (2024). Internalising Digital Technology in Islamic Education. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme. https://doi.org/10.37680/scaffolding.v6i3.6309

Mustakim, B. (2019). Epistemologi Bayani, Irfani Dan, Burhani Muhammad Abed Al-Jabiri Dan Implementasinya Dalam Merekonstruksi Kurikulum Pendidikan Agama Islam. Journal of Research and Thought on Islamic Education (JRTIE). https://doi.org/10.24260/jrtie.v2i2.1277

Myliza, L. S., & Nisa, H. H. (2025). Tafsir ayat tentang metode pendidikan. Al-Furqan: Jurnal Agama, Sosial, Dan Budaya, 4(6), 2608–2622.

Nadia, G. (2025). The Concept of Ta’dib Syed Muhammad Naquib al-Attas in Children’s Moral Education: A Family-Based Philosophical Study. Al-Ishlah: Jurnal Pendidikan Islam. https://doi.org/10.35905/alishlah.v23i2.14708

Nurhamidah, W., Maesaroh, M., Balkis, L. H., Rahma, A., Haqiah, N. A., & Usman, U. (2025). Integrasi Epistemologi Bayani, Burhani dan Irfani dalam Pembentukan Ilmu Pendidikan Islam Kontemporer. Takuana: Jurnal Pendidikan, Sains, Dan Humaniora. https://doi.org/10.56113/takuana.v4i3.208

Pariser, E. (2011). The Filter Bubble: What the Internet Is Hiding from You. Penguin Press.

Pito, A. H. (2019). Metode Pendidikan dalam Al-Qur’an. Andragogi, 7(1), 113–129.

Pranajaya, S., Yunus, F., Ikhwan, M., Alfiyanto, A., & Info, A. (2023). Burhani Epistemological Order as a Scientific Construction of Islamic Education. International Journal of Education, Language, and Social Science. https://doi.org/10.62612/ijelass.v1i2.26

Qodir, A. (2026). Komunikasi Pembelajaran Dalam Era Transformasi Digital. Masca: Jurnal Ilmu Komunikasi, 1(1), 11–20.

Radino, R., & Mubarok, M. (2025). Critical Pedagogy and Dialogic Learning in Classical Islamic Boarding Schools: An Analysis of Discussion Practices in Madrasah Diniyyah Al-Munawwir Krapyak. Jurnal Pendidikan Agama Islam. https://doi.org/10.14421/jpai.v22i1.10801

Rawanita, M., & Walidin, W. (2025). Kerangka Dasar Pemikiran Pendidikan Naquib Al-Attas: Rekonstruksi Konseptual dalam Filsafat Pendidikan. Jurnal Staika: Jurnal Penelitian Dan Pendidikan. https://doi.org/10.62750/866ran10

Romadhona, D. A., & Sodiq, A. (2025). Metode Pendidikan Dalam Perspektif Al-Qur’an dan Hadits. Tut Wuri Handayani: Jurnal Keguruan Dan Ilmu Pendidikan, 4(3), 164–175. https://dx.doi.org/10.37985/hq.v5i2.154

Sahfirudin, M. N. (2025). Penafsiran Kata Barzakh Dalam Al-Qur’an Perspektif Tafsir Ilmi: Analisis Tafsir Fakhruddin Al-Razy Dalam Kitab Mafatih Al-Ghayb. STAI Al-Anwar Sarang Rembang.

Septiana. (2023). Islamic View of Human Nature towards Education. Amandemen: Journal of Learning, Teaching and Educational Studies. https://doi.org/10.61166/amd.v1i2.35

Sholehah, N. F., Sanah, S., Nailurrahmi, F., & Fauziyatullah, H. A. (2024). Gaya Bahasa Amtsal dalam Al-Qur’an: Studi Perumpamaan untuk Penyampaian Nilai Moral dan Spiritual. Moderasi : Journal of Islamic Studies. https://doi.org/10.54471/moderasi.v4i2.77

Shyroka, S., Bilchuk, N., & Piven, H. (2023). Dehumanization In The Digital Educational Process: The Experience Of Socio-Philosophical Reflection. Visnyk of the Lviv University. https://doi.org/10.30970/pps.2023.47.21

Stimpson, B., & Calvert, I. (2021). Qur’anic Educational Philosophy: Foundational Principles of Education in Islam’s Holiest Text. Religions. https://doi.org/10.3390/rel12020082

Sunstein, C. R. (2018). #Republic: Divided Democracy in the Age of Social Media. Princeton University Press.

Suryadarma, Y., & Haq, A. H. (2015). Pendidikan akhlak menurut imam Al-Ghazali. At-Ta’dib, 10(2). https://dx.doi.org/10.55606/cendekia.v5i1.3350

Suyono, Sundawa, D. A., Isnanta, R., Jailani, & Siregar, B. (2026). The concept of ta’dib in islamic education as a solution to the digital ethics crisis among students: the perspective of syed muhammad naquib al-attas. Multidisciplinary Indonesian Center Journal (MICJO). https://doi.org/10.62567/micjo.v3i1.1942

Tihnike, D. (2025). Tinjauan Filasafat Psikologi: Pendekatan Kritis Habermas Dalam Perkembangan Psikologi Pendidikan. Sultan Idris Journal of Psychology and Education. https://doi.org/10.21093/sijope.v4i2.10355

Utami, S. H., & Ravida, V. (2025). Metode amtsal fil qur’an pada pendidikan akidah anak: urgensi dan penerapannya pada qs. Ibrāhīm: 24-25. Al-ATHFAL: Jurnal Pendidikan Anak. https://doi.org/10.46773/alathfal.v6i4.2435

Yani, Y. I., Salminawati, S., & Usiono, U. (2025). Implementation of Tajribi, Burhani, Bayani, and ’Irfani Methods in Islamic Education Philosophy. Academia Open. https://doi.org/10.21070/acopen.10.2025.10971

Yunita, I., Saidah, A., & Fahmi, M. (2025). The Imperative of Integrating Knowledge and Adab in Reconstructing Islamic Education in the Digital Era: A Study of Al-Attas’s Thought. J-PAI: Jurnal Pendidikan Agama Islam. https://doi.org/10.18860/jpai.v11i2.32660