AN EPISTEMOLOGICAL CRITIQUE OF ISLAMIC RELIGIOUS EDUCATION MATERIALS:FROM INDOCTRINATION TO CRITICAL AND REFLECTIVE LEARNING

Abstract

Islamic Religious Education (IRE) materials in Indonesia have predominantly been developed through a normative and doctrinal approach that emphasizes obedience and memorization rather than critical thinking and moral reflection. This article aims to examine the epistemological foundations underlying IRE materials by employing perspectives from critical pedagogy and Islamic philosophy of knowledge. Using a qualitative approach with library research methods, this study analyzes the relationship between religious epistemology, educational paradigms, and the construction of learning materials. The findings reveal that indoctrinative tendencies in IRE originate from a textualist epistemology that limits dialogue, rational inquiry, and contextual understanding. In contrast, a reflective paradigm of Islamic education requires the integration of revelation, reason, and lived experience in the learning process. This study proposes a critical-reflective learning orientation that positions students as active subjects in meaning-making rather than passive recipients of religious doctrines. Epistemological reconstruction of IRE materials is therefore essential to fostering rational, moderate, and reflective Muslim learners capable of responding to contemporary social challenges.