Pendidikan Islam Inklusif: Studi Komparatif Pemikiran Nurcholish Madjid dan Abdurrahman Wahid
DOI:
https://doi.org/10.15408/tadabbur.v5i1.52291Keywords:
Comparative Study, Inclusive Islamic Education , Nurcholish Madjid, Pluralism, Abdurrahman WahidAbstract
This study examines the concept of inclusive Islamic education through a comparative analysis of the educational thought of Nurcholish Madjid and Abdurrahman Wahid (Gus Dur), two influential Muslim intellectuals whose ideas have significantly shaped contemporary Islamic discourse in Indonesia. The study aims to identify the convergences and divergences in their perspectives on educational objectives, curriculum orientation, learning approaches, and the role of Islamic education in fostering an inclusive and pluralistic society. Employing a qualitative approach based on library research and comparative content analysis of the primary works of both scholars, supported by relevant secondary literature, the findings reveal that both thinkers reject formalistic and exclusive interpretations of Islamic education and instead advocate an educational model grounded in openness, humanity, and a contextual understanding of Islamic teachings. While Nurcholish Madjid emphasizes rationality, intellectual freedom, and the integration of religious and modern knowledge, Abdurrahman Wahid highlights pluralism, social justice, local wisdom, and the transformative role of pesantren. Despite these different emphases, both share a common vision of Islamic education as a means of cultivating democratic, tolerant, and socially responsible individuals. This study contributes to enriching contemporary discourse on inclusive Islamic education and provides a conceptual foundation for developing educational practices that are responsive to the challenges of multicultural societies.
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