The Relation between Islam and The State from Islamic Education Perspective: Al-Banna, Haikal and Raziq’ Thought

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Published: Aug 20, 2021
DOI: https://doi.org/10.28918/jupe.v18i2.3566
Keywords:
Hasan Al-Banna, Muhammad Husein Haikal, Ali Abdul Raziq, Islamic Education, The Relation between Islam and The State

Main Article Content

Nanang Hasan Susanto
Institut Agama Islam Negeri Pekalongan
Mudjahirin Thohir
Universitas Diponegoro Semarang
Abdul Wahib
Universitas Islam Negeri Semarang
Abdul Mukhlis
Institut Agama Islam Negeri Pekalongan
Yayan Rahayani
University of South Australia

Abstract

This research discusses the relation between Islam and the State among Muslim scholars. Many discuss the relation between Islam and the State from Sharia and historical viewpoints. However, this study examines the relation from education standpoint. The literature research looks at academic publications from prominent Muslim scholars around the world. This research asserts that the study on relation between Islam dan the State can be divided into three main categories: integrative, substantive and secular. In relation to education, those studies reveal that educational institutions attempt to align their teaching ideology with the ideology of its founder or stakeholders. Despite their significant differences, all Muslim scholars derive their thought and discussion from thelogical foundation of Al-Qur’an and Hadith. They also seem to show a common ground in defining Islamic Education. Nevertheless, Islamic education institutions present various views on teaching the ideology in relation between Islam and the State, from moderate teaching to radical teaching or understanding.

Article Details

How to Cite
Susanto, N. H., Thohir, M., Wahib, A. . . ., Mukhlis, A., & Rahayani, Y. (2021). The Relation between Islam and The State from Islamic Education Perspective: Al-Banna, Haikal and Raziq’ Thought. Jurnal Penelitian, 18(2), 119–130. https://doi.org/10.28918/jupe.v18i2.3566
Issue
Vol. 18 No. 2 (2021)
Section
Artikel

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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