Contextualizing Islamic Education in the Digital Era: An Analysis of Fazlur Rahman’s Double Movement Approach
Contextualizing Islamic Education in the Digital Era: An Analysis of Fazlur Rahman’s Double Movement Approach
DOI:
https://doi.org/10.51468/jpi.v8i2.1498Keywords:
Islamic Education, Digital Era, Fazlur Rahman, Double Movement, Educational ReformAbstract
This article examines the contextualization of Islamic education in the digital era through an analytical review of Fazlur Rahman’s double movement approach. The rapid development of digital technology has created new opportunities for innovation in teaching and learning, while simultaneously presenting challenges such as digital literacy gaps, the circulation of unverified religious information, and the declining emphasis on moral and spiritual values in educational practice. This study employs a library research design supported by content analysis to synthesize scholarly works related to educational reform and Rahman’s hermeneutical framework. The findings indicate that Rahman’s concept of integrating religious and scientific knowledge provides a strong theoretical foundation for developing an adaptive and value-oriented model of Islamic education. His double movement method—which combines historical contextualization of Qur’anic texts with their reinterpretation in contemporary socio technological settings—offers a relevant pathway for reconstructing curriculum design, pedagogical strategies, and ethical orientations in digital-age education. The study concludes that meaningful reform in Islamic education requires more than technological adoption; it necessitates epistemological reconstruction and pedagogical renewal grounded in Qur’anic values. Accordingly, Rahman’s framework presents a promising conceptual foundation for shaping Islamic education that is moderate, critical, creative, and responsive to the demands of the digital era.
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