Rekonstruksi Pedagogi Pendidikan Islam Kontemporer: Dari Pendekatan Dogmatis Menuju Diskursus Dialogis

Abstract

Contemporary Islamic education is expected to nurture firm religious commitment alongside critical reasoning, yet its pedagogical practice is still often dominated by one-way doctrinal transmission. This article aims to reconstruct Islamic educational pedagogy by shifting from a dogmatic approach toward dialogical discourse. The study employs a qualitative literature review with thematic analysis of selected scholarly works on Islamic pedagogy, dialogic education, critical thinking, and religious moderation, strengthened by foundational theories from Freire, Bakhtin, Habermas, and Vygotsky. The findings show three points. First, pedagogical dogmatism is not an inherent trait of the Islamic tradition but a mode of transmission that separates doctrinal certainty from the process of reasoning. Second, the Islamic intellectual heritage offers rich dialogical resources, including prophetic dialogue, the halaqah tradition, and the concept of tadabbur, which can be brought into conversation with modern dialogic theory. Third, reconstruction requires change in five aspects: epistemology, the role of the teacher, method, discourse ethics, and evaluation. The article proposes an adab-based dialogical pedagogy that safeguards the authority of revelation while opening space for responsible interpretation