EPISTEMOLOGI BAYANI, BURHANI, IRFANI DALAM INTEGRASI KEILMUAN
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Abstract
The development of modern scientific knowledge demands an educational paradigm capable of integrating Islamic values with rational and empirical approaches. Since the classical period, the Islamic intellectual tradition has offered three epistemological frameworks—bayani, burhani, and irfani—each possessing distinct characteristics in the process of knowledge production. This study aims to analyze the relationship, contributions, and implementation of these three epistemologies within the integration of knowledge in Islamic education. The method employed is a library research approach by examining books, journal articles, conference proceedings, and academic documents through the stages of literature inventory, classification, content analysis, and synthesis. The findings indicate that the bayani epistemology functions as a normative foundation for understanding revealed texts through linguistic principles and ushul fiqh methodologies. Burhani serves as a rational-empirical framework emphasizing demonstrative logic and verification of reality, making it relevant for strengthening scientific methods. Irfani complements both by providing a spiritual, ethical, and intuitive dimension as the basis for character formation in learners. The implementation of these three epistemologies in education can be realized through the integration of text-based learning (bayani), scientific research and observation (burhani), as well as moral and spiritual development (irfani). The synergy among them forms a holistic model of Islamic education that is adaptive to contemporary developments while remaining rooted in Islamic values. This study affirms that the epistemological integration of bayani, burhani, and irfani serves as an essential foundation for constructing a comprehensive Islamic scientific paradigm relevant to the needs of the modern era.
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References
Al-Ayyashi, M. (2022). Textual reasoning in Islamic jurisprudence: A critical review of Bayani epistemology. Journal of Islamic Legal Thought, 14(1), 55–70.
Al-Ghazali. (2000). Deliverance from error. Fons Vitae.
Al-Ghazali. (2000). Ihya’ ‘Ulum al-Din. Dar al-Kutub al-‘Ilmiyyah.
Al-Jabiri, M. A. (1990). Bunyah al-‘Aql al-‘Arabi. Markaz Dirasat al-Wihdah al-‘Arabiyyah.
Al-Jabiri, M. A. (2003). Takwin al-‘Aql al-‘Arabi. Markaz Dirasat al-Wihdah al-‘Arabiyyah.
Al-Rumooqi, S. (2018). Modes of epistemology in Islamic scholarship: A contemporary evaluation of Bayani, Burhani, and Irfani traditions. Islamic Studies Review, 26(2), 142–160.
Al-Shafi‘i, M. bin Idris. (2003). Al-Risālah (A. M. Khallaf, Ed.). Dar al-Fikr.
Azra, A. (2019). Islam, education, and modernity. Prenadamedia Group.
Bahagia, B., & Fitriani, R. (2020). Pendekatan bayani dan tantangan modernitas dalam studi keislaman. Jurnal Studi Islam Kontemporer, 14(2), 112–130.
Bakhtiar, A. (2023). Filsafat ilmu dalam Islam: Bayani, Burhani, dan Irfani. Prenada Media.
Chittick, W. (1989). The Sufi path of knowledge: Ibn al-‘Arabi’s metaphysics of imagination. State University of New York Press.
Corbin, H. (1993). History of Islamic philosophy. Kegan Paul International.
Corbin, H. (1993). The voyage and the messenger: Iran and philosophy. North Atlantic Books.
Fadel As’ad, M., Rahman, A., & Lathifah, N. (2025). Epistemologi bayani dan dinamika metodologi ushul fiqh di era modern. Jurnal Filsafat Hukum Islam, 5(1), 45–62.
Fithoroini, R. (2022). Epistemologi bayani dan relevansinya dalam pendidikan Islam kontemporer. Jurnal Ushuluddin dan Pemikiran Islam, 13(1), 55–70.
Haeri, D. (2014). The spirit of Sufi epistemology. Islamic College Press.
Haeri, S. (2006). The principles of Sufism. Threshold Books.
Haeri, S. (2006). The spirit of Islamic education. Suhail Academy.
Hidayat, A. (2020). Integrasi ilmu dalam pendidikan Islam. Pustaka Pelajar.
Ibn Rushd. (1961). Fasl al-Maqal. Dar al-Ma‘arifah.
Ibn Sina. (1952). Al-Shifa: Al-Burhan. Dar al-Ma‘arif.
Ibn Sina. (2005). Metaphysics of healing. Brigham Young University Press.
Indra, M. (2019). Model integrasi keilmuan dalam perspektif epistemologi Islam kontemporer. Jurnal Studi Keislaman, 17(2), 201–220.
Knysh, A. (2017). Sufism: A new history of Islamic mysticism. Princeton University Press.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). SAGE Publications.
Kurniawan, A. (2020). Ushul fiqh and textual epistemology: Re-examining Bayani method in modern Islamic thought. Journal of Islamic Studies and Humanities, 5(1), 33–48.
Makiah, S. (2014). Relevansi epistemologi bayani dalam pengembangan ilmu pengetahuan. Jurnal Pemikiran Keislaman, 19(2), 233–247.
Nasr, S. H. (1996). Knowledge and the sacred. State University of New York Press.
Nasr, S. H. (1996). Religion and the order of nature. Oxford University Press.
Nasr, S. H. (1996). Science and civilization in Islam. ABC International Group.
Nasr, S. H. (2012). Islamic philosophy from its origin to the present: Philosophy in the land of prophecy. State University of New York Press.
Nasr, S. H. (2012). The need for a sacred science. Curzon Press.
Nasr, S. H. (2015). Islamic philosophy and the modern world. SUNY Press.
Rahman, F. (2017). Islam and modern knowledge. IIUM Press.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Syarif, M. (2022). Hermeneutika kontekstual sebagai pendekatan alternatif dalam studi bayani. Jurnal Metodologi Islam, 8(1), 77–94.
Zaman, Q. (2012). Authority, text, and method: The Bayani epistemology in Islamic legal theory. Asian Journal of Islamic Studies, 4(3), 210–228.
Zed, M. (2014). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Main Article Content
Abstract
The development of modern scientific knowledge demands an educational paradigm capable of integrating Islamic values with rational and empirical approaches. Since the classical period, the Islamic intellectual tradition has offered three epistemological frameworks—bayani, burhani, and irfani—each possessing distinct characteristics in the process of knowledge production. This study aims to analyze the relationship, contributions, and implementation of these three epistemologies within the integration of knowledge in Islamic education. The method employed is a library research approach by examining books, journal articles, conference proceedings, and academic documents through the stages of literature inventory, classification, content analysis, and synthesis. The findings indicate that the bayani epistemology functions as a normative foundation for understanding revealed texts through linguistic principles and ushul fiqh methodologies. Burhani serves as a rational-empirical framework emphasizing demonstrative logic and verification of reality, making it relevant for strengthening scientific methods. Irfani complements both by providing a spiritual, ethical, and intuitive dimension as the basis for character formation in learners. The implementation of these three epistemologies in education can be realized through the integration of text-based learning (bayani), scientific research and observation (burhani), as well as moral and spiritual development (irfani). The synergy among them forms a holistic model of Islamic education that is adaptive to contemporary developments while remaining rooted in Islamic values. This study affirms that the epistemological integration of bayani, burhani, and irfani serves as an essential foundation for constructing a comprehensive Islamic scientific paradigm relevant to the needs of the modern era.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Al-Ayyashi, M. (2022). Textual reasoning in Islamic jurisprudence: A critical review of Bayani epistemology. Journal of Islamic Legal Thought, 14(1), 55–70.
Al-Ghazali. (2000). Deliverance from error. Fons Vitae.
Al-Ghazali. (2000). Ihya’ ‘Ulum al-Din. Dar al-Kutub al-‘Ilmiyyah.
Al-Jabiri, M. A. (1990). Bunyah al-‘Aql al-‘Arabi. Markaz Dirasat al-Wihdah al-‘Arabiyyah.
Al-Jabiri, M. A. (2003). Takwin al-‘Aql al-‘Arabi. Markaz Dirasat al-Wihdah al-‘Arabiyyah.
Al-Rumooqi, S. (2018). Modes of epistemology in Islamic scholarship: A contemporary evaluation of Bayani, Burhani, and Irfani traditions. Islamic Studies Review, 26(2), 142–160.
Al-Shafi‘i, M. bin Idris. (2003). Al-Risālah (A. M. Khallaf, Ed.). Dar al-Fikr.
Azra, A. (2019). Islam, education, and modernity. Prenadamedia Group.
Bahagia, B., & Fitriani, R. (2020). Pendekatan bayani dan tantangan modernitas dalam studi keislaman. Jurnal Studi Islam Kontemporer, 14(2), 112–130.
Bakhtiar, A. (2023). Filsafat ilmu dalam Islam: Bayani, Burhani, dan Irfani. Prenada Media.
Chittick, W. (1989). The Sufi path of knowledge: Ibn al-‘Arabi’s metaphysics of imagination. State University of New York Press.
Corbin, H. (1993). History of Islamic philosophy. Kegan Paul International.
Corbin, H. (1993). The voyage and the messenger: Iran and philosophy. North Atlantic Books.
Fadel As’ad, M., Rahman, A., & Lathifah, N. (2025). Epistemologi bayani dan dinamika metodologi ushul fiqh di era modern. Jurnal Filsafat Hukum Islam, 5(1), 45–62.
Fithoroini, R. (2022). Epistemologi bayani dan relevansinya dalam pendidikan Islam kontemporer. Jurnal Ushuluddin dan Pemikiran Islam, 13(1), 55–70.
Haeri, D. (2014). The spirit of Sufi epistemology. Islamic College Press.
Haeri, S. (2006). The principles of Sufism. Threshold Books.
Haeri, S. (2006). The spirit of Islamic education. Suhail Academy.
Hidayat, A. (2020). Integrasi ilmu dalam pendidikan Islam. Pustaka Pelajar.
Ibn Rushd. (1961). Fasl al-Maqal. Dar al-Ma‘arifah.
Ibn Sina. (1952). Al-Shifa: Al-Burhan. Dar al-Ma‘arif.
Ibn Sina. (2005). Metaphysics of healing. Brigham Young University Press.
Indra, M. (2019). Model integrasi keilmuan dalam perspektif epistemologi Islam kontemporer. Jurnal Studi Keislaman, 17(2), 201–220.
Knysh, A. (2017). Sufism: A new history of Islamic mysticism. Princeton University Press.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). SAGE Publications.
Kurniawan, A. (2020). Ushul fiqh and textual epistemology: Re-examining Bayani method in modern Islamic thought. Journal of Islamic Studies and Humanities, 5(1), 33–48.
Makiah, S. (2014). Relevansi epistemologi bayani dalam pengembangan ilmu pengetahuan. Jurnal Pemikiran Keislaman, 19(2), 233–247.
Nasr, S. H. (1996). Knowledge and the sacred. State University of New York Press.
Nasr, S. H. (1996). Religion and the order of nature. Oxford University Press.
Nasr, S. H. (1996). Science and civilization in Islam. ABC International Group.
Nasr, S. H. (2012). Islamic philosophy from its origin to the present: Philosophy in the land of prophecy. State University of New York Press.
Nasr, S. H. (2012). The need for a sacred science. Curzon Press.
Nasr, S. H. (2015). Islamic philosophy and the modern world. SUNY Press.
Rahman, F. (2017). Islam and modern knowledge. IIUM Press.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Syarif, M. (2022). Hermeneutika kontekstual sebagai pendekatan alternatif dalam studi bayani. Jurnal Metodologi Islam, 8(1), 77–94.
Zaman, Q. (2012). Authority, text, and method: The Bayani epistemology in Islamic legal theory. Asian Journal of Islamic Studies, 4(3), 210–228.
Zed, M. (2014). Metode penelitian kepustakaan. Yayasan Obor Indonesia.