Reason and Revelation in Islamic Epistemology: A Hierarchical–Integrative Reconstruction
Abstract
This article examines the epistemological relationship between human reason (ʿaql) and revelation in Islamic thought, addressing the ongoing tension between rational autonomy and textual authority in contemporary interpretations. While existing studies often treat reason and revelation in isolation or as competing sources of knowledge, this study seeks to clarify how classical Islamic intellectual traditions conceptualize their relationship in an integrated and systematic manner. The study aims to analyze how major disciplines—particularly kalām (theology), uṣūl al-fiqh (legal theory), Qur’anic exegesis (tafsīr), and Islamic philosophy (falsafah)—define the function, scope, and limits of reason in relation to revelation. To achieve this, the research employs a qualitative library-based method, drawing on primary classical texts and supported by contemporary scholarly literature. The findings demonstrate that reason is consistently regarded as an essential epistemic instrument that enables moral responsibility, interpretive reasoning, and doctrinal articulation. However, its operation is normatively bounded, especially in matters related to metaphysics, the unseen, and definitive (qaṭʿī) texts. This study contributes to the field of Islamic epistemology by proposing a hierarchical–integrative model in which reason functions as a necessary yet subordinate instrument under the normative authority of revelation.
Downloads
References
Adabiyah, R. (2017). Kenabian perspektif Ibnu Sina. Refleksi: Jurnal Filsafat Dan Pemikiran Islam, 17(1), 61–78. https://doi.org/10.14421/ref.v17i1.1872
Adryan, M., & Santalia, I. (2022). Aliran Asy’ariyah: Sebuah kajian historis pengaruh aliran serta pokok teologinya. Innovative Journal of Social Science Research, 2(1), 754–759. https://doi.org/10.31004/innovative.v2i1.4846
Algifari, M. (2024). Selayang pandang tafsir bi al-ra’yi. Jurnal Iman Dan Spiritualitas, 3(4), 633–638. https://doi.org/10.15575/jis.v3i4.31042
Aminuddin, M., Falah, M., Salamat, N., Suryadi, N., Sriwahyuni, R., Parhan, M., & Syahidin, S. (2024). Paradigma konsep pendidikan hadhari dalam pendidikan Islam. Edukatif Jurnal Ilmu Pendidikan, 6(2), 1066–1080. https://doi.org/10.31004/edukatif.v6i2.6194
Dhestiana, N. (2020). Kedudukan akal dan wahyu perspektif M. Abduh dan Harun Nasution. Attanwir: Jurnal Keislaman Dan Pendidikan, 10(1), 13–29. https://doi.org/10.53915/jurnalkeislamandanpendidikan.v10i1.12
Erdriani, D., Mukhaiyar, M., & Anananda, A. (2024). Filosofis dan praktis dalam pemikiran al-Farabi dalam pendidikan. Populer: Jurnal Penelitian Mahasiswa, 3(4), 46–55. https://doi.org/10.58192/populer.v3i4.2688
Faruq, U., Rusdian, A., & Salsabila, T. (2024). Muhkam wa al-mutasyabihat. PJPI, 1(3), 9. https://doi.org/10.47134/pjpi.v1i3.448
Hafiz, A., & Walidin, W. (2024). Konsep pendidik dan peserta didik menurut al-Ghazali. JoME, 1(2), 109–115. https://doi.org/10.61683/jome.v1i02.58
Harun, I. (2022). Implementasi konsep maslahah mursalah dalam ekonomi Islam menurut tokoh Islam dan jumhur ulama. Jurnal Economina, 1(3), 563–577. https://doi.org/10.55681/economina.v1i3.132
Hidayat, R., & Rijal, S. (2024). Konstruksi ilmu dan metodologi pengetahuan di Barat serta pengaruhnya dalam pendidikan Islam di Indonesia. Jumper: Journal of Educational Multidisciplinary Research, 3(1), 99–116. https://doi.org/10.56921/jumper.v3i1.177
Humaedah, H., & Almubarak, M. (2021). Pemikiran al-Farabi tentang pendidikan dan relevansinya dengan dunia kontemporer. Jurnal Ilmiah Mahasiswa Raushan Fikr, 10(1), 104–113. https://doi.org/10.24090/jimrf.v10i1.4687
Husni, S. (2022). Akal dalam perspektif al-Qur’an. Ansiru PAI, 6(2), 14. https://doi.org/10.30821/ansiru.v6i2.13698
Kasmuri. (2023). Menimbang akal dalam falsafah hidup Buya Hamka. Nusantara Journal for Southeast Asian Islamic Studies, 19(2). https://doi.org/10.24014/nusantara.v19i2.28371
Ma’mun, H. (2022). Hubungan epistemologi keislaman Muhammad Abid al-Jabiri dengan tipologi penafsiran al-Qur’an. Journal of Islamic Civilization, 3(2), 135–148. https://doi.org/10.33086/jic.v3i2.2252
Madyan. (2025). Konsep akal dan wahyu dalam pemikiran al-Farabi dan Fazlur Rahman. https://doi.org/10.30631/6n9t1b72
Maryati, L., & Wahyuningsih, M. (2020). Pandangan al-Ghazali terhadap pendidikan aqliyah dalam kitab Ihya’ ulumuddin. Academia: Jurnal Ilmu Sosial Dan Humaniora, 2(2), 110–141. https://doi.org/10.54622/academia.v2i2.45
Muhajirin, M. (2022). Menimbang istihsan sebagai dalil legalitas dalam muamalah. Tatar Pasundan, 16(1), 90–102. https://doi.org/10.38075/tp.v16i1.265
Nugroho, E., & Ramadhan, H. (2022). Islamisasi pengetahuan dan penerapannya pada pendidikan Islam. Al-Mau‘Izhoh, 4(2), 1. https://doi.org/10.31949/am.v4i2.4466
Nurdin, A., & Sidik, A. (2022). Eksistensi dan polemik tafsir bi al-dirayah. Jurnal Iman Dan Spiritualitas, 2(3), 341–348. https://doi.org/10.15575/jis.v2i3.18610
Prasetia, A. (2025). Laporan Riskesdas.
Prasetia, S. (2023). Substansiasi nilai-nilai jiwa dalam pendidikan Islam: Perspektif Ibnu Sina. Muslim Heritage, 8(2), 167–188. https://doi.org/10.21154/muslimheritage.v8i2.7101
Romdhon, M., & Masruchin, M. (2023). Konsep akal menurut Fakhr al-Rāzī dalam tafsir Mafātīḥ al-ghayb. Kaca: Jurnal Dialogis Ilmu Ushuluddin, 13(2), 226–241. https://doi.org/10.36781/kaca.v13i2.487
Suardi, F., & Nurhidayah, L. (2023). Penafsiran ayat-ayat mutasyābihāt dalam sifat majī’. Izzatuna, 4(2), 1–11. https://doi.org/10.62109/ijiat.v4i2.48
Suntoro, R. (2022). Konsep akal bertingkat al-Farabi dalam perspektif neurosains dan relevansinya dengan pendidikan sains di madrasah. At-Tajdid, 10(1), 303. https://doi.org/10.52640/tajdid.v10i1.213
Sutoyib, N., & Soleh, A. (2024). Epistemologi burhani al-Ghazali dan Ibnu Rusyd: Studi komparasi. Refleksi: Jurnal Filsafat Dan Pemikiran Islam, 23(2), 288–309. https://doi.org/10.14421/ref.v23i2.5118
Syam, I., Alfathah, S., Zulaiha, E., & Ahmad, K. (2023). Kajian historis tafsir falsafi. Hanifiya: Jurnal Studi Agama-Agama, 6(1), 85–92. https://doi.org/10.15575/hanifiya.v6i1.18321
Verona, N. (2023). Pengembangan kurikulum PAI berbasis multikultural. At-Tarbiyah Al-Mustamirrah, 4(1), 40. https://doi.org/10.31958/atjpi.v4i1.6309
Wirman, E. (2019). Lima persoalan akal menurut Muhammad Abduh berdasarkan buku Hasyiah. Tajdid, 16(1), 91–104. https://doi.org/10.15548/tajdid.v16i1.83
Yanti, N. (2022). Konsep mashlahah mursalah perspektif ekonomi Islam. Studia Economica, 8(2), 312. https://doi.org/10.30821/se.v8i2.13832
Zahro, U., & Nursikin, M. (2024). Tawassuth dalam konteks pendidikan Islam wasathiyah. Afeksi, 5(1), 60–71. https://doi.org/10.35672/afeksi.v5i1.214
Copyright (c) 2026 Makrifat Makrifat, Indo Santalia, Andi Aderus, Yessy Kurniati

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




