Formulating the Educational Thought Movement of Muhammadiyah in the Second Century

Abstract

This article addresses two primary questions: the challenges of building a knowledge movement from the perspective of Muhammadiyah’s second-century education and the ideas behind the direction of Muhammadiyah’s educational transformation during this period. Based on data analysis, the study reveals that issues related to Islamic education, particularly within the context of Muhammadiyah education, have long been a significant discourse among Muslim communities. Muhammadiyah is motivated to revisit the existing epistemological framework of knowledge because the current paradigms are deemed insufficient to meet the needs of the ummah. Education serves as an inspiration for the emergence of Muhammadiyah's charitable and social service movements. The research method employed is descriptive qualitative, using a literature research approach, with document studies, observations, and interviews as data collection methods. The findings indicate that Muhammadiyah's education seeks to develop a variant of religious movement ideology based on socio-religious organizations, considering the increasingly blurred concept of holistic Islamic education. Enhancing students' reasoning ability becomes a primary agenda, with renewal, creativity, and freedom of thought as the objectives to be achieved in the implementation of Islamic education according to Islamic educational philosophy.