Hamka’s Educational Reform Principles through His Interpretation of a Case Study

Abstract

The purpose of the study is to assess the approach used by Haji Abdul-Malik Karim Amrullah (HAMKA) in order to ascertain his thought and principles for improving education in order to inform the construction of educational methodology in Indonesian schools. The researcher used three approaches—historical, analytical, and inductive—to achieve this goal. The researcher used HAMKA's book Tafsir Al-Azhar and other relevant works to try and draw conclusions about his theory of education. An analytical method is employed to examine HAMKA's interpretation of the educational verses included in the Holy Qur'an. The historical method was employed by the researcher to learn about Indonesian educational history between 1908 and 1981. The study reached a number of conclusions, the most significant of which are as follows: First, it highlights the facets of Hamka's educational philosophy, which was predicated on the notion of an all-encompassing, universal, or global Islamic worldview. Second, with a strong emphasis on the Qur'an and Sunnah, he concentrated on the religious, social, and cultural foundations. Third, particularly in the face of Dutch and Japanese colonial governments, Hamka was able to adapt public education theory to the Indonesian situation. According to the research, Hamka did an excellent job raising Indonesians, and his book Tafsir Al-Azhar had a favorable effect on Indonesian society.