Problems of the Concept of Qada and Qadar in Islamic Education a Kalamiyah Review

Abstract

The concept of Qada and Qadar is a central element in Islamic creed that is often taught in a textual and normative manner in Islamic religious education, especially at the madrasah level. Such approaches frequently lead to confusion among students, particularly concerning the relationship between divine will and human freedom. This study aims to identify issues in students’ understanding of Qada and Qadar, analyze the relevance of Ilm al-Kalam in explaining the concept, and propose rational and contextual pedagogical strategies. A qualitative case study method was employed, involving Islamic education teachers, madrasah students, and scholars of Ilm al-Kalam as informants. Data were collected through interviews, observations, and document analysis, and examined using Miles and Huberman’s analytical model. The findings reveal that a normative teaching approach, dominant lecture-based methods, and limited instructional content result in students’ deterministic understanding of divine destiny. Conversely, a kalamic approach that introduces diverse theological perspectives enhances students’ insight and encourages reflective thinking. The study concludes that integrating rational approaches into the teaching of divine destiny is essential for fostering more critical and contextual religious understanding, and for empowering teachers to act as facilitators of thought rather than mere transmitters of dogma