Recontextualizing History Education and Islamic Thought Studies through the Inquiry Method in the Post-Truth Era
Main Article Content
Abstract
The post-truth era has generated an epistemological crisis in which truth is often replaced by opinion and emotional narratives amplified through digital media. This condition significantly affects history education and Islamic thought, as it weakens students’ ability to think critically, analyze historical evidence, and uphold moral responsibility in understanding truth. This paper aims to explore the challenges of history learning in the post-truth context and propose the inquiry method as a constructive pedagogical solution. Using a qualitative document analysis approach, the study examines academic articles related to history pedagogy, inquiry-based learning, and Islamic epistemology. The findings indicate that the decline of expertise and the spread of misinformation demand an educational shift towards reflective, evidence-based, and ethically guided learning. The Reflective-Digital Historical Learning model integrates digital literacy, critical reasoning, and Islamic epistemic values such as tabayyun (verification) and tahqiq (deep investigation) to strengthen epistemic awareness. The study concludes that implementing inquiry-based history learning supported by Islamic epistemological principles can cultivate critical, ethical, and truth-oriented learners capable of navigating complex information in the digital age.
Article Details
How to Cite
NADILLA, Dewicca Fatma et al.
Recontextualizing History Education and Islamic Thought Studies through the Inquiry Method in the Post-Truth Era.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 896-905, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3695>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3695.
Section
Articles
References
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Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping With the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353–369. https://doi.org/10.1016/j.jarmac.2017.07.008
Li, L., Srivastava, N., Rong, J., Guan, Q., Gašević, D., & Chen, G. (2025). When and How Biases Seep In: Enhancing Debiasing Approaches for Fair Educational Predictive Analytics. British Journal of Educational Technology, 56(6), 2478–2501. https://doi.org/10.1111/bjet.13575
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Meilina, A. P., & Roziman, R. (2025). Post-Truth Society Dan Pendidikan Islam: Membentuk Karakter Kritis-Religius Generasi Alpha. Al-Tarbiyah, 3(4), 171–182. https://doi.org/10.59059/al-tarbiyah.v3i4.2795
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Mukhlishin, M., Wahyudi, A. T., & Ramadhan, J. (2023). Unveiling the Power of Burhâni Epistemology in Reshaping Islamic Economic Law for a Fair Financial Landscape. Al-Ahkam Jurnal Ilmu Syari’ah Dan Hukum, 8(2), 139–154. https://doi.org/10.22515/alahkam.v8i2.8482
Mukoyimah, M., Ruhang, & Syariah, Q. (2023). Media Literacy Among Santri Students Efforts to Build Originality and Credibility of Citizen Journalism. Iqtida Journal of Da Wah and Communication, 3(2), 124–135. https://doi.org/10.28918/iqtida.v3i2.2160
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Purnama, R. F. (2021). The Concept of Tabayyūn in the Qur’ān: Efforts to Address the Spread of Information on Social Media. Jurnal At-Tibyan Jurnal Ilmu Alqur`an Dan Tafsir, 6(1), 40–58. https://doi.org/10.32505/at-tibyan.v6i1.2372
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Sukirman, S. (2022). The KKNI-based ELT Curriculum Applied in Islamic Higher Education in Indonesia: Global Curriculum Ideology Perspectives. Kasetsart Journal of Social Sciences, 43(2). https://doi.org/10.34044/j.kjss.2022.43.2.07
Umamah, N., Masruroh, R., Sumardi, S., & Marjono, M. (2023). Improving Student’ Historical Thinking Skills Using the Inquiry-Based Learning Model. International Journal of Social Science and Human Research, 6(11). https://doi.org/10.47191/ijsshr/v6-i11-62
Wansink, B. G., Akkerman, S., & Wubbels, T. (2016). The Certainty Paradox of Student History Teachers: Balancing Between Historical Facts and Interpretation. Teaching and Teacher Education, 56, 94–105. https://doi.org/10.1016/j.tate.2016.02.005
Wibowo, T. U. S. H., Akbar, F., & Fauzan, M. S. (2023). Tantangan dan peluang penggunaan aplikasi chat GPT dalam pelaksanaan pembelajaran sejarah berbasis dimensi 5.0. Jurnal Petisi (Pendidikan Teknologi Informasi), 4(2), 69–76.
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Agustinova, D. E., Sariyatun, S., Sutimin, L. A., & Purwanta, H. (2022). Urgensi Keterampilan 4c Abad 21 Dalam Pembelajaran Sejarah. Socia Jurnal Ilmu-Ilmu Sosial, 19(1), 49–60. https://doi.org/10.21831/socia.v19i1.49478
Anderson, N., Nguyen, M., Marcotte, K., Ramos, M. A., Gruppen, L. D., & Boatright, D. (2023). The Long Shadow: A Historical Perspective on Racism in Medical Education. Academic Medicine, 98(8S), S28–S36. https://doi.org/10.1097/acm.0000000000005253
Asmuni, A. (2021). Penerapan Model Pembelajaran Inkuiri Berbasis Google Classroom Untuk Meningkatkan Kemampuan Berfikir Kritis Dan Aktivitas Belajar PAI Dan Budi Pekerti Pada Peserta Didik SMA Negeri 1 Selong. Jurnal Teknologi Pendidikan Jurnal Penelitian Dan Pengembangan Pembelajaran, 6(1), 26. https://doi.org/10.33394/jtp.v6i1.3593
Av-Shalom, N. Y., Zimmerman, R. M., Chinn, C. A., & Duncan, R. G. (2019). Analysis of Different Categories of Epistemic and Metacognitive Discourse in Argumentation. Studia Paedagogica, 24(4), 101. https://doi.org/10.5817/sp2019-4-5
Baker, R. S., & Hawn, A. (2021). Algorithmic Bias in Education. International Journal of Artificial Intelligence in Education, 32(4), 1052–1092. https://doi.org/10.1007/s40593-021-00285-9
Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic Beliefs and Prior Knowledge as Predictors of the Construction of Different Types of Arguments on Socioscientific Issues. Journal of Research in Science Teaching, 57(8), 1199–1227. https://doi.org/10.1002/tea.21627
Benson, P. (2014). Narrative Inquiry in Applied Linguistics Research. Annual Review of Applied Linguistics, 34, 154–170. https://doi.org/10.1017/s0267190514000099
Bujuri, D. A., Sari, M., Handayani, T., & Saputra, A. D. (2023). Penggunaan media sosial dalam pembelajaran: Analisis dampak penggunaan media Tiktok terhadap motivasi belajar siswa di Sekolah Dasar. Jurnal Ilmiah Pendidikan Dasar, 10(2), 112–127.
Capilla, P. (2021). Post-Truth as a Mutation of Epistemology in Journalism. Media and Communication, 9(1), 313–322. https://doi.org/10.17645/mac.v9i1.3529
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020). Education for a “Post-Truth” World: New Directions for Research and Practice. Educational Researcher, 50(1), 51–60. https://doi.org/10.3102/0013189x20940683
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Delpasya, K. K. C., Rosadi, A., Ridwan, D., & Nur, R. A. (2022). Pengaruh Penggunaan Model Pembelajaran Inkuiri Terhadap Hasil Belajar PAI Siswa Pada Masa Pandemi. Diajar Jurnal Pendidikan Dan Pembelajaran, 1(3), 348–355. https://doi.org/10.54259/diajar.v1i3.994
Firnanda, M. (2020). Memahami Cara Berpikir Historis Untuk Pembelajaran Sejarah. https://doi.org/10.35542/osf.io/zwfeq
Garrett, R. (2017). The “Echo Chamber” Distraction: Disinformation Campaigns Are the Problem, Not Audience Fragmentation. Journal of Applied Research in Memory and Cognition, 6(4), 370–376. https://doi.org/10.1016/j.jarmac.2017.09.011
Hadiyanti, D. (2022). Penggunaan Model Pembelajaran Inquiry Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Sejarah Di Sman 9 Kota Cirebon. Journal of Social Research, 1(10), 1155–1163. https://doi.org/10.55324/josr.v1i10.247
Hidayatulloh, T. (2024). Navigating Contemporary Islamic Reason: An Epistemological Analysis of Mohammed Arkoun. Jurnal Pemikiran Islam, 4(1), 1–18. https://doi.org/10.22373/jpi.v4i1.23080
Hoggan‐Kloubert, T., & Hoggan, C. (2022). Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism. Adult Education Quarterly, 73(1), 3–20. https://doi.org/10.1177/07417136221080424
Hyman, I. E., & Jalbert, M. (2017). Misinformation and Worldviews in the Post-Truth Information Age: Commentary on Lewandowsky, Ecker, and Cook. Journal of Applied Research in Memory and Cognition, 6(4), 377–381. https://doi.org/10.1016/j.jarmac.2017.09.009
Jadidah, A. (2024). Relevansi Konsep Adab Guru-Murid Menurut Al-Ghazali Dengan Pendidikan Kontemporer: Studi Kitab Bidāyah Al-Hidāyah. Ierj, 2(1). https://doi.org/10.62976/ierj.v2i1.758
Kaviza, M. (2019). Sikap Belajar Sejarah Melalui Penerokaan Sumber Sejarah. Malaysian Journal of Social Sciences and Humanities (Mjssh), 4(5), 69–75. https://doi.org/10.47405/mjssh.v4i5.337
Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping With the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353–369. https://doi.org/10.1016/j.jarmac.2017.07.008
Li, L., Srivastava, N., Rong, J., Guan, Q., Gašević, D., & Chen, G. (2025). When and How Biases Seep In: Enhancing Debiasing Approaches for Fair Educational Predictive Analytics. British Journal of Educational Technology, 56(6), 2478–2501. https://doi.org/10.1111/bjet.13575
Lynch, M. (2017). STS, Symmetry and Post-Truth. Social Studies of Science, 47(4), 593–599. https://doi.org/10.1177/0306312717720308
Meilina, A. P., & Roziman, R. (2025). Post-Truth Society Dan Pendidikan Islam: Membentuk Karakter Kritis-Religius Generasi Alpha. Al-Tarbiyah, 3(4), 171–182. https://doi.org/10.59059/al-tarbiyah.v3i4.2795
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods.
Mukhlishin, M., Wahyudi, A. T., & Ramadhan, J. (2023). Unveiling the Power of Burhâni Epistemology in Reshaping Islamic Economic Law for a Fair Financial Landscape. Al-Ahkam Jurnal Ilmu Syari’ah Dan Hukum, 8(2), 139–154. https://doi.org/10.22515/alahkam.v8i2.8482
Mukoyimah, M., Ruhang, & Syariah, Q. (2023). Media Literacy Among Santri Students Efforts to Build Originality and Credibility of Citizen Journalism. Iqtida Journal of Da Wah and Communication, 3(2), 124–135. https://doi.org/10.28918/iqtida.v3i2.2160
Mutawally, A. F. (2021). Pengembangan Model Project Based Learning Dalam Pembelajaran Sejarah.
Nurdiyanto, N., Bahar, F. A., Kurahman, O. T., & Suhartini, A. (2024). History of Islamic Education in Indonesia and Its Relevance to the Modern Era. Edunesia Jurnal Ilmiah Pendidikan, 5(2), 848–867. https://doi.org/10.51276/edu.v5i2.886
Nurgenti, S. (2025). Revitalisasi Nilai Pendidikan Islam Imam Al-Ghazali Dalam Ihya’ Ulumuddin. Ngaji, 4(2), 105–115. https://doi.org/10.24260/ngaji.v4i2.83
Patin, B., Sebastian, M., Yeon, J., Bertolini, D., & Grimm, A. (2021). Interrupting Epistemicide: A Practical Framework for Naming, Identifying, and Ending Epistemic Injustice in the Information Professions. Journal of the Association for Information Science and Technology, 72(10), 1306–1318. https://doi.org/10.1002/asi.24479
Poya, A., & Rizapoor, H. (2023). Al-Ghazali’s Theory of Real Knowledge: An Exploration of Knowledge Integration in Islamic Epistemology Through Contemporary Perspectives. International Journal of Humanities Education and Social Sciences (Ijhess), 3(2). https://doi.org/10.55227/ijhess.v3i2.627
Purnama, R. F. (2021). The Concept of Tabayyūn in the Qur’ān: Efforts to Address the Spread of Information on Social Media. Jurnal At-Tibyan Jurnal Ilmu Alqur`an Dan Tafsir, 6(1), 40–58. https://doi.org/10.32505/at-tibyan.v6i1.2372
Purnomo, A., Romadi, Kurniawan, G. F., Maulida, I. C., Worotyca, T. I., & Naziya, I. (2023). Peningkatan Keterampilan Pengembangan Media Bagi Guru Sejarah Kabupaten Semarang Melalui Pelatihan Pemanfaatan Podcast Dalam Pembelajaran. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 2(2), 40–48. https://doi.org/10.31004/jerkin.v2i2.204
Roux, R. (2025). Transformative Learning and the Test of Truth: Towards Conceptual Validation. Journal of Transformative Education. https://doi.org/10.1177/15413446251338055
Rusmawati, R., Nur Raafitta Suci Zahratun Nisa, & Nisa, Z. (2022). Pembelajaran Pendidikan Agama Islam Interdisiplin Di Sekolah Dasar. Sittah Journal of Primary Education, 3(1), 90–101. https://doi.org/10.30762/sittah.v3i2.333
Sariyatun, Sutimin, L. A., Ardianto, D. T., & Abidin, N. F. (2024). Critical Discourse Analysis of G30S Representations in Grade XII Indonesian History Textbooks: A Comparative Study Across Different Curricula (1994-2013). Theory and Practice in Language Studies, 14(6), 1927–1936. https://doi.org/10.17507/tpls.1406.34
Sukirman, S. (2022). The KKNI-based ELT Curriculum Applied in Islamic Higher Education in Indonesia: Global Curriculum Ideology Perspectives. Kasetsart Journal of Social Sciences, 43(2). https://doi.org/10.34044/j.kjss.2022.43.2.07
Umamah, N., Masruroh, R., Sumardi, S., & Marjono, M. (2023). Improving Student’ Historical Thinking Skills Using the Inquiry-Based Learning Model. International Journal of Social Science and Human Research, 6(11). https://doi.org/10.47191/ijsshr/v6-i11-62
Wansink, B. G., Akkerman, S., & Wubbels, T. (2016). The Certainty Paradox of Student History Teachers: Balancing Between Historical Facts and Interpretation. Teaching and Teacher Education, 56, 94–105. https://doi.org/10.1016/j.tate.2016.02.005
Wibowo, T. U. S. H., Akbar, F., & Fauzan, M. S. (2023). Tantangan dan peluang penggunaan aplikasi chat GPT dalam pelaksanaan pembelajaran sejarah berbasis dimensi 5.0. Jurnal Petisi (Pendidikan Teknologi Informasi), 4(2), 69–76.
Wilke, M., Depaepe, F., & Nieuwenhuyse, K. V. (2022). The Interplay Between Historical Thinking and Epistemological Beliefs: A Case Study With History Teachers in Flanders. Historical Encounters a Journal of Historical Consciousness Historical Cultures and History Education, 9(1), 196–219. https://doi.org/10.52289/hej9.111