Double Movement and Teacher Curriculum Agency: Fazlur Rahman's Hermeneutics as a Framework for Contextualizing Islamic Education Content

Faizatul Umma; Yaniz Naura Naviana Haryadi; Enggar Sedyaning Tyas; Faqih Abdul Aziz; Akbar Yusgiantara

doi:10.21580/rjtpd.v3i01.33834

Authors

Faizatul Umma Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, Indonesia
Yaniz Naura Naviana Haryadi Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, Indonesia
Enggar Sedyaning Tyas Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, Indonesia
Faqih Abdul Aziz Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, Indonesia https://orcid.org/0009-0002-3163-5167
Akbar Yusgiantara Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, Indonesia

DOI:

https://doi.org/10.21580/rjtpd.v3i01.33834

Abstract

This conceptual study reconstructs Fazlur Rahman's double movement hermeneutics as a framework for strengthening the curriculum agency of Islamic Religious Education (IRE) teachers in Indonesian madrasahs. While Indonesia's newest madrasah curriculum policy (KMA 1503/2025) requires teachers to contextualize normative content through deep learning and a love-based curriculum, the professional development literature has not supplied an explicit hermeneutic framework enabling them to do so. Employing library research with a hermeneutic-conceptual approach across fifty primary and secondary sources, the study proceeds in four analytical stages: reconstructing the epistemological structure of Rahman's double movement; mapping the concept of teacher curriculum agency in contemporary discourse; identifying the conceptual convergence and divergence between the two frameworks; and constructing a four-step procedural model for contextualizing IRE content. The study argues that double movement, long treated as a Qur'anic exegetical method and applied predominantly in Islamic law, offers a structurally fitting resource for teacher agency because both share a two-directional reflective temporal structure. The resulting hermeneutic disposition repositions the IRE teacher from a technical executor of curriculum into a responsible interpreter, with direct implications for the design of teacher professional development programs.

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