Krisis Makna Menuju Kesadaran Ketuhanan: Rekonstruksi Paradigma Pendidikan Anak Berbasis Tauhid

Abstract

This article aims to analyze the phenomenon of the "meaning crisis" in modern child education and to propose a tauhid based educational paradigm as a philosophical foundation for fostering God-consciousness from an early age. The study employs a qualitative approach utilizing library research methods, involving a critical analysis of the Qur'an, Hadith, works of classical scholars, Ahlussunnah wal Jama'ah thought, as well as literature on Islamic educational philosophy and contemporary research. The findings indicate that modern education is experiencing a crisis of meaning due to the dominance of materialistic, utilitarian, and secularistic paradigms that divorce knowledge from the transcendental dimension. From an Islamic perspective, tauhid is understood not merely as a theological doctrine but as a philosophical paradigm that shapes the human worldview regarding the nature of the self, knowledge, the universe, and the purpose of life. Based on the study's conceptual synthesis, tauhid-based child education rests on two primary foundations ontological and axiological implemented through four stages: the internalization of tauhid, the cultivation of God-consciousness, character building, and social actualization. This conceptual model integrates intellectual, spiritual, moral, and social development into a unified whole centered on tauhid based values. The study concludes that reconstructing child education based on tauhid offers a relevant philosophical alternative to address the meaning crisis in modern education, while simultaneously presenting a Conceptual Model of *Tauhid*-Based Child Education as a theoretical contribution to the development of Islamic educational philosophy.