El-Rusyd

Philosophy of Science and Social Construction: An Epistemological Study in the Indonesian Context

Herina Yanti, Ridha Ahida — Tue, 28 Nov 2023 00:00:00 +0700

Exploring the relationship between the philosophy of science and social construction provides a critical foundation for understanding the development of scientific knowledge in modern society, particularly within the Indonesian context. The philosophy of science, which examines the epistemological, ontological, and methodological foundations of scientific inquiry, is influenced by the post-positivist paradigm that emphasizes the role of social factors such as culture and norms in shaping knowledge. Meanwhile, Berger and Luckmann’s theory of social construction views scientific knowledge as the result of social interaction, negotiation, and institutionalization rather than an absolutely objective entity. Using qualitative methods with a content analysis approach and a synthetic examination of sources such as journals, books, and local case studies, this research reveals that scientific knowledge in Indonesia is shaped by local values such as mutual cooperation, post-reform political agendas, and cultural narratives, which often give rise to epistemic bias and the marginalization of traditional knowledge. The key findings highlight practical implications in the fields of education, health, and the environment, suggesting that integrating a decolonial philosophy of science can reduce injustice and support inclusive policies such as the National Health Insurance. Overall, this interdisciplinary approach affirms that scientific knowledge is dynamic and contextual, encouraging critical reflection on absolute objectivity to promote equitable and sustainable development.

Parental Strategies for Stimulating Speech Skills in Young Children

Ikromah Ikromah, Yolanda Pahrul, Maulida Nur, Inten Risna — Fri, 28 Nov 2025 00:00:00 +0700

Speaking ability is an important aspect of early childhood development because it forms the basis of communication, learning, and social interaction. This study aims to describe parental strategies for stimulating speaking skills in early childhood and to identify the factors that influence them. The study used a qualitative method with a case study approach conducted in an early childhood education setting. Data were obtained from three informants, namely parents and their 6-year-old children with speech delays. Data were collected through observation, in-depth interviews, and documentation, then analyzed thematically. The findings indicate that parental strategies for stimulating children's speaking skills include creating a pleasant communication environment, reading stories, singing together, role-playing, using visual media such as picture cards and posters, and repeating words to practice pronunciation. Singing and playing were found to be the most effective methods because children enjoyed them and they facilitated the acquisition of new vocabulary. Factors that hinder speech development include limited interaction time due to parents' busy schedules, excessive use of electronic devices, lack of communication with peers, the habit of using “baby talk,” the child's health condition, and hereditary factors. These findings confirm that consistent, varied stimulation tailored to children’s interests is crucial for speaking development during the Golden Age period. The study recommends collaboration between parents and early childhood education institutions in providing a language-rich environment and limiting the use of electronic devices.

A Comparative Analysis of Classical and Contemporary Integrative Methodologies in Islamic Education Studies

Ade Putra Hayat, Charles Charles — Fri, 28 Nov 2025 00:00:00 +0700

This study examines the fundamental issue of epistemological tension as well as the potential for synergy between classical integrative methodology and contemporary integrative methodology in the study of Islamic education. The purpose of this study is to analyze in depth the similarities, differences, and potential synthesis of both approaches as an effort to construct a relevant paradigm of Islamic education in the modern era. The research was conducted using a qualitative method with a content analysis approach and comparative analysis. The results indicate that classical integrative methodology is rooted in the concept of wahdat al-‘ilm with a theocentric orientation, whereas contemporary integrative methodology is dialogical, multidisciplinary, and responsive to the development of modern scientific knowledge. A new finding of this study is the importance of reconstructing a methodology that not only preserves the values of tawhid but also promotes social transformation and scientific innovation. The main conclusion of this study is that a synthesis of the two is necessary to produce a transformative-integrative model that is relevant to the needs of Islamic Higher Education Institutions in the era of globalization. These findings are significant for the development of curricula, educational policies, and interdisciplinary research oriented toward forming individuals who are holistic, critical, productive, and contributive.

A Content Analysis of the Philosophical Foundations of the Islamic Religious Education Curriculum

Sri Hidayati, Gref Kemerindo, Ramli Yakub, Rahmat Fadli, Ahmad Lahmi — Wed, 03 Dec 2025 00:00:00 +0700

The development of an Islamic Education curriculum requires a strong philosophical foundation so that it does not become limited to technical-administrative aspects. This article aims to explain the relationship between foundational philosophy, institutional vision and mission, and their implementation in designing the Islamic Religious Education curriculum. This study employs a qualitative method with a content analysis approach using various literature sources that discuss educational policy, curriculum theory, and implementation practices in Islamic educational institutions. The analysis indicates that the philosophy of Islamic education serves as the basis for formulating learning objectives oriented toward Tauhid values and character formation. The vision and mission function as a bridge between philosophical values and the operational direction of the curriculum. In addition, the development of curriculum components such as objectives, content, methods, and evaluation requires principles of relevance, flexibility, continuity, efficiency, and effectiveness. The review of practices in Madrasah Aliyah and Vocational High Schools suggests differences in implementation emphasis according to each institution’s context. These findings indicate that the alignment between foundational philosophy, vision and mission, and curriculum structure is essential for producing a more adaptive and contextually relevant Islamic Religious Education curriculum.

Integrating Mixed Methods Paradigms for Research Gap Identification in Islamic Education Research

Yudi Gucandra, Sesmiarni Sesmiarni — Wed, 03 Dec 2025 00:00:00 +0700

The phenomenon of weak problem identification and research gap analysis in Islamic Education studies reflects a serious epistemological challenge within the academic environment. Many student and faculty research projects remain repetitive and lack strong theoretical and empirical grounding. This article aims to examine the epistemological differences between quantitative and qualitative paradigms in the process of identifying research gaps and to integrate both within the methodology of Islamic Education research. The study employs a qualitative method using a conceptual Systematic Literature Review (SLR) by reviewing scientific articles indexed in Scopus and SINTA from 2020 to 2025. The data were analyzed through narrative and comparative synthesis focusing on ontological, epistemological, and methodological dimensions. The findings indicate that the quantitative paradigm is oriented toward theoretical verification (gap of extension and conflict), whereas the qualitative paradigm emphasizes meaning exploration (gap of void and emergent meaning). The integration of both paradigms produces the Epistemological Gap Framework (EGF), a conceptual model that combines the logic of verification and exploration in formulating research gaps in Islamic Education. This model is expected to strengthen methodological rigor, enhance epistemological awareness, and enrich the scholarly contribution to the development of Islamic Education as a scientific discipline.

Al-Jassas’s Legal Tafsir: A Rational-Fiqh Analysis of Ahkam al-Quran

Muhammad Sururi Alfajri Wannahar Siregar, Dema Siregar — Sat, 06 Dec 2025 00:00:00 +0700

This study examines the legal exegesis of Abu Bakr Ahmad ibn Ali al-Razi al-Jassas’s as presented in his monumental work Ahkām al-Qurān. The focus of the research is directed toward the fiqh oriented characteristics and the Hanafi rational methodology employed by al-Jassas’s in interpreting legal verses of the Quran. This study adopts a qualitative method using a content analysis approach through an in-depth examination of both primary and secondary sources. The findings reveal that Aḥkam al-Quran represents a rational fiqh based style of Quranic exegesis oriented toward the argumentative derivation of Islamic legal rulings. Al-Jassas’s integrates textual evidence and rational inquiry by combining tafsīr bi al-ma’thūr with the distinctive rational ijtihad of the Hanafi Mahzab. In interpreting legal verses such as Quran 2:262–272, he demonstrates a balanced perspective encompassing moral, social, and legal dimensions, including sincerity in charity, ethics of labor and wages, and charity to non-Muslims as an expression of universal humanism. Al-Jassas’s exegetical approach reflects a methodological commitment to Hanafi legal principles without falling into narrow sectarianism. He views legal exegesis as a dynamic and rational form of intellectual ijtihad aimed at promoting justice and public welfare. In the context of modern Quranic studies, al-Jassas’s method and thought remain relevant for developing a contextual, inclusive, and maqasid al-shariah-oriented legal exegesis.

Symbolic Interaction between Teachers and Students in Fostering Effective Classroom Learning

Rita Amelia, Misrawita Misrawita, Januar Januar — Sat, 06 Dec 2025 00:00:00 +0700

This study aims to examine the concept of symbolic interaction between teachers and students in the classroom learning process. The meaning of symbols in the context of education plays an important role in forming harmonious social relationships, increasing learning motivation, and strengthening students' self-identity. Teachers are seen not only as conveyors of knowledge, but also as social actors who create symbolic meanings that influence students' behavior and perceptions of the learning process. Symbolic interaction in the classroom occurs not only through verbal communication but also through nonverbal symbols, emphasizing the important role of technology and digital media in changing patterns of symbolic interaction in modern classrooms that present new symbols such as emojis, visual icons, and other forms of digital representation that also influence social meaning in learning. The study was conducted through an analysis of classical and contemporary literature relevant to symbolic interactionism theory, particularly the works of George Herbert Mead and Herbert Blumer, using a qualitative approach and library research methods. The main focus of this study is to analyze how symbols, meanings, and social communication processes between teachers and students contribute to the formation of meaningful learning experiences. The implications of this study can form the basis for the development of symbolic communication-based learning strategies that are adaptive to current social and educational technology changes. Overall, this study emphasizes that understanding symbolic interactions in learning is key to building effective, participatory, and humanistic educational communication.

Integrating Affective–Spiritual Assessment in Education: Instrument Development and Implementation

Mira Novia Dewi, Masritawati Masritawati, Nurhayati Fatimah, Siti Asma — Sun, 07 Dec 2025 00:00:00 +0700

Assessment functions as a method for evaluating students’ development after the learning process takes place. In the field of education, institutions need to design and develop assessment instruments that accurately measure affective–spiritual aspects so that learning objectives can be achieved optimally, considering that these aspects play an important role in determining an individual’s success. This study aims to describe the process of developing an affective–spiritual assessment instrument used in the learning process. The method employed is research and development (R&D), which consists of three main stages: observation, self-assessment, and attitude assessment. The results show that the presence of an affective-spiritual evaluation instrument is essential for shaping students’ behavior both within the school environment and in the wider community. The implications of this study indicate that developing appropriate assessment instruments can enhance the effectiveness of the educational process and support comprehensive character development among students.

An Integrative Approach to Al-Ghazali and Carl Jung in the Psychology of Learning within Islamic Religious Education

Syawaldi Syawaldi, Charles Charles — Mon, 08 Dec 2025 00:00:00 +0700

This study aims to formulate an integrative learning psychology model that unifies Al-Ghazali’s methodology of Tazkiyatun Nafs with Carl Jung’s Individuation process as a transformative framework for Islamic Religious Education. The research departs from a critique of contemporary Islamic Religious Education, which tends to be predominantly cognitive-normative and therefore fails to cultivate inner transformation and holistic character development in learners. Through a comparative-theoretical literature study, this research analyzes the structural and functional correspondences between Islamic psychological concepts Nafs, Qalb, Ruh, and Tazkiyah and Jungian concepts such as the Shadow, Ego, Collective Unconscious, and the Self. The findings indicate a strong functional equivalence, particularly between Nafs Ammarah and the Shadow, as well as between Qalb and the Self/Depth Unconscious. This synthesis produces the “Tazkiyah-Individuation Learning Psychology Model,” which consists of three main stages: Takhalli (purification from psychic inferiority/Shadow), Tahalli (cultivation of akhlaq al-karimah and strengthening of the Ego–Self Axis), and Tajalli (spiritual actualization analogous to Self-Realization). The model offers a procedural framework for Islamic Religious Education curricula to integrate moral development, mental well-being, and spirituality into the learning process. This research concludes that integrating the two theories can bridge methodological gaps in the psychology of religion and provide a robust theoretical foundation for developing holistic character education. However, since this study remains theoretical, further research is needed to empirically examine the model’s effectiveness within Islamic Religious Education and psycho-spiritual counseling contexts.

Evaluating the Quality of Objective and Essay Tests in Cognitive Assessment

Mon, 08 Dec 2025 00:00:00 +0700

Cognitive evaluation instruments are essential tools for systematically and objectively measuring students’ thinking abilities. This study analyzes two primary types of cognitive assessment instruments objective tests and essay tests by evaluating their quality based on established indicators of validity and reliability. The purpose of this research is to examine how effectively these instruments measure cognitive performance across different levels of thinking skills. This study employs a qualitative research method with a content analysis approach, which involves reviewing, selecting, and analyzing scholarly literature, including textbooks, empirical studies, and theoretical documents related to test construction, validity, and reliability. The content analysis reveals that the cognitive domain encompasses mental processes such as problem-solving, reasoning, and the integration of conceptual knowledge. Written cognitive test instruments generally consist of essay tests (restricted and extended response) and objective tests (true–false, multiple-choice, matching, and completion). The findings demonstrate that the overall quality of cognitive evaluation instruments is largely determined by their validity and reliability, which serve as critical benchmarks for ensuring the accuracy and consistency of cognitive measurement.

A Multidimensional Qualitative Approach: Synthesizing Western and Islamic Research Paradigms

Abdul Rahman, Zulfani Sesmiarni, Hidayatul Dina, Julhadi Julhadi — Mon, 08 Dec 2025 00:00:00 +0700

This study aims to present a comprehensive synthesis of four major qualitative research approaches narrative inquiry, phenomenology, grounded theory, and Islamic research design as a multidimensional framework for studying phenomena in Islamic education. Narrative inquiry emphasizes the reconstruction of life stories as sources of meaning; phenomenology seeks to uncover the essence of participants’ lived experiences; grounded theory systematically generates concepts or theories emerging from empirical data; while Islamic research design integrates contemporary qualitative strategies with Islamic epistemology, ethics, and values. The analysis demonstrates that each approach offers distinctive strengths yet remains compatible for integrative use. Narrative inquiry supports studies requiring an exploration of individual life trajectories, phenomenology is suitable for examining spiritual and religious experiences in depth, grounded theory is relevant for developing contextually rooted theoretical constructs, and Islamic research design ensures that the research process aligns with Islamic ethical and epistemological foundations. Taken together, these approaches form a multidimensional qualitative model that enriches methodological discourse in Islamic studies and promotes research practices that are both contextually grounded and aligned with the needs of contemporary Muslim societies.

Pitih Balanjo in Courtship: Minangkabau Traditions and their Compliance with Islamic Law

Suci Isra Ramadhani, Raymond Dantes — Mon, 08 Dec 2025 00:00:00 +0700

This study examines the tradition of pitih balanjo, in which a prospective groom provides a monetary gift to his prospective bride during the courtship period in Minangkabau society, and evaluates its compliance with Islamic law. This tradition has long been an integral part of the social system and is regarded as a symbol of a man’s sincerity in proposing marriage. The value of pitih balanjo is determined not by the amount given but by the giver’s sincerity. The study employs a qualitative method with an ethnographic approach, including interviews, participant observation, and documentation, to gain an in-depth understanding of the practice and its socially constructed meanings. Findings indicate that the community views pitih balanjo as a symbolic bond between prospective partners, preventing others from proposing to the woman after the gift is given. However, the traditional sanction requiring the gift to be returned double in case of a canceled engagement contradicts the Islamic principle of voluntary gifts (hibah), which cannot be withdrawn except in specific contexts, such as by a father to his child. The study concludes that the giving of pitih balanjo is permissible as long as it complies with Sharia, while the traditional sanction mechanism warrants reconsideration.

Government and Pesantren: The Dilemma of Formalization and Informalization in Islamic Education in Indonesia

Yanti Novita, Martin Kustati, Nana Sepriyanti — Tue, 09 Dec 2025 00:00:00 +0700

This study analyzes the conceptual and practical tensions between government formal policies and the informal character of pesantren in the transformation of Islamic education in Indonesia. Although Law No. 18 of 2019 provides formal legitimacy for pesantren, the relationship between the government and pesantren does not operate linearly. Formalization through standardized curricula, accreditation, competency certification, and administrative obligations has created new dynamics within pesantren, which were previously based on non-bureaucratic traditions such as sorogan, bandongan, and halaqah. Many pesantren respond to these policies through adaptive strategies: accepting certain aspects of formalization to gain legitimacy and funding, while maintaining informal structures as the core of their identity. This research employs a qualitative approach, including document analysis, in-depth interviews, and participatory observation in both salafiyah and khalafiyah pesantren. The findings indicate that the formalization-informalization dilemma is a dialectical process involving adaptation, resistance, and compromise. The study underscores that the sustainability of pesantren depends on their ability to develop a hybrid education model that accommodates the demands of modernity without compromising foundational traditions.

Analysis of the Genduri Funeral Tradition from the Perspective of Maqashid al-Sharia

Arum Windy Lestari, Elkhairati Elkhairati — Tue, 09 Dec 2025 00:00:00 +0700

The genduri funeral tradition represents a form of cultural heritage preservation aimed at offering prayers for deceased individuals through a series of rituals performed on specific days following death. This study seeks to identify the factors that sustain the continuity of this tradition and to analyze it from the perspective of maqashid al-sharia. The research employs a qualitative method with an ethnographic approach through observations, in-depth interviews, and document analysis to obtain a comprehensive understanding of the practices and cultural meanings underlying the genduri funeral tradition. The findings indicate that the tradition continues to be preserved because it is regarded as a hereditary custom and is supported by the belief that prayers offered by family members and the community benefit the deceased. From the perspective of maqashid al-sharia, the genduri tradition is permissible as long as it does not contain elements of shirk and embodies positive values such as strengthening social solidarity, enhancing spiritual awareness, and fostering interpersonal relationships. These findings suggest that local cultural practices can align with the objectives of Islamic law as long as they are carried out in accordance with the principles of aqidah and provide broad social benefits to the community.

Scientific Neutrality in the Age of Artificial Intelligence: A Critical Analysis of the Value-Free Ideal

Budi Harto, Ridha Ahida — Tue, 09 Dec 2025 00:00:00 +0700

The debate on the neutrality of scientific knowledge whether science is value-free or value-laden has been a central discussion in the philosophy of science from the era of logical positivism to the present. The positivist tradition of Carnap and Reichenbach, along with Popper’s falsificationism, argues that the process of scientific justification must be separated from non-epistemic values in order to secure objectivity. However, the use of artificial intelligence (AI) in contemporary scientific research presents empirical evidence that challenges this ideal of value-free science. This study critically examines how the use of AI in science supports the value-laden position advocated by Thomas Kuhn, Helen Longino, and feminist epistemology. Employing a qualitative method with a content analysis approach, the study is analyzed through a philosophical analytical framework. The findings identify three major positions: neopositivism, which defends the value-free ideal; the Kuhnian position, which acknowledges the role of epistemic values; and the radical value-laden position. The discussion demonstrates that artificial intelligence substantiates the value-laden view through four dimensions: algorithmic bias as a manifestation of social values, value-laden design choices in artificial intelligence systems, the incommensurability of artificial intelligence paradigms, and situated objectivity, which requires explicit recognition of embedded values. The study concludes that artificial intelligence not only confirms but reinforces the argument that the value-free ideal is a philosophical illusion, and that responsible science requires critical reflexivity toward the values embedded within scientific practice.

Islamic Digital Storytelling in Enhancing Students’ Recount Text Writing Skills and Learning Motivation: A Systematic Literature Review

Sisri Rahmayuni, Wiwit Engrina Nora, Widya Syafitri, Zulfanny Sesmiarni — Mon, 08 Dec 2025 00:00:00 +0700

This study aims to examine the use of Islamic digital storytelling media in improving students’ recount text writing skills and learning motivation through a systematic literature review. The rapid development of educational technology has encouraged teachers to integrate digital media into English language teaching, particularly in writing instruction. Digital storytelling has emerged as a promising approach that combines narrative, multimedia elements, and student-centered learning, while Islamic values embedded in learning media contribute to character education. This study employed a qualitative systematic literature review method by analyzing open-access articles from national and international journals indexed in Sinta, Scopus, and other reputable databases published within the last five years. The data were collected through documentation techniques and analyzed using content analysis procedures, including identifying themes, categorizing findings, and synthesizing patterns across studies. The findings indicate that Islamic digital storytelling significantly enhances students’ writing performance in recount texts, particularly in organization of ideas, language use, and creativity. Additionally, it positively influences students’ learning motivation, engagement, and confidence. The integration of Islamic values also strengthens students’ moral awareness and learning attitudes. This study implies that Islamic digital storytelling can serve as an effective alternative learning medium that supports both cognitive and affective domains in English language learning at the secondary school level.

Integrating Educational Foundations with Islamic Education: A Critical Analytical Study

Febri Yonanda Yovi, Darul Ilmi — Tue, 09 Dec 2025 00:00:00 +0700

This article examines the integration of educational foundations with Islamic education principles to strengthen both theoretical understanding and contemporary educational practice. Educational foundations comprising philosophical, psychological, sociological, historical, juridical, curricular, cultural, technological, economic, and religious dimensions serve as the fundamental basis for determining the direction and objectives of education. From an Islamic perspective, education adopts a holistic orientation that emphasizes not only intellectual development but also moral, spiritual, and character formation. This study employs a qualitative descriptive approach using content analysis to explore the conceptual relationship between modern educational foundations and Islamic educational values. The findings indicate a strong integrative relationship, particularly in the development of human potential, character education, and holistic learning orientation. The discussion demonstrates that this integrative framework offers a relevant response to 21st-century educational challenges, including moral degradation, rapid technological advancement, and future-oriented learning demands. This article contributes conceptually by reinforcing the position of Islamic educational foundations within the contemporary global educational discourse.

The Concept of Multicultural Islamic Education: A Literature Study of the Ideas of Islamic Educational Thinkers

Ismaraidha Ismaraidha, Zannatunnisya Zannatunnisya — Tue, 09 Dec 2025 00:00:00 +0700

This study aims to analyze the concept of multicultural Islamic education as developed by contemporary Islamic educational thinkers. Using content analysis, this study examines the works of figures such as Abdul Munir Mulkhan, Azyumardi Azra, Abdurrahman Wahid, and Fethullah Gülen, who have made significant contributions to the development of an Islamic educational paradigm that values diversity. The analysis was conducted using documentary data collection and content analysis techniques to identify the core principles of multicultural education from an Islamic perspective. The results show that multicultural Islamic education emphasizes the values of tolerance (tasamuh), moderation (wasathiyah), justice (al-'adl), inclusivity, and constructive intercultural dialogue. The ideas of these thinkers emphasize that Islamic education functions not only as a process of transmitting knowledge but also as an instrument for character formation for students, enabling them to live harmoniously in a pluralistic society. The study's conclusions confirm that multicultural Islamic education is a relevant educational paradigm in facing global challenges, particularly in strengthening religious moderation in Indonesia.

Educational Psychology Principles of Zakiah Darajat as a Conceptual Foundation for Education in the Artificial Intelligence Era

Adriansyah Adriansyah, Rahmat Syukran, Darul Ilmi, Yudelnilastia Yudelnilastia — Tue, 09 Dec 2025 00:00:00 +0700

The advancement of Artificial Intelligence (AI) technology has brought significant changes to the field of education, including transformations in learning, teaching, and interaction methods. However, these developments also pose serious challenges related to moral degradation, mental health issues, identity crises, and the decline of humanistic relationships between educators and students. In this context, Zakiah Darajat’s educational psychology principles are relevant for re-examination, as they encompass concepts of personality development, self-control, emotional stability, and spiritual and moral balance. This article aims to analyze the relevance of Zakiah Darajat’s ideas as a conceptual foundation for national education in the AI era using a qualitative with content analysis approach. The findings indicate that Zakiah Darajat’s perspectives on mental health, religiosity, the humanization of education, and self-control serve as practical foundations for addressing the negative impacts of technology, particularly among digitally native students. This study emphasizes that her ideas remain relevant as a psychological foundation for the future of Indonesian education.

Cognitive Learning Theory from an Islamic Perspective: A Conceptual and Content Analysis

Khairan Nur Lubis, Nurfarida Deliani, Juliana Batubara, Ali Akbar — Tue, 09 Dec 2025 00:00:00 +0700

Cognitive Learning Theory emphasizes mental processes as the foundation of how individuals acquire, organize, and process knowledge. Rather than viewing learning solely as a response to external stimuli, this theory highlights the role of cognitive structures, perception, memory, attention, and higher-order thinking. This study aims to examine the core concepts of Cognitive Learning Theory and analyze their relevance from an Islamic perspective. Using a qualitative content analysis approach, this study reviews key sources in educational psychology, peer-reviewed journals, and Islamic literature, including Quranic verses and the perspectives of Muslim scholars. The findings indicate that fundamental cognitive concepts such as reason, understanding, reflective thinking, and internal reinforcement are strongly aligned with Islamic educational principles. The Quran emphasizes the use of reason through concepts such as tadabbur, tafakkur, and ta‘aqqul, which correspond to cognitive processes highlighted in modern learning theory. This study argues that integrating Cognitive Learning Theory with Islamic educational values contributes to the development of learning strategies that are both cognitively effective and ethically grounded.

Reconceptualizing Education with Human Dignity: Islamic Philosophical Perspectives and Literature Insights

Devi Triana, Darul Ilmi, Eka Pasca Surya Bayu — Tue, 09 Dec 2025 00:00:00 +0700

This study examines the concept of human dignity within the context of Islamic education and explores how it is integrated into contemporary pedagogical approaches, particularly in pesantren and formal Islamic schooling systems. The research aims to identify conceptual definitions, philosophical foundations, and practical implementations of humanizing education grounded in Islamic values. A systematic literature review was conducted using the PRISMA framework, analyzing studies published between 2015–2024 sourced from Google Scholar, Scopus, SINTA, and Web of Science. Fifty-seven studies met the final eligibility criteria and were reviewed based on relevance, methodological rigor, and thematic alignment. The findings reveal three key themes: i) human dignity as a core moral and theological principle derived from Quranic anthropology and Islamic philosophical thought; ii) pedagogical frameworks that emphasize compassion, dialogical learning, learner autonomy, and ethical formation; and iii) practical implementation in classroom and pesantren contexts, showing positive effects on character development, student motivation, and ethical behavior. Despite strong conceptual grounding, gaps remain in empirical implementation evaluation and policy alignment. The study recommends further mixed-method and longitudinal research to measure the long-term impact of humanizing Islamic pedagogies. These findings contribute to strengthening ethical-based educational transformation and support Islamic education in fostering holistic, dignified, and human-centered learning environments.

Digital Revolution and the Shifting Paradigm of Knowledge: Islamic Scholars’ Perspectives on Technology Ethics

Mustaqim Mustaqim, Ridha Ahida — Tue, 09 Dec 2025 00:00:00 +0700

The rapid advancement of digital technology has fundamentally transformed the ways knowledge is produced, disseminated, and validated, resulting in significant paradigm shifts across educational, religious, and social domains. This study aims to examine how Islamic scholars construct and negotiate ethical frameworks and knowledge paradigms in response to the digital revolution, particularly in relation to ontological, epistemological, and axiological dimensions of knowledge. Employing a qualitative approach with Critical Discourse Analysis (CDA), this study applies content analysis to examine classical and contemporary Islamic scholarly texts, academic publications, and authoritative digital discourses on technology and ethics. The findings reveal that Islamic scholars perceive the digital revolution as both a challenge and an opportunity: while digitalization disrupts traditional modes of authority and knowledge transmission, it also enables the emergence of more adaptive, inclusive, and context-sensitive models of Islamic scholarship and education. Furthermore, the analysis demonstrates an increasing emphasis on integrating spiritual and moral values with technological innovation to ensure ethical accountability and social benefit. This study implies that the formulation of technology ethics in the digital age requires a holistic integration of Islamic ethical principles with contemporary technological realities, offering a normative framework that promotes human well-being, social responsibility, and the public good.