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All Journal Ensiklopedia of Journal Ruhama : Islamic Education Journal Journal International Dakwah and Communication
Muksinin Muksinin
Universitas Muhammadiyah Sumatera Barat
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Neuroembryology into Islamic Education: A Brain Development-Based Neuro-Pedagogical Framework Bukhari Bukhari; Muksinin Muksinin; Almawadi Almawadi; Deby Habja Musdalifa; Ahmad Lahmi; Julhadi Julhadi
Ruhama : Islamic Education Journal Vol 9, No 1 (2026): Mei 2026
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v9i1.7965

Abstract

The development of neuroscience has significantly influenced contemporary educational studies, particularly in understanding brain development and learning processes. However, studies integrating neuroembryology and Islamic education remain limited, especially in constructing a neuro-pedagogical framework based on brain development. This study aims to analyze the integration of neuroembryology and Islamic education in developing a brain development-based neuro-pedagogical framework. This research employed a qualitative approach using a Systematic Literature Review (SLR) method guided by the PRISMA framework. Data were collected from scientific articles indexed in Scopus, ScienceDirect, SpringerLink, DOAJ, and Google Scholar published between 2019 and 2025. A total of 42 relevant articles were analyzed using content analysis and thematic synthesis techniques. The findings reveal that neuroembryology has a significant relationship with learning readiness, emotional regulation, cognitive development, and character formation. The study also found that the principles of brain-based learning are substantially aligned with Islamic educational values such as fitrah, tarbiyah, ta’dib, tazkiyah, and akhlaq development. Based on the synthesis results, this study proposes a conceptual framework of Islamic neuro-pedagogy integrating neuroembryology, brain-based learning, and Islamic educational values into a holistic learning model. This research contributes theoretically to the integration of neuroscience and Islamic education and practically to the development of curriculum design, learning strategies, and neuroscience-based Islamic educational practices.Keyword: Neuroembryology, Islamic education, neuroscience, brain-based learning, neuro-pedagogy.
MUTU PENDIDIKAN AGAMA ISLAM DI SEKOLAH DALAM KACAMATA KAMPUS TINJAUAN KURIKULUM, MANAJEMEN, SUPERVISI, DAN HASIL MUTU DI ERA DIGITALISASI SERTA PENGARUHNYA BAGI GENERASI Z Bukhari Bukhari; Muksinin Muksinin; Ahmad Lahmi; Sri Wahyuni
Ensiklopedia of Journal Vol 8, No 2 (2026): Vol. 8 No. 2 Edisi 2 Januari 2026
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i2.3631

Abstract

The quality of Islamic Religious Education (PAI) in schools plays a crucial role in shaping the character and morals of Generation Z (Gen Z), who are growing up in the era of rapid digitalization. This article presents a critical review from an academic perspective on the quality of PAI, focusing on four main aspects: curriculum, management, supervision, and quality outcomes in the school environment. Digitalization offers significant opportunities and challenges, particularly in the relevance of teaching materials, the effectiveness of institutional management, professional supervision of teachers, and the achievement of educational goals. This analysis uses the framework of contemporary Islamic education and management figures to offer rational arguments and proactive solutions so that PAI can produce graduates who are not only digitally proficient but also strong in faith and noble character. The impact of quality PAI on Gen Z is discussed as key to preparing them to become adaptive and responsible agents of change.Keywords: Quality of Islamic Religious Education, Digital Era, Generation Z, Islamic Religious Education Curriculum, Islamic Education Management, Educational Supervision
CONSTRUCTIVE CRITICISM OF ULUM AL-QURAN, HADITH STUDIES, AND ISLAMIC JURISPRUDENCE FROM A CONTEMPORARY SCIENTIFIC PERSPECTIVE Maltifal; Aljamaedi; Yanfaunnas; Muksinin Muksinin; Syahruddin
Journal International Dakwah and Communication Vol. 6 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jidc.v6i1.1193

Abstract

Classical Islamic sciences face global challenges in maintaining their relevance and epistemological authority amidst the development of modern scientific methodologies that emphasize historical criticism, interdisciplinary analysis, and responsiveness to contemporary issues. This article argues that apologetic or defensive approaches are no longer adequate, and that constructive criticism based on contemporary scientific frameworks is an intellectual necessity. The research objectives are threefold: 1) to map the points of dialogue and tension between classical epistemology and modern methods; 2) to offer constructive criticism to strengthen the validity of these sciences; and 3) to propose an integrative framework for responsible revitalization. To achieve these goals, this study employs a qualitative-interdisciplinary method through a systematic critical-analytical literature study, involving internal textual analysis, critical dialogue with hermeneutics, sociology of knowledge, and applied ethics, as well as normative synthesis. The results map the key dialectics and propose a model of "Revitalized Naql-'Aql-Maqashid Epistemology," where textual authority is creatively dialogued with enriched critical reasoning and directed by the universal objectives of Sharia (Maqashid al-Shari'ah) as an integrative compass. The contribution of this research lies in a critical synthesis that avoids both fundamentalism and ungrounded liberalism. The primary limitation of this study is its conceptual and textual nature, thus requiring further testing and operationalization through empirical case studies and direct engagement with religious practitioner communities to test the application and impact of the proposed framework.
Co-Authors Ahmad Lahmi Aljamaedi Almawadi Almawadi Bukhari Bukhari Deby Habja Musdalifa Julhadi Julhadi Maltifal Sri Wahyuni Syahruddin Yanfaunnas