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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Aqlania: Jurnal Filsafat dan Teologi Islam
Abdul Aziz
UIN Siber Syekh Nurjati Cirebon, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education

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THE EFFECT OF INVESTMENT, CONSUMPTION, AND GOVERNMENT SPENDING ON POVERTY THROUGH ECONOMIC GROWTH Siti Aisah; Dita Rosyalita; Danil Surasa; Abdul Aziz; Syaeful Bakhri
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 5 (2026): APRIL
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20094049

Abstract

This study aims to analyze the influence of consumption, investment, government spending, and poverty on economic growth during the 2014 Q1–2024 Q4 period. The study uses a quantitative approach with secondary data in the form of time series obtained from official sources. The collected data were tested using multiple linear regression, and supported by descriptive statistical tests, stationarity tests, correlation tests, and autocorrelation tests. The results show that consumption, investment, and government spending have a positive but insignificant influence on economic growth. Conversely, poverty has a negative but significant influence on economic growth. Simultaneously, all independent variables do not have a significant effect on economic growth. The relatively low coefficient of determination value indicates that there are still other factors outside the model that influence economic growth. This finding emphasizes the importance of poverty reduction in driving increased economic growth.
The Epistemology of Integrative Education: Reconstructing Abu al-Ḥasan al-ʿĀmirī's Thought on Islamic Education Muhaimin; Abdul Aziz
Aqlania Vol. 17 No. 1 (2026): June
Publisher : Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/aqlania.v17i1.281

Abstract

The epistemological dichotomy between religious and rational-empirical knowledge remains one of the most fundamental challenges confronting contemporary Islamic education. Against this backdrop, the thought of Abu al-Ḥasan al-ʿĀmirī (d. 381 AH/992 CE) — a fourth-century Muslim philosopher renowned for his integrative intellectual orientation — warrants serious scholarly re-engagement. This article aims to reconstruct al-ʿĀmirī's educational epistemology and to elaborate its relevance for the development of integrative Islamic education. Employing Hans-Georg Gadamer's philosophical hermeneutics within a qualitative library research framework, the study undertakes a close reading of al-ʿĀmirī’s works while engaging them in critical dialogue with an epistemology in education framework. The findings reveal that al-ʿĀmirī constructs an epistemology grounded in four complementary sources of knowledge: rational axioms (badihiyyāt al-ʿaql), empirical observation (tajribah), revelation (wahy), and practical capacity (quwwah ṣināʿah). Rather than treating these sources as hierarchically exclusive, he presents them as mutually reinforcing constituents of a unified epistemic framework. Within this structure, al-ʿĀmirī distinguishes between milliyyah sciences (religious) and hikmiyyah sciences (rational), while firmly rejecting any essential opposition between them on the grounds that rational truth and revealed truth ultimately share the same ontological source. His educational paradigm is subsequently elaborated through three interlocking concepts — taʾdīb, tarbiyah, and siyāsah — which collectively orient the educational process toward the actualization of the rational soul and the attainment of true happiness (al-saʿādah). The study concludes that al-ʿĀmirī's educational epistemology is not merely a historical-philosophical legacy, but offers a normatively significant and practically relevant conceptual framework for addressing the crisis of orientation in contemporary Islamic education.
Co-Authors Danil Surasa Dita Rosyalita Muhaimin Siti Aisah Syaeful Bakhri