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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Suluah Pasaman
Syahruddin Syahruddin
Universitas Muhammadiyah Sumatera Barat, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Reason in the Qur'an and the Brain in Neuroscience: An Epistemological Reconciliation for Modern Islamic Education Nofrizal Nofrizal; Yufrizal Yufrizal; Syahruddin Syahruddin; Nurhadi Ahmad; Yanfaunnas Yanfaunnas; Ahamd Lahmi; Julhadi Julhadi
Suluah Pasaman Vol 4 No 2 (2026): On Progress
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i2.1169

Abstract

This study examines the epistemological reconciliation between the concepts of reason in the Qur'an and the brain in modern neuroscience to develop a paradigm for contemporary Islamic education. As neuroscience increasingly illuminates the biological foundations of cognition, the challenge lies in integrating these findings with the Islamic understanding of reason as the primary instrument of human understanding. This study identifies reason in the Qur'an as a transcendental epistemological faculty that unites cognitive, moral, and spiritual dimensions, aiming at wisdom and God-consciousness, rather than merely a biological function. In contrast, neuroscience views the brain as the biological substrate of cognition through complex neural networks, with neuroplasticity emphasizing the brain's adaptive capacity. The comparative analysis reveals common functional roles in thinking, reflection, and decision-making, while highlighting key epistemological differences: neuroscience explains how cognition occurs, while the Qur'an explains why cognition exists and its ultimate purpose. This study proposes a Qur'anic Neuroepistemology Framework (QNF), which integrates revelation, reason, and the brain to promote holistic Islamic education that develops intellectual, moral, emotional, and spiritual intelligence while bridging the gap between religious knowledge and modern science
Rahmah El Yunusiyah and the Transformation of Muslim Women's Education in Indonesia Syahruddin Syahruddin; Syafril Syafril; Bukhari Bukhari; Nofrizal Nofrizal; Desi Asmaret; Sri Wahyuni; Riki Rahman
Suluah Pasaman Vol 4 No 2 (2026): On Progress
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i2.1181

Abstract

This study analyzes the educational thinking of Rahmah El Yunusiyah and her contribution to the transformation of Muslim women's education in Indonesia. Against the backdrop of limited access to education for Muslim women in the early 20th century due to patriarchal social and cultural constructs, Rahmah El Yunusiyah founded Diniyyah Puteri in 1923. She introduced an Islamic educational model that integrated religious knowledge, general knowledge, character building, and life skills, making her a significant pioneer. This study uses library methods with a historical and descriptive-critical approach. The findings show that Rahmah's thinking, shaped by the Minangkabau context, the Islamic renewal movement, and personal experience, focuses on women's empowerment through holistic and integrative education. Its implementation in Diniyyah Puteri includes a comprehensive curriculum, emphasizing character education, independence, and women's leadership. Rahmah's thinking has proven to be relevant both historically and contemporary, aligning with the challenges of the digital era, Society 5.0, and the achievement of the Sustainable Development Goals (SDGs), particularly in realizing gender equality and sustainable development. Her intellectual legacy provides a crucial reference for the development of inclusive and progressive Islamic education.
Tadib and Islamization of Knowledge: Epistemological Dialectics of Al-Faruqi and Al-Attas Nofrizal Nofrizal; Yufrizal Yufrizal; Syahruddin Syahruddin; Riki Saputra; Sukmareni Sukmareni
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.612

Abstract

This article investigates the epistemological dialectics between Ismail Raji Al-Faruqi and Syed Muhammad Naquib Al-Attas, focusing on the concepts of Islamization of knowledge and ta’dib in twenty-first-century Islamic education. The study is motivated by enduring challenges such as the dichotomy of knowledge, secularization, curriculum fragmentation, digital disruption, and the crisis of adab in contemporary Islamic institutions. Using a Systematic Literature Review with thematic-comparative synthesis, it analyzes academic publications from 2020 to 2026 on Islamization of knowledge, ta’dib, adab, Islamic worldview, knowledge integration, curriculum reform, and decolonization of knowledge. The findings reveal that Al-Faruqi’s contributions emphasize Islamization of knowledge, tawhid integration, disciplinary reconstruction, curriculum development, and institutional reform. In contrast, Al-Attas is more closely associated with ta’dib, adab, the Islamic worldview, hierarchy of knowledge, and the formation of the civilized human being. Both thinkers critique secularized knowledge and the dichotomy between religious and modern sciences, yet their epistemological strategies diverge: Al-Faruqi advances an operational and institutional project, while Al-Attas provides a metaphysical and conceptual foundation. The study concludes that a critical synthesis is possible only if their fundamental differences are preserved, offering significant implications for curriculum reform, knowledge integration, and the renewal of Islamic educational philosophy in the digital era.
Epistemology of Mantuq and Mafhum for Critical Thinking in Islamic Education Nofrizal Nofrizal; Syahruddin Syahruddin; Yanfaunnas Yanfaunnas; Mahyudin Ritonga; Rusydi AM
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 4 (2026): In progress (Theme Education, Religion Studies, Social Sciences, STEM and Economi
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i4.667

Abstract

The cultivation of critical thinking skills is a central demand of 21st-century education. Within Islamic education, this development must be anchored in the epistemological tradition of usul al-fiqh, particularly through the reasoning instruments of mantuq and mafhum. This study reconstructs these concepts as an epistemological foundation for critical thinking by proposing the Critical Islamic Reasoning Framework . Employing a qualitative library-based research design, the study applies content analysis to classical usul al-fiqh texts and contemporary scholarship on critical thinking and Islamic education. The analytical process involved concept identification, categorization, synthesis, and interpretation to reveal the relationship between mantuq, mafhum, and critical thinking indicators. Findings demonstrate that mantuq operates as a tool for textual recognition of explicit meaning, while mafhum functions as a mechanism for contextual interpretation of implicit meaning. Both are reinforced by logical verification, ethical reflection, and contextual application. The synthesis produces the CIRF model, integrating revelation, reason, and reality as the epistemological basis for critical thinking. This study expands the role of mantuq and mafhum beyond legal deduction, positioning them as a conceptual framework for critical thinking education relevant to contemporary Islamic educational development.
Co-Authors Ahamd Lahmi Bukhari Bukhari Desi Asmaret Julhadi Julhadi Mahyudin Ritonga Nofrizal Nofrizal Nofrizal Nofrizal Nofrizal Nofrizal Nurhadi Ahmad Riki Rahman Riki Saputra Rusydi AM Sri Wahyuni Sukmareni Sukmareni Syafril Syafril Yanfaunnas Yanfaunnas Yufrizal Yufrizal Yufrizal Yufrizal