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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Suluah Pasaman
Yanfaunnas Yanfaunnas
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
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 Julhadi Julhadi Mahyudin Ritonga Nofrizal Nofrizal Nofrizal Nofrizal Nurhadi Ahmad Rusydi AM Syahruddin Syahruddin Yufrizal Yufrizal