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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal KALAM Potensia Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Jurnal Pendidikan Agama Islam Al-Thariqah FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan AJIS : Academic Journal of Islamic Studies Arabiyatuna : Jurnal Bahasa Arab Indonesian Journal of Islamic Educational Management AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam Studia Religia: Jurnal Pemikiran dan Pendidikan Islam JURNAL EDUCATION AND DEVELOPMENT Zawiyah: Jurnal Pemikiran Islam JURNAL PENDIDIKAN TAMBUSAI Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Sukma: Jurnal Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Diklat Review : Jurnal manajemen pendidikan dan pelatihan Instructional Development Journal Tabyin; Jurnal Pendidikan Islam Al-Mutharahah: Jurnal Penelitian dan Kajian Sosial Keagamaan CENDEKIA : Jurnal Ilmu Pengetahuan Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan International Journal of Education, Social Studies, And Management (IJESSM) Kutubkhanah Jurnal Penelitian Sosial Keagamaan Journal of Education Research Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Al-Ihda' : Jurnal Pendidikan dan Pemikiran Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Counselia: Jurnal Bimbingan Konseling Pendidikan Islam Jurnal Kajian Islam Modern Indonesian Research Journal on Education Innovative: Journal Of Social Science Research JPLED JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Journal of Islamic Education El Madani Riwayat: Educational Journal of History and Humanities Ahlussunnah: Journal of Islamic Education Symfonia: Jurnal Pendidikan Agama Islam Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Al-Insyiroh: Jurnal Studi Keislaman LANCAH Jurnal Inovasi dan Tren Sukma: Jurnal Pendidikan Reflektika
Dewi, Eva
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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ThoughtIbn Sina's Islamic Education: Relevance to Contemporary Education Syahrani, Amellia Putri; Jumiati, Dinda; Dewi, Eva
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.428

Abstract

Education is a conscious and planned effort to create a learning environment and learning process so that students can develop their potential to have spiritual strength. One of the famous Muslim scientists known for his knowledge is Ibn Sina, who emphasized the integration of rationality and morality, as well as the holistic development of individuals. This study aims to analyze Ibn Sina's concept of education in terms of objectives, curriculum, methods, and the role of educators, and to assess how this concept can be applied in the modern Islamic education system. This article examines the Islamic educational thinking of Ibn Sina, one of the greatest polymaths in the history of Islamic civilization. Through a descriptive-analytical approach, this study outlines the basic concepts, objectives, curriculum, learning methods, and concepts of teachers and students from Ibn Sina's perspective. The results of the study show that Ibn Sina's educational thinking is holistic and integral, combining spiritual and rational aspects into a harmonious whole. Principles such as ta'dib (character building), tadrij (gradualism), individualization, and integration of knowledge demonstrate the sophistication of his thinking, which is relevant to the challenges of contemporary Islamic education, particularly in addressing the dichotomy of knowledge, moral crisis, and the need for individualized learning. Implicitly, Ibn Sina's thinking encourages a holistic contemporary Islamic education curriculum that combines intellectual, physical, social, and spiritual aspects and emphasizes that character building (morals, responsibility, honesty) must be an integral part of the learning process
Pemikiran Pendidikan Islam Perspektif K.H. Ahmad Dahlan Rahmadani, Sahdiana; Dewi, Eva; Sutarno, Sutarmo
Journal of Islamic Education El Madani Vol. 5 No. 1 (2025)
Publisher : Yayasan Marwah Madani Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55438/jiee.v5i1.161

Abstract

Artikel ini mengkaji pemikiran pendidikan Islam dari perspektif K.H. Ahmad Dahlan, seorang tokoh reformis Islam Indonesia yang berperan penting dalam pembaharuan sistem pendidikan Islam melalui pendirian organisasi Muhammadiyah. Penelitian ini menggunakan metode kualitatif dengan pendekatan kepustakaan (library research) untuk mengeksplorasi secara mendalam kontribusi pemikiran K.H. Ahmad Dahlan dalam integrasi nilai-nilai keislaman dengan ilmu pengetahuan modern. Hasil penelitian menunjukkan bahwa K.H. Ahmad Dahlan menekankan pentingnya pendidikan yang tidak hanya menanamkan aspek spiritual dan moral, tetapi juga relevan dengan kebutuhan zaman melalui penerapan metode rasional dan sistematis. Gagasan-gagasannya terbukti relevan hingga kini, terutama dalam konteks tantangan globalisasi dan krisis moral generasi muda. Penelitian ini menyimpulkan bahwa pendidikan Islam perlu terus beradaptasi dengan perkembangan zaman tanpa kehilangan nilai-nilai esensialnya, dengan melibatkan sinergi antara institusi pendidikan, keluarga, dan masyarakat. Implikasi dari penelitian ini adalah perlunya revitalisasi kurikulum pendidikan Islam yang progresif dan inklusif guna mencetak generasi yang berakhlak mulia dan mampu menjadi agen perubahan positif di tengah masyarakat.
INTEGRATION OF RELIGION AND SCIENCE: A REVIEW OF THE UNDERLYING PHILOSOPHICAL AND SOCIOLOGICAL FACTORS Pujiati, Pujiati; Dewi, Eva
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i2.9333

Abstract

This article examines the intersection between religion and science, a topic of great relevance to the advancement of knowledge and the complexities of modern social life. It employs the literature study method, a data collection technique that involves studying and analyzing information from various relevant literature sources. This article examines the philosophical and sociological factors that underpin the development of a harmonious relationship between the two domains. Philosophically, this integration is triggered by the need to understand reality comprehensively through a synthesis of empirical and transcendental dimensions. An epistemological paradigm that emphasizes the complementarity of scientific rationality and spiritual values also strengthens integration efforts. From a sociological perspective, modern society's demand for moral meaning, ethics, and balance in the face of technological advances encourages ongoing dialogue between religion and science. In addition, social change, pluralism of knowledge, and the role of educational and religious institutions also shape a collaborative space for both. This article concludes that the integration of religion and science is not only possible but also necessary in order to create a more holistic, ethical, and relevant understanding of contemporary issues. ABSTRAKArtikel ini membahas Integrasi antara agama dan sains yg sangat  relevan dalam konteks perkembangan pengetahuan dan dinamika kehidupan sosial modern. Dengan menggunakan Metode Study Pustaka yaitu teknik pengumpulan data yang dilakukan dengan mempelajari dan menganalisis informasi dari berbagai literatur yang relevan dengan penelitian. Artikel ini mengkaji faktor-faktor filosofis dan sosiologis yang berperan sebagai dasar terbangunnya hubungan harmonis antara kedua domain tersebut. Secara filosofis, integrasi ini dipicu oleh kebutuhan untuk memahami realitas secara komprehensif melalui sintesis antara dimensi empiris dan transendental. Paradigma epistemologis yang menekankan kesalingmelengkapi antara rasionalitas ilmiah dan nilai-nilai spiritual turut memperkuat upaya integrasi. Dari perspektif sosiologis, tuntutan masyarakat modern terhadap pemaknaan moral, etika, dan keseimbangan dalam menghadapi kemajuan teknologi mendorong dialog berkelanjutan antara agama dan sains. Selain itu, perubahan sosial, pluralisme pengetahuan, serta peran institusi pendidikan dan keagamaan turut membentuk ruang kolaboratif bagi keduanya. Artikel ini menyimpulkan bahwa integrasi agama dan sains bukan hanya memungkinkan, tetapi juga diperlukan, guna menciptakan pemahaman yang lebih holistik, etis, dan relevan terhadap persoalan-persoalan kontemporer.    
Habitus and Social Capital in Muhammadiyah Vocational Schools: Religious, Social, and Moral Formation Parinda, Efi; Zarkasih, Z.; Zein, Mas’ud; Dewi, Eva; Ahmad, Nur Jahan
POTENSIA: Jurnal Kependidikan Islam Vol 12, No 1 (2026): Januari - Juni 2026
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/potensia.v12i1.38806

Abstract

This study examines how Muhammadiyah vocational schools in Pekanbaru, Indonesia, implement religious habituation programs to shape students’ re-ligiosity, moral character, and social attitudes through the formation of re-ligious habitus in everyday school life. Using a qualitative multiple-case study design, the research involved three Muhammadiyah vocational schools, with participants including school leaders, teachers, activity coordinators, and students. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed thematically using Bourdieu’s concepts of habitus, field, and capital. The findings indicate that habituation practices such as congregational prayer, kultum (short religious talks), and charitable activities play varying roles in shaping students’ religious dispositions. Practices that are structurally integrated into daily routines and supported by teacher role modeling tend to foster more consistent and internalized behaviors. In contrast, activities that rely heavily on supervision often result in formal participation without deep personal engagement. For instance, students continue prayer practices even without strict monitoring, while participation in kultum declines when supervision is reduced. Overall, the study demonstrates that religious habitus formation is not uniform but varies depending on the degree of institutional integration, symbolic reinforcement, and pedagogical support. These findings highlight the importance of aligning habituation programs with curriculum structures and reflective pedagogical strategies to promote students’ religious autonomy.
Reconstructing Islamic Epistemology: A Philosophical Analysis of Amin Abdullah’s Integrative–Interconnected Paradigm Rahmani, Diah Ayu; Najmi, Via Novelia; Dewi, Eva
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27798

Abstract

The separation between religious knowledge and modern sciences remains a major issue in contemporary Islamic thought, as it leads to fragmented and less integrated knowledge development. This condition not only divides sources of knowledge but also weakens the relationship between ethical, rational, and empirical dimensions in the construction of knowledge. In this context, the integration of knowledge becomes essential, particularly in Islamic education. This study aims to examine Amin Abdullah’s integrative-interconnected paradigm as an effort to reconstruct a more holistic Islamic epistemology. This research employs a qualitative approach using textual analysis of Abdullah’s works and relevant literature. The findings reveal that the integrative-interconnected paradigm connects three main domains religious texts (hadarat al-nash), scientific knowledge (hadarat al-'ilm), and philosophical reasoning (hadarat al-falsafah) within a dialogical framework. This approach rejects rigid separation between fields of knowledge as well as uncritical acceptance of modern science, emphasizing the interaction between textual, empirical, and rational dimensions in developing comprehensive knowledge. The novelty of this study lies in positioning the integration of knowledge as a critical and reflective effort rather than merely a pedagogical agenda. However, this research is limited to conceptual analysis, suggesting the need for further studies on its practical implementation in Islamic education, particularly in curriculum development and learning practices
Kontribusi Tri-Aspek Al-Nash, Ilmu, Filsafat Terhadap Revitalisasi Hadharah Islam Siregar, Asri Yanti; M, Amril; Dewi, Eva
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 22 No. 2 (2025): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2025.vol22(2).22533

Abstract

Civilization (Hadharah) in Islam represents a comprehensive reflection of the values of tawhid (monotheism) that underpin human life, not merely material or technological advancement. This article examines the fundamental concept of hadharah and identifies various forms of civilization from an Islamic perspective. By exploring its terminological definition, hadharah is understood as a settled way of life that gives rise to value systems, social structures, and culture grounded in divine revelation. The discussion reveals that Islamic civilization can be categorized into three main types: Hadharah al-Nash, which emphasizes the revealed texts as the source of absolute truth; Hadharah al-‘Ilm, which integrates reason and faith in the pursuit of knowledge; and Hadharah al-Falsafah, which emerges from the dialogue between Islamic thought and global philosophical traditions. This article provides a deeper understanding of the dynamics of Islamic civilization and its relevance in the modern context.
Pemikiran Pendidikan Islam Burhanuddin Az-Zarnuji dan Relevansinya dengan Pendidikan Modern Firmansyah, Mhd. Yudha; Dewi, Eva; Yumni, Firda Aufa
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1024

Abstract

This study examines the Islamic educational thought of Burhanuddin Az-Zarnuji and its relevance to modern education systems. Az-Zarnuji was a 12th-century scholar who produced the monumental work Ta'lim al-Muta'allim Tariq at-Ta'allum, which remains a primary reference in Islamic education today. This research employs a qualitative method with a library research approach, analyzing primary and secondary sources related to Az-Zarnuji's thought. The findings indicate that Az-Zarnuji's educational philosophy encompasses fundamental concepts including the essence and virtue of knowledge, the importance of proper intention in learning, teacher-student relationships, gradual learning methodology (tadarruj), and character formation. His learning methods include selecting teachers and study partners, time management, memory reinforcement, and collaborative learning. Az-Zarnuji's thought demonstrates high relevance to modern education, particularly in character education, constructivism learning, learning management, lifelong learning, and holistic education. This study concludes that integrating Az-Zarnuji's thought into contemporary Islamic education systems can provide solutions for producing Muslim generations who excel academically while maintaining noble character.
Pemikiran Pendidikan Masa Bani Umayyah Damaskus (661-750 M) Ramadhani, Randy Pratama; Dewi, Eva; Rahman, Luthfi Anshori
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1045

Abstract

This study examines the development of Islamic educational thought during the Umayyad Dynasty in Damascus (661-750 CE). The Umayyad Dynasty represents a significant period in Islamic educational history, marked by territorial expansion, educational institution development, and knowledge diversification. The research employs a library study method with a historical-descriptive approach. Findings indicate that during the Umayyad period, there was a transformation in Islamic education systems including: (1) emergence of various educational institutions such as Kuttab, Halaqah in mosques, private palace education, and literary councils; (2) curriculum development encompassing religious sciences, Arabic language, literature, history, and general sciences; (3) implementation of varied teaching methods according to educational levels. Factors contributing to educational excellence during this period include political stability, caliphal support, territorial expansion, and economic growth supporting scholarly activities.
Co-Authors Abda Abda Afriza, Afriza Agustina, Anggi Maharani Ahmad Rifqi Ahmad, Nur Jahan Almanar ALWIZAR ALWIZAR, ALWIZAR Amir Toedien, Faisal Amril Amril Amril M, Amril M Amril Muhammad, Amril Arbi, Arbi Arfan, Surya Arsita, Wina Aswanda, Jais Atika Nirmala Aziz, Muhammad Zaky B, Alya Mardatillah. Bermawy Munthe Delviany, Venny Dinata, Syaiful Djeprin E. Hulawa Efendi, Rahmi Maldini Elpasamani, Hasian Toyyiba Endang Retnowati Fadila, Nurul Febriza, Selsa Ihza Firmansyah, Mhd. Yudha Fitri Rahayu Fitri, Anisa Harahap, Adek Saputra Hatni, Hatni Herlina Herlina Hidayati, Okfrida Ibrahim, Faisal Mahmoud Adam Ilham Muhammad Imam Hanafi Irawan, Toni Irma Suryani Jamil, Sukron Jelita, Priti Ike Jumiati, Dinda Kadar Kadar, Kadar Khairil Anwar Khairunnisa, Iqlima Khalid, Muhammad Idkham Kholis, Idham Kurniawan, Hafif Larasati, Septri Lubis, Rivaldiansolih M, Amril Maimunah, Iffat Mardatillah, Nur Aprilda Mardatillah. B, Alya Mastura, Nadhila Moenanda, Meimunah S Muhammad Afif Amrulloh Muhammad Firdaus Muhammad Zikri Mulia, Harapan Murniati , Andi Najmi, Via Novelia Nazifa, Mahda Naura Nst, Muhammad Padil Nurwijayanti Parinda, Efi pengelola, pengelola Pratama, Bahari Pratama, Muhammad Surya Pujiati Pujiati Qadri, Wil Rahadian Kurniawan Rahayu, Tia Rahima, Riska Siti Rahmadani, Sahdiana Rahmadhani, Saszlin Rahman, Arini Rahman, Luthfi Anshori Rahmani, Diah Ayu Ramadhani, Randy Pratama Retnowari, Endang Riana Wahyuni Riansyah, Riansyah Risnawati Risnawati Riviana, Natta Sahbana, M. Dwi Rahman Sandi, Radila Sariah Sariah Sayfulloh, Usman Hamid Sefrianti, Riski Septian, Haris Sihombing, Hanissa Wandansari Siregar, Asri Yanti Suhertina, Suhertina Susanty Harahap, Fatimah Depi Sutarmo Sutarmo Sutarmo, Sutarmo Sutarno, Sutarmo Syahrani, Amellia Putri Syahrizul, Syahrizul Syihabuddin Syihabuddin Toedien, Faisal Amir Wildana Wargadinata Yasnel, Yasnel Yumni, Firda Aufa Zahra, Dwi Noviatul Zainur Rofiq Zamzam Afandi, Zamzam Zarkasih, Z. Zein, Mas’ud