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All Journal International Journal of Public Health Science (IJPHS) Jurnal Kesehatan Masyarakat Al-Manar : English and Arabic Journal Buletin Keslingmas Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Chemistry Indonesian Journal of Chemical Research Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Sanitarian Jurnal Kesehatan Amerta Nutrition Poltekita : Jurnal Ilmu Kesehatan KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab AL-MUTTAQIN : Jurnal Studi, Sosial, dan Ekonomi Ahmar Metastasis Health Journal (AMHJ) Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Environmental Health and Sanitation Technology Abdi Jurnal Publikasi Jurnal Dialektika Politik Jurnal Higiene Sanitasi PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Pengabdian Masyarakat Cendikia Jenius
Nurul Amaliyah
Poltekkes Kemenkes Semarang
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The Concept of Madrasah Education During the Abbasid Period Amaliyah, Nurul; Kausari, Ahmad
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 19, No. 6 : Al Qalam (November 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v19i6.5678

Abstract

This study aims to explore and understand in depth the concept of education that developed during the reign of the Abbasid Caliphate, a period known as the golden age in the history of Islamic civilization. During this period, education and science experienced very rapid progress, marked by the development of various branches of science, both Islamic and general. This study uses a library study approach with a descriptive method, namely an approach that focuses on the review of various relevant literature, documents, and historical references to obtain a comprehensive picture of the education system during that period. The results show that the concept of education during the Abbasid era strongly emphasized the balance between religious knowledge and general knowledge. Islamic knowledge remained the main foundation, but did not close itself off from the development of other sciences such as philosophy, medicine, mathematics, and astronomy. The Abbasid government paid great attention to the world of education, including in terms of funding, the construction of educational institutions, and appreciation for scientists. Strong state support and openness to receiving knowledge from various civilizations were important factors in making this era a milestone in educational progress in Islamic history.
The Influence of Modern Philosophy on Language Education: An Epistemological Analysis Fuad Hasim, Muhamad; Nelly Sakinah; Nurul Amaliyah; Nur Islamiyah; Emilia Rachmawati
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/4xmfg594

Abstract

This study investigates the influence of modern philosophical thought on the development of language education by examining its epistemological, ontological, and axiological foundations. Using a qualitative literature review approach, the study analyzes major works of modern philosophy—particularly empiricism, rationalism, critical philosophy, and positivism—and explores their implications for educational theory and language learning. The analysis demonstrates that modern philosophy has significantly shaped language education by redefining the sources of knowledge, the role of experience and reason, and the function of language as a medium for constructing meaning and understanding human experience. The findings reveal that empiricism emphasizes sensory experience as the basis of knowledge acquisition, rationalism highlights the role of reason, Kantian criticism synthesizes both approaches, and positivism reinforces empirical verification and methodological rigor in educational practice. These philosophical perspectives collectively influence how language education conceptualizes learning, knowledge formation, and pedagogical objectives. This study contributes to the theoretical discourse on language education by clarifying the philosophical assumptions underlying modern educational practices and by reinforcing the relevance of philosophical inquiry in strengthening conceptual clarity and critical thinking within language education. Abstrak Studi ini menyelidiki pengaruh pemikiran filosofis modern terhadap perkembangan pendidikan bahasa dengan memeriksa landasan epistemologis, ontologis, dan aksiologisnya. Dengan menggunakan pendekatan tinjauan pustaka kualitatif, studi ini menganalisis karya-karya utama filsafat modern—khususnya empirisme, rasionalisme, filsafat kritis, dan positivisme—dan mengeksplorasi implikasinya terhadap teori pendidikan dan pembelajaran bahasa. Analisis menunjukkan bahwa filsafat modern telah secara signifikan membentuk pendidikan bahasa dengan mendefinisikan ulang sumber pengetahuan, peran pengalaman dan akal, serta fungsi bahasa sebagai media untuk membangun makna dan memahami pengalaman manusia. Temuan menunjukkan bahwa empirisme menekankan pengalaman indrawi sebagai dasar perolehan pengetahuan, rasionalisme menyoroti peran akal, kritik Kantian mensintesis kedua pendekatan tersebut, dan positivisme memperkuat verifikasi empiris dan ketelitian metodologis dalam praktik pendidikan. Perspektif filosofis ini secara kolektif memengaruhi bagaimana pendidikan bahasa mengkonseptualisasikan pembelajaran, pembentukan pengetahuan, dan tujuan pedagogis. Studi ini berkontribusi pada wacana teoretis tentang pendidikan bahasa dengan mengklarifikasi asumsi filosofis yang mendasari praktik pendidikan modern dan dengan memperkuat relevansi penyelidikan filosofis dalam memperkuat kejelasan konseptual dan pemikiran kritis dalam pendidikan bahasa.
Co-Authors Adib, Moh. Afrianto, Rizki Ajinah, Ajinah Akhmad Taufiq, Mirwan Alexander Winggu Alfando, Yohanes Desidarus Amaria S.S wujon Ardhanty, Amelia Asriyani Tekol Aulia, Andi Rafika Rezky Aurelia Enomeko Beatrix A.K Lero Chusnul Khotimah Daflarosa R. Jaun Defrila K. Srirahayu DWI BHAKTI INDRI Elly Trisnawati Emilia Rachmawati Fathmawati Fathmawati Fathmawati Fikriyani, Mohammad Farhan Florida D.Y Jabur Fransiska N. Rado Fransiskus P. Ruku Fuad Hasim, Muhamad Gabriela A.L Keupung Hediyanti, Giska Hikmah, Kholisotul Indah Budiastutik Indah Purwaningsih Jaun, Daflarosa R. Karina Junita Kasrudin, Iqrayati Kausari, Ahmad Keupung, Gabriela A.L Khayan Khayan Kuswiyanto, Kuswiyanto M Baihaqi MaIik Saepudin Margaretha N. Pano Maria C. Koza Maria E.K Ola Maria F. Jaman Maria H. Gego Maria H.A Vera Maria M. Sasa Maria O.G Moni Marselina Eku Mathias F.B Weka Maulana, Rachmat Dwi Cahyo Misbach, Maulya Disti Misniarni Modesta Rengo Muflihah Muhammad Arafah Mutiara Nur Jasynda Nelly Sakinah Nur Islamiyah Nurhaliza, Vidiya Pano, Margaretha N. Pranaka, Resky Nanda Purnomo, Aryanto R. Rindu Garvera Rachmawati, Emilia Rado, Fransiska N. Rafiyanti, Nuri Septi Ratih Lukmitarani Ratih Lukmitarani, Ratih Ratni A. Jue Regi Refian Garis Salbiah Salbiah, Salbiah Sasa, Maria M. Siti Helmyati Skolastika E. Kampas Slamet Wardoyo Sofiyana, Fitri Srirahayu, Defrila K. Suharno Sunarsieh, Sunarsieh Suparmin Susilawati, Susilawati Syafa'at, Wahyu Syam, Rahmawati Syamsuar Manyullei Syamsul Bakhri Gaffar Taufik Anwar Tekol, Asriyani Teresia Y. Guna Thelma Issadora Ervenny Ursula H. Rampang Utami, Bunga Nuur Primayu Vidiya Nurhaliza Virgilius Duek Weka, Mathias F.B Yohanes P.L Kilok Yovantrinus Watu yulia Yulia Yulia