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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Selvi, Nurhayati
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Education Engineering Industrial & Manufacturing Engineering Other

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RASIONALISME DALAM PENDIDIKAN ISLAM: PEMIKIRAN AL-FARABI DAN IBNU SINA Selvi, Nurhayati; Hasfiana; Rama, Bahaking; Harisah, Afifuddin; Alannasir, Wahyullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53140

Abstract

This study aims to analyze the concept of rationalism in the educational thought of Al-Farabi and Ibn Sina, examine its implications for the development of Islamic educational theory and practice, and explore its relevance to contemporary Islamic education. The study employed a qualitative approach using a library research method. Data were collected from primary and secondary sources, including books, scholarly articles, and academic works discussing Islamic philosophy and educational thought, particularly those related to Al-Farabi and Ibn Sina. Data were analyzed through content analysis involving data reduction, data presentation, and conclusion drawing. The findings reveal that both Al-Farabi and Ibn Sina positioned reason as a primary instrument for acquiring knowledge while maintaining revelation as the ultimate source of truth. Al-Farabi emphasized the development of logical reasoning and the formation of an ideal society through education, whereas Ibn Sina focused more on learners’ psychological development, intellectual growth, and the application of instructional methods based on observation, discussion, and experimentation. The educational ideas of these two scholars significantly contribute to the development of an integrative Islamic education system through the synthesis of rationality, morality, and spirituality. Furthermore, their concepts remain highly relevant to contemporary Islamic education, particularly in addressing the dichotomy between religious and secular sciences, fostering critical thinking skills, and promoting a holistic and adaptive educational system capable of responding to modern challenges.
DIGITAL COMPETENCE BRIDGES AI-LMS EXPERIENCES AND TEACHING READINESS: EVIDENCE FROM PRE-SERVICE PRIMARY TEACHERS Alannasir, Wahyullah; Selvi, Nurhayati; Saputra, Andi Muh Akbar; Irviana, Ira
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 5 (2026): Volume 10, Nomor 5, October 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i5.59647

Abstract

Artificial intelligence-supported learning management systems (AI-LMS) offer opportunities to prepare future teachers, yet evidence linking competence development to teaching readiness remains limited. This quantitative study combined a one-group pretest–posttest design with post-intervention partial least squares structural equation modeling (PLS-SEM). A census of 59 second-semester pre-service primary teachers from two accessible classes (30 and 29 participants) completed an eight-week Moodle AI-supported learning sequence. All 59 completed paired digital competence and teaching readiness questionnaires and post-intervention AI-LMS perception data. The instruments initially contained 40 Likert-type items; we retained 20 indicators for the PLS-SEM measurement model. We used Shapiro–Wilk tests, Wilcoxon signed-rank tests, effect sizes, and normalized gain to describe changes; we examined reliability, validity, bootstrapped paths, and indirect effects with PLS-SEM. Digital competence increased from 30.58 to 40.83 and teaching readiness from 55.31 to 74.32 (both p < .001). AI-LMS perceptions were associated with digital competence (β = .755) and teaching readiness (β = .408); digital competence was associated with readiness (β = .400) and statistically mediated the AI-LMS–readiness relationship (indirect β = .302, p = .001). The integrated findings identify digital competence as a potential bridging capacity, while the uncontrolled design and measurement-model limitations preclude causal conclusions.
Co-Authors Alannasir, wahyullah Andi Muh Akbar Saputra Bahaking Rama Harisah, Afifuddin Hasfiana irviana, ira Nurazizah, Sri