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All Journal MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran SUHUF: Jurnal Pengkajian Al-Qur'an dan Budaya
Urwah, Urwah
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Metodologi Pengajaran Qira'at Sab‘ah Studi Observasi di Pondok Pesantren Yanbu‘ul Qur'an dan Dar Al-Qur'an Urwah, Urwah
SUHUF Vol 5 No 2 (2012)
Publisher : Lajnah Pentashihan Mushaf Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22548/shf.v5i2.37

Abstract

Islamic Boarding School (pesantren) Yanbu'ul Qur'an and the Dar Al-Qur'an of Cirebon are two boarding schools that are still continuing to teach the seven ways of reciting the Holy Qur’an (al-Qirā’āt as-Sab'). Both have similarities and differences in teaching that method. This research will explain the method and systematic teaching of the seven ways of reciting the Holy Qur’an using socio-historical analysis approach. At the Islamic boarding school of Yanbu'ul Qur'an, tahfizul Qur'an (learning the Qur’an by heart) is one of the requirements that the students of the Qira’at must have, because the  talaqqi  (the process of learning the Qur’an by heart by meeting face to face with the supervisor) is conducted by the way of the unseen (bil-gaib) and face to face. While at the Islamic boarding school of Dar Al-Qur'an of Cirebon, tahfizul Qur’an is not required because the process is conducted through the way called  talaqqi bin-na§ar  (seeing the Qur'an), and is conducted in groups.
Evolusi Epistemologi Ilmu dari Yunani hingga Posmodernisme dan Implikasinya terhadap Paradigma Pendidikan Kontemporer Malik, Muhamad Ibnu; Amaliya, N. Fitri; Urwah, Urwah; Sholihah, Imroatus; Hambali, Adang
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 12 No 1 (2026)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.0121.463

Abstract

This study examines the evolution of the epistemology of science from classical Greek thought, Islamic scientific tradition, empirical modernism, to relativistic postmodernism, and analyzes its implications for contemporary educational paradigms. The purpose of this study is to identify the epistemological character of each historical phase, find similarities and differences related to the sources and validity of knowledge, and formulate their influence on educational theory, learning approaches, and curriculum development in the modern and postmodern eras. This study uses a qualitative approach with a literature study method through the analysis of primary philosophical sources and secondary academic literature. Data are classified thematically and analyzed using content analysis techniques. The results show that Greek epistemology emphasizes rationality; Islamic epistemology is integrative between revelation, reason, and empiricism; modern epistemology prioritizes scientific empiricism and objectivity; while postmodern epistemology views knowledge as plural and contextual. The study concludes that these epistemological dynamics have a significant influence on educational paradigms. Modernism gave rise to objective and competency-based education; postmodernism gave rise to collaborative, contextual, and learner-centered learning; Meanwhile, Islamic epistemology offers an integrative paradigm that balances intellectual, empirical, and moral aspects. This research contributes theoretically as a cross-historical epistemological framework and practically as a reference for developing holistic and adaptive curricula and learning models.
Co-Authors Adang Hambali, Adang Amaliya, N. Fitri Malik, Muhamad Ibnu SHOLIHAH, IMROATUS