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Philosophy of Science: Definition, Object of Study, Scope, and Method Sulistiyowati Gandariyah Afkari; Ridhoul Wahidi; Ahmad Syukri; Badarussyamsi -
INNOVATIO: Journal for Religious Innovation Studies Vol 21 No 2 (2021)
Publisher : Postgraduate Studies UIN Sulthan Thaha Saifuddin Jambi

Philosophy of Science is the study of all human life and thought phenomena critically and described in basic concepts. Philosophy is necessary for proving an accident or phenomenon and substance because, with philosophy, it can be proven that something exists or might exist. After all, with reason, a substance can be proven, and that the substance was formed from philosophy. There are two objects of study in the philosophy of science: a) material objects and b) formal objects. The scope of the philosophy of science is threefold, namely: a) Ontology, b) Epistemology, and c) Axiology. There are ten basic methods of philosophy of science, but in this study, the author only discusses three methods: a) Positivism Method, b) Phenomenological Method, and c) Critical Method. The purpose of the philosophy of science is to break the confinement of the human mind. By understanding and studying philosophy, humans can break the ice, rigidity, and even confinement of their minds by re-questioning everything that exists. Abstrak: Filsafat Ilmu adalah studi tentang seluruh fenomena kehidupan dan pemikiran manusia secara kritis dan dijabarkan dalam konsep mendasar. Filsafat sangat dibutuhkan dalam membuktikan suatu aksiden atau fenomena dan Subtansi karena dengan filsafat bisa terbukti sesuatu itu ada atau mungkin ada, karena dengan akal bisa dibuktikan suatu substansi dan substansi itu terbentuknya dari filsafat. Objek Kajian dalam Filsafat Ilmu ada dua, yaitu: a) Objek Material dan b) Objek Formal. Ruang lingkup filsafat ilmu ada tiga, yaitu: a) Ontologi, b) Epistimologi dan c) Aksiologi. Metode filsafat ilmu pada dasarnya ada sepuluh metode, akan tetapi dalam kajian ini penulis hanya membahas tiga metode, yaitu: a) Metode Positivisme b) Metode Fenomenologi dan c) Metode Kritis. Tujuan filsafat ilmu sebagai pendobrak keterkungkungan pikiran manusia. Dengan memahami, dan mempelajari filsafat manusia dapat menghancurkan kebekuan, kakakuan, bahkan keterkungkungan pikirannya dengan kembali mempertanyakan segala yang ada. Kata-kata kunci: filsafat ilmu, pengertian, objek kajian, ruang lingkup, metode

Takhrij Hadits tentang Perempuan yang Salat di Masjid: Sebuah Wacana Hadits dalam Perspektif Gender Ahmad Syukri
Harakat an-Nisa: Jurnal Studi Gender dan Anak Vol. 4 No. 1 (2019)
Publisher : Center for Gender and Children Studies, Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) UIN Sultan Thaha Saifuddin Jambi

This article tries to analyse a prophetic tradition concerning woman who perform their praying in the mosque. This study is done by implementing takhrij al hadits method. The result tenas to show that although women strongly suggested to pray at home, their praying in the mosque is quite acceptable.

Paradigma Keilmuan Dalam Al-Qur’an dan Penerapannya Pada Lembaga Pendidikan Islam Perspektif Kontemporer Candra Wesnedi; Ahmad Syukri; Badarussyamsi Badarussyamsi
TASAMUH: Jurnal Studi Islam Vol 13 No 2 (2021): Tasamuh: Jurnal Studi Islam
Publisher : LPPM IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/tasamuh.v13i2.403

Di era kontemporer ini, lembaga pendidikan Islam sebagian besar masih mengikuti platform keilmuan klasik. tradisi itu mengalami kesenjangan dengan perkembangan ilmu pengetahuan dan teknologi yang telah sangat kuat mempengaruhi peradaban umat manusia. Oleh karena itu, paradigma keilmuan berdasarkan al-Qur'an harus dibangun dengan menjadikan lembaga pendidikan Islam sebagai pilar-pilar yang menyusunnya. Penelitian ini bersumber dari kepustakaan, sedangkan analisis data yang dilakukan, mengingat penelitian ini bersifat kualitatif, maka peneliti akan menggunakan metode analisis interaktif. Hasilnya adalah bahwa paradigma keilmuan ini adalah ilmu dalam konsep sekuler hanya sekedar diorientasikan untuk menyelesaikan permasalahan-permasalahan sehari-hari dalam kehidupan seseorang. Namun lain halnya dengan paradigma keilmuan dalam Islam yang selain untuk menyelesaikan persoalan hidup, juga sebagai realisasi ibadah kepada Allah, yaitu tauhid.

Awareness, Benefits, and Services: Lecturers’ Perceived Towards The Application of ISO 9001: 2008 at University Ahmad Syukri; Nisaul Fadillah
IJER (Indonesian Journal of Educational Research) Vol. 2 No. 2 (2017)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Abstract: The State Islamic Institute Sulthan Thaha Saifuddin (IAIN STS) Jambi has been applying ISO 9001; 2008 since February 2013. One of previous research findings was the resistance regarding the ISO standards and the certification process. This study was to examine the problem through conducting lecturers’ perception towards ISO 9001; 2008 at IAIN STS Jambi in terms of their awareness, benefits and services. Respondents were lecturers of IAIN STS Jambi as many as 122 people from 4 faculties. The research employed a quantitative survey method that uses a likert-scale questionnaire and analysed with descriptive statistic. The findings show that lecturers’ perception on the application of TQM ISO 9001: 2008 in IAIN STS Jambi included in the group of moderate to high. The mean empirical data (x = 47,30) was higher than the average hypothetical (μ = 42). This indicates that the perception of lecturers on the application of ISO in IAIN STS Jambi is high (positive). Empirical standard deviation (s = 9,910) was higher than the hypothetical standard deviation (σ = 9:33). This shows that the perception of lecturers on the application of ISO 9001: 2008 at IAIN STS Jambi has a high variation. Meanwhile, gender variable has a significant relationship between the perception of ISO 9001: 2008 on improving the quality of teaching. Employment status (fulltime civil employer or non-full-time civil employer) have a significant relationship between the perception of ISO 9001; 2008 for quality of services and quality of coordination.

Epistemological Foundations of Educational Development: Synthesizing Knowledge Construction and Pedagogical Transformation in Modern Education Fahrizal Nover; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.50

Epistemology serves as a foundational philosophical lens that defines how knowledge is constructed, validated, and integrated within educational frameworks. While traditional educational models often emphasize passive knowledge transmission, modern educational challenges require an epistemological paradigm shift toward active knowledge creation. This study explores the structural relationship between epistemological philosophy and educational development, focusing on the operational impact of knowledge construction on pedagogical methodologies and curriculum design. Utilizing a qualitative-descriptive library research approach, classical and contemporary epistemological theories ranging from rationalism and empiricism to constructivism and social epistemology were systematically synthesized and applied to educational practices. The findings reveal three core contributions of epistemology to educational transformation: (1) pedagogical shift, moving from passive instruction to critical, inquiry-based, and dialogical learning where students actively construct meaning; (2) adaptive curriculum design, providing the analytical framework necessary to filter abundant information, combat misinformation, and integrate 21st-century skills; and (3) reconciling tradition and innovation, enabling frameworks such as Islamic education to integrate classical intellectual traditions with modern scientific inquiries. In conclusion, epistemological reflection is not merely a theoretical exercise but an essential driver for developing critical, adaptive, and ethically grounded educational systems

THE EFFECTS OF PROFESSIONAL COMPETENCE, WORK DISCIPLINE, AND WORK MOTIVATION ON THE PERFORMANCE OF MADRASAH ALIYAH NEGERI TEACHERS IN THE RIAU ISLANDS PROVINCE Erlina Gusnita; Ahmad Syukri; Lukman Hakim
As-Sulthan Journal of Education Vol. 3 No. 2 (2026): Maret
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study examines the effects of professional competence, work discipline, and work motivation on the performance of teachers at Madrasah Aliyah Negeri in the Riau Islands Province. The scope of this research focuses on analysing both the partial and simultaneous influence of these three variables in order to provide a comprehensive understanding of key determinants of teacher performance in Islamic secondary schools within an archipelagic context. The main objective of the study is to identify the extent to which professional competence, work discipline, and work motivation contribute to improving teacher performance. This study employed a quantitative research design with a correlational and explanatory approach. The population consisted of all teachers of Madrasah Aliyah Negeri in the Riau Islands Province, and the sample was selected using proportional sampling techniques. Data were collected through structured questionnaires and analysed using multiple linear regression analysis. The results indicate that professional competence, work discipline, and work motivation each have a positive and significant effect on teacher performance. Furthermore, the simultaneous analysis shows that these three variables jointly explain a substantial proportion of the variance in teacher performance. The study concludes that integrated strategies to enhance competence, strengthen discipline, and increase motivation are essential for improving teacher performance and educational quality.

Epistemological Foundations and Methodological Structures: A Philosophical Review of Scientific Inquiry Septariani; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.43

Scientific inquiry serves as the primary engine for human civilization and knowledge development. However, conceptual ambiguities surrounding the boundaries of scientific structures, epistemology, and methodological principles often persist in contemporary discourse. This study aims to systematically analyze the fundamental structures, principles, and methodological frameworks of science through a philosophical lens, specifically examining the ontological, epistemological, and axiological dimensions of knowledge acquisition. Using a qualitative-descriptive library research method, this study analyzed authoritative texts, historical scientific paradigms, and methodological literatures. The findings reveal that the integrity of scientific knowledge relies on a triadic integration: a systematic empirical-rational structure, a rigorous adherence to objective epistemological methods (ranging from deductive-inductive reasoning to error-correction mechanisms), and an axiological responsibility. Furthermore, this study synthesizes Archie J. Bahm’s pluralistic scientific steps, demonstrating that scientific methods must adapt dynamically to multi-disciplinary challenges without compromising objective validity. Understanding this fundamental architecture is critical for sustaining rigorous scientific development and resisting pseudo-scientific paradigms in the modern era.

Philosophy in Educational Development and Improving Critical Thinking Skills: A Scientific and Reflective Approach Audra Ayu Bagascary; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.44

Contemporary education faces increasingly complex challenges, especially in forming students who are not only academically intelligent, but also able to think critically and positively in the face of information that is full of bias and uncertainty. This article aims to explore the role of philosophy in the development of contemporary education, with a focus on how philosophy can form students who have a positive and critical framework of thinking. This study uses a library research approach by analyzing relevant literature on philosophy and education. The sources used include books, journal articles, and related studies that discuss the relationship between philosophy and critical education. The results of the study show that philosophy provides a strong theoretical basis for developing more reflective and critical education. In addition, the application of philosophical principles in education can produce individuals who are more independent, critical, and reflective in facing various dynamics of life.

Contribution of Philosophy of Science in Scientific Research: An Epistemological and Methodological Review Agung Setiabudi; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.45

Scientific research requires not only systematic empirical techniques but also a robust theoretical and philosophical foundation to ensure methodological rigor and validity. This study examines the historical and functional contributions of the philosophy of science to modern research methodology and paradigms across four distinct eras: Classical, Renaissance, Modern, and Contemporary. Utilizing a qualitative library research design combined with content analysis and historical-hermeneutic interpretation, this paper evaluates how evolving philosophical frameworks shape scientific inquiry. The findings demonstrate that philosophy provides the fundamental ontological, epistemological, and axiological pillars that govern research designs, transitioning scientific practice from medieval dogmatism to empirical observation, logical positivism, and ultimately contemporary pluralism. Furthermore, the study illustrates how philosophical reflection directly informs modern methodologies such as big data analytics, artificial intelligence ethics, and interdisciplinary collaboration by fostering critical reflectivity, operational transparency, and ethical accountability. By bridging historical philosophical developments with contemporary socio-technological practices, this research offers a comprehensive framework for embedding epistemological flexibility into modern research governance and scientific education

Reconstructing John Dewey's Educational Philosophy: Its Relevance to Democratic and Experiential Learning in Contemporary Education Wardatul; Ahmad Syukri; Badarussyamsi; Boby Yasman Purnama
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.47

John Dewey remains one of the most influential figures in modern educational philosophy, particularly through his ideas on democracy, experiential learning, and the active role of learners in the educational process. Nevertheless, rapid developments in educational systems, digital learning environments, and increasingly complex social challenges require a renewed interpretation of Dewey's educational philosophy. This study aims to analyze the fundamental principles of John Dewey's educational thought and examine their relevance to contemporary educational practices. Employing a qualitative library research approach, this study critically analyzes Dewey's major works alongside relevant scholarly literature to construct a comprehensive understanding of his educational philosophy. The findings reveal that Dewey viewed education as a continuous process of reconstructing experience through active participation, reflective inquiry, and democratic interaction. He rejected traditional teacher-centered instruction that positions learners as passive recipients of knowledge and instead advocated learning through meaningful experiences, collaborative problem-solving, and critical thinking. The analysis further demonstrates that Dewey's educational philosophy remains highly relevant for addressing contemporary educational challenges, particularly in fostering student-centered learning, democratic school culture, creativity, and lifelong learning. This study contributes to the ongoing discourse on educational philosophy by providing a contextual reinterpretation of Dewey's ideas and highlighting their significance for developing more inclusive, participatory, and experience-based educational practices in the twenty-first century.

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