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All Journal Intizar Golden Ratio of Social Science and Education
Sahjad M Aksan
IAIN TERNATE
Religion Arts Humanities Education Social Sciences Other

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Corak Epistemologi Mistis Neoplatonisme dalam Mistisisme Islam Sahjad M Aksan
Intizar Vol 24 No 2 (2018): Intizar
Publisher : Pusat Penelitian dan Penerbitan Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/intizar.v24i2.3101

Abstract

Mysticism is an inner struggle in search of light, clues and a way of chatting with the inner realm to reach knowledge through enlightenment. However, epistemically, mysticism is very personal, therefore it cannot be scientifically accountable. In the hands of Plotinus, mysticism seems to be living with its philosophical nuances, so that it is easily explained and adapted as one of the objects of philosophical study. Until now the legacy of the philosophy of Neoplatonism is still exists not only in the academy area, but also penetrated and became the understanding held by some Muslims who engaged in the world of Sufism both philosophical and moral. This indicates that there is freedom to have the people's horizons that can be adopted from anywhere while at the same time indicating the colors of Islamic thought. Understanding mysticism in Islam should indeed not be muzzled for any reason or to be confronted with Islamic understanding that is fiqh or fiqh oriented. Because, exploring Islamic mysticism which is recognized is influenced by the teachings of Neoplatonism, proves and teaches the people that there is a strong relationship between the conception of Shari'a and the conception of Sufism about worship so that they do not need to be contested because they have indicators that perfect the essence of tawhid and worship.
The Implications of Islamic Thought on Life for Biology Learning Design in Madrasah Aliyah Rani Noho; Wirda AZ Umagap; Muhammat Mat Doan; Sahjad M Aksan
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2320

Abstract

Islamic thought views life as a trust from Allah, containing the values of monotheism, ethics, and human responsibility as caliphs on earth. This perspective has important implications for learning Biology in Madrasah Aliyah, which substantially studies the phenomena of life. This study aims to analyze the implications of Islamic thought on life for the design of biology learning in Madrasah Aliyah. This study used a descriptive qualitative approach with a field study type. The research subjects included biology teachers, Islamic Religious Education teachers, and 11th-grade students. Data were collected through classroom observations, in-depth interviews, and documentation studies, and then analyzed using Miles and Huberman’s interactive model.. The research results indicate that teachers have a normative understanding of life from an Islamic perspective, but this understanding has not yet been fully internalized systematically in the design of biology learning. The integration of Islamic values is still partial and has not been explicitly formulated in the objectives, methods, and evaluation of learning processes. This study concludes that Islamic thought on life needs to be used as a philosophical and pedagogical foundation in the development of biology learning designs so that learning is not only oriented toward mastering scientific concepts, but also toward fostering students' spiritual awareness and life ethics.
The Relevance of Ibn Sina's Philosophy of Education to the Development of MI Curriculum in the Merdeka Belajar Era Hamima S Toku; Sukardi Abbas; Sahjad M Aksan; Elfira Mahmud
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2337

Abstract

This study explores the relevance of Ibn Sina's educational philosophy to the development of the Madrasah Ibtidaiyah curriculum in the Merdeka Belajar era. Using a qualitative approach with a literature review and field study design, data were collected through the analysis of Ibn Sina's works, Merdeka Curriculum policy documents, interviews with 20 madrasah practitioners, and focus group discussions. The results of the study indicate five main philosophical convergences: a student-centered learning paradigm, differentiated learning, a holistic approach, enjoyable learning, and character formation. Ibn Sina's philosophy provides an epistemological foundation for integrating Islamic values with modern pedagogy, a development-stage-based learning framework, and universal pedagogical principles. The integration model is formulated in five dimensions: vision-goal, curriculum design, learning strategies, holistic assessment, and educator development. Implementation challenges include educator competence, learning resources and mindset resistance. A comprehensive strategy is recommended to transform the MI curriculum to be responsive to the 21st century while being grounded in authentic Islamic values.
The Concept of Epistemology in Islamic Education and Its Challenges in the Era of Artificial Intelligence Fitriani Musa; Sahjad M Aksan; Arif Rahman Firianto; Adiyana Adam; B. Baharuddin
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2347

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the field of education, including Islamic education. These changes have given rise to epistemological challenges related to the nature of knowledge, sources of truth, and the role of humans in the learning process. This study aims to examine the concept of epistemology in Islamic education and analyze the challenges and opportunities of integrating Artificial Intelligence within the context of Islamic education. This study employed a qualitative approach using library research. Data were obtained through document studies of books, journal articles, and relevant scientific sources discussing Islamic epistemology and Artificial Intelligence in education. Data analysis was conducted using content analysis and a descriptive-analytical approach to identify the epistemological differences between Islamic education and AI technology. The study results indicate that the epistemology of Islamic education is holistic and integrative, making revelation, reason, and experience the primary sources of knowledge in Islamic education. Meanwhile, Artificial Intelligence operates within a rational-empirical framework that is instrumental and value-free, thus unable to replace the human role in shaping moral and spiritual values. Therefore, the integration of AI in Islamic education must be conducted critically and selectively, while still making Islamic values the main foundation for achieving the goals of Islamic education, namely, forming individuals who are faithful, knowledgeable, and of noble character.
Co-Authors Adiyana Adam Arif Rahman Firianto B. Baharuddin Elfira Mahmud Fitriani Musa Hamima S Toku Muhammat Mat Doan Rani Noho Sukardi Abbas Wirda Az Umagap