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All Journal Jurnal Pendidikan Agama Islam Al-Thariqah Pendas : Jurnah Ilmiah Pendidikan Dasar At-Ta'lim : Media Informasi Pendidikan Islam Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Al-Ihda' : Jurnal Pendidikan dan Pemikiran Bulletin of Indonesian Islamic Studies TAUJIH: Jurnal Pendidikan Islam Jurnal Sains Student Research Ihsanika : Jurnal Pendidikan Agama Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Dirosah Islamiyah Jurnal Ilmiah Nusantara International Journal of Islamic Educational Research Jurnal Teologi Islam Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya At-Ta'lim : Media Informasi Pendidikan Islam
Eva Dewi
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Fenomenologi: Karl Popper (Falsifikasi) dan Dekonstruksi Jacques Derrida Nur Hasanah Hasibuan; Eva Dewi; Khairil Anwar
JOURNAL SAINS STUDENT RESEARCH Vol. 3 No. 1 (2025): Jurnal Sains Student Research (JSSR)
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v3i1.3433

Abstract

This article examines phenomenology as a philosophical approach to exploring Karl Popper's concept of falsification and Jacques Derrida's notion of deconstruction. Karl Popper argues that falsification serves as the primary criterion for distinguishing science from non-science. According to this perspective, a theory can only be considered scientific if it allows for tests that could potentially falsify it. Conversely, Jacques Derrida, through his concept of deconstruction, offers a critical analysis of the structure of language and meaning, emphasizing the inherent ambiguity and uncertainty within texts and discourses. This study employs a qualitative method with a conceptual analysis approach to investigate the relationship and comparison between these two perspectives. The findings indicate that falsification is more applicable to the domain of empirical science, focusing on theoretical testing and validation, whereas deconstruction is better suited for the fields of literary criticism and philosophy, with its emphasis on deconstructing and dismantling foundational assumptions. Although emerging from distinct areas of thought, these two approaches can complement each other within the framework of phenomenology. Falsification provides an empirical foundation for the search for truth, while deconstruction opens opportunities to uncover hidden biases, frameworks, and hierarchies in thought. This article underscores the importance of integrating scientific and philosophical critique to gain a deeper and more comprehensive understanding of phenomena.
SEJARAH PERKEMBANGAN ILMU PENGETAHUAN Marhamah; Eva Dewi; Amril
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 19 No. 2 (2024): Oktober: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/alihda.v19i2.166

Abstract

Kajian ini membahas tentang sejarah ilmu dan pengetahuan. Secara teoritis perkembangan ilmu pengetahuan selalu mengacu kepada peradaban Yunani. Hal ini didukung oleh beberapa faktor, di antaranya adalah mitologi bangsa Yunani, kesusastraan Yunani, dan pengaruh ilmu pengetahuan pada waktu itu yang sudah sampai di Timur Kuno. Terjadinya perkembangan ilmu pengetahuan di setiap periode ini dikarenakan pola pikir manusia yang mengalami perubahan dari mitos-mitos menjadi lebih rasional. Perkembangan ilmu pengetahuan Islam dalam tiga periode, yaitu perkembangan ilmu pada periode awal Islam, Umayah, Abbasiyah, dan modern. Metode pengumpulan data menggunakanan kajian pustaka yakni bersumber dari buku-buku yang berkaitan dan artikel jurnal yang bersifat kualitatif.
Integration of Religion and Science in Hossein Nassr's Perspective Akhmad Mamba'ul Ulum; Amril M; Eva Dewi
International Journal of Islamic Educational Research Vol. 1 No. 2 (2024): April : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v1i2.26

Abstract

The integration of religion and science has become the subject of interesting debate in the modern intellectual world. Hossein Nasr, an Islamic philosopher and scholar, made important contributions to understanding the relationship between these two fields. In his perspective, Nasr emphasizes the importance of understanding religion and science holistically, as two complementary dimensions in the search for truth. This article explores Nasr's thinking on the integration of religion and science, highlighting his arguments about the epistemological and ontological differences between the two as well as attempts to unite them in a coherent view. The discussion also includes the practical implications of Nasr's views in the context of modern life.
Telaah Kritis Pemikiran Pendidikan Islam Al-Zarnuji dalam Kitab Ta‘lim Al-Muta‘allim Ikhlas, Nur; Eva Dewi; Sutarmo
TAUJIH: Jurnal Pendidikan Islam Vol 7 No 01 (2025): Taujih: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam IAIQI Al-Qur'an Al-Ittifaqiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/taujih.v7i01.1083

Abstract

The contemporary challenges in Islamic education reveal a growing academic concern regarding the weak philosophical foundation that underpins the educational system, particularly in aspects of values, character, and spirituality. In this context, the thoughts of classical educational figures such as Al-Zarnuji become increasingly important to revisit. This study aims to critically examine Al-Zarnuji’s educational thought as outlined in his seminal work Ta'lim al-Muta'allim, focusing on educational goals, the roles of educators and students, learning methods, and curriculum, and linking them to the current needs of Islamic education. This research employs a qualitative library research method using descriptive-critical analysis of textual content. The findings indicate that education, according to Al-Zarnuji, aims to form a holistic personality integrating sincere intention, spiritual orientation, and social responsibility. Educators are viewed as moral-spiritual guides, while students are expected to embody humility, diligence, and discipline. The three main teaching methods promoted by Al-Zarnuji advice, dialogue, and discussion remain relevant in contemporary character education. Theoretically, this study enriches the discourse on classical Islamic educational thought that is relevant for reconstructing a value-based educational paradigm. Practically, the findings offer a foundation for educators, educational institutions, and policymakers to design learning systems that holistically integrate spirituality, ethics, and intellectual development.
Penguatan Kecerdasan Teologis Dan Teleologis (Pendekatan Theo-Antropo-Ekologis): Penelitian Bahosin Sihombing; Amril; Eva Dewi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.1115

Abstract

Di era modern yang ditandai dengan krisis spiritualitas, degradasi moral, dan kerusakan lingkungan, manusia memerlukan paradigma baru dalam memahami dirinya, Tuhannya, dan alam semesta. Adapun tujuan artikel ini untuk mengkaji pentingnya penguatan kecerdasan teologis, kemampuan untuk membangun hubungan spiritual dengan Tuhan, dan kecerdasan teleologis yaitu kesadaran akan arah dan tujuan hidup sebagai landasan kehidupan yang bermakna. Melalui pendekatan theo-antropo-ekologis, kajian ini menekankan pentingnya integrasi antara dimensi ketuhanan, kemanusiaan, dan ekologis. Pendekatan ini tidak hanya menawarkan solusi filosofis terhadap krisis multidimensi yang dihadapi manusia, tetapi juga relevan dalam dunia pendidikan dan sosial kontemporer. Dengan menanamkan nilai spiritual, kesadaran moral, dan kepedulian ekologis secara bersamaan, pendekatan ini mendorong terciptanya pribadi yang utuh, bijak, dan bertanggung jawab dalam membangun masa depan yang berkelanjutan. Artikel ini juga menawarkan paradigma holistik dalam pendidikan dan pelatihan masyarakat. Pendekatan ini menekankan pentingnya pembentukan pribadi yang utuh, spiritual, bertanggung jawab sosial, dan peduli terhadap lingkungan di tengah tantangan sekularisasi
Reconstructing the Pattern of Islamic Education during the al-Khulafāʾ al-Rāsyidūn Period and Its Relevance to the Indonesian Educational Context Faisal Amir Toedien; Eva Dewi; Sutarmo Sutarmo
Bulletin of Indonesian Islamic Studies Vol. 4 No. 1 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i1.1414

Abstract

Islamic education has been a main pillar in shaping Islamic civilization since the time of the Prophet Muhammad, and it was further developed by caliphs after him. The period of the al-Khulafāʾ al-Rāsyidūn (632–661 CE) marked a significant phase in the continuation and advancement of Islamic education after the revelation ended. This article aims to describe the educational patterns and analyze the role of each caliph in the development of education. The research employs a qualitative method with a literature review approach, examining primary and secondary sources such as historical texts, tafsir works, and academic literature. The study focuses on the educational policies and contributions of Abū Bakr aṣ-Şiddīq, ‘Umar ibn al-Khaṭṭāb, ‘Uśmān ibn ‘Affān, and ‘Alī ibn Abī Țālib. The findings reveal that each caliph adopted strategic approaches in fostering education, including the codification of the Qur'an, the establishment of knowledge institutions, and the promotion of critical thinking. The results show that the Islamic education system was structured and transformative from the beginning. This study contributes to the academic discourse on Islamic educational history and offers insights for developing educational models rooted in authentic Islamic values. These findings are essential as a historical foundation for designing contemporary Islamic education.
Fazlur Rahman's Thoughts on Islamic Education Reform and Its Significance for the Education System in Indonesia Rasalhaque Daffa Taruna; Eva Dewi; Husaini Nasution
Bulletin of Indonesian Islamic Studies Vol. 4 No. 1 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i1.1444

Abstract

Islamic education plays a vital role in shaping the personality and civilization of its adherents; however, it is currently grappling with an epistemological and methodological crisis that creates a divide between religious knowledge and general knowledge. Rigid and non-contextual educational approaches further contribute to the stagnation of the Islamic education system. This study adopts a qualitative approach, utilizing a literature review method to gather and analyze both primary and secondary sources related to human freedom from the perspective of Islamic education. A descriptive analytical method is employed both deductively and inductively to achieve a deeper understanding of the topic. The focus of the study is on Fazlur Rahman's ideas concerning the integration of knowledge, curriculum reform, and the transformation of teaching methodologies. Rahman argues for an Islamic education that transcends mere rituals, promoting critical thinking, creativity, and social engagement. He advocates for the integration of *tarbiyah* (moral education) and *ta'lim* (the teaching of knowledge), alongside enhancing teacher capacity and proficiency in foreign languages to expand access to knowledge. Rahman's concepts align well with the principles of the 2013 Curriculum, which emphasizes thematic, integrative, and student-centered learning. This article offers a conceptual framework based on Rahman's insights as a viable solution to the epistemological crisis and serves as a reference for the development of integrative, contextual, and adaptive Islamic education.
A Revisiting Educational Paradigms of the Al-Khulafā’ Al-Rāsyidūn Period: Implications for Addressing Globalization-Era Educational Challenges Tia Rahayu; Eva Dewi; Nur Aprilda Mardatillah
Bulletin of Indonesian Islamic Studies Vol. 4 No. 1 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i1.1448

Abstract

This article explores the educational patterns prevalent during the period of al-Khulafā' al-Rāsyidūn, highlighting the values and methodologies of that time, which may serve as a framework for tackling modern educational challenges, particularly in the context of globalization. The research is prompted by the critical issue of diminishing spiritual and moral values amidst the rapid changes brought about by globalization. The goal of this study is to delineate the educational approaches of the al-Khulafā' al-Rāsyidūn and assess their relevance in addressing contemporary educational challenges. This research utilizes a qualitative methodology grounded in a literature review, drawing data from primary sources (including the Al-Qur'an, hadith, and classical Islamic texts) as well as secondary sources (such as academic journals, scholarly books, and recent studies related to the subject). The findings indicate that the educational framework during the al-Khulafā' al-Rāsyidūn period encompasses not only spiritual and moral growth but also practical and holistic elements. This includes strengthening faith, fostering moral character, and mastering knowledge, alongside enhancing the role of mosques as centers for learning. These insights contribute significantly to the development of a contemporary Islamic education model that is adaptive, distinctive, and pertinent to addressing the moral and identity crises faced by today’s Muslim generation.
The Relevance of Character Education Values in Ta’līm al-Muta’allim by Imām al-Zarnūjī to the Moral Challenges of Modern Students Mhd. Husnul Fikri; Eva Dewi; Ummi Mutiah
Bulletin of Indonesian Islamic Studies Vol. 4 No. 1 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i1.1457

Abstract

Education plays a vital role in shaping human character, especially in facing the challenges of the Industrial Revolution 4.0 and the digital era. In Islam, education is not only a means of intellectual development but also a spiritual and moral process aimed at producing insan kamil—a complete human being. One of the classical Islamic literatures that emphasizes the importance of character education is Ta’līm al-Muta’allim by Imām al-Zarnūjī. This research aims to explore the relevance of the character values contained in Ta’līm al-Muta’allim in addressing the moral challenges faced by students in modern times. Using a qualitative library research method, this study analyzes classical texts and relevant contemporary literature. The findings show that the values of sincerity, discipline, respect for teachers, time management, and humility in seeking knowledge are still highly relevant in today's educational context. These values serve as a foundation for developing strong moral character among students, which is essential in responding to the complexities of modern life and preserving ethical behavior amidst technological advancement. This study contributes to the discourse on Islamic character education and offers insights for reforming modern education by integrating classical values.
Character Education Based on Al-Gazālī's Sprituality: A Solution to Moral Crisis in the Digital Era Heni Julaika Putri; Eva Dewi; Via Novelia Najmi
Bulletin of Indonesian Islamic Studies Vol. 4 No. 1 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i1.1499

Abstract

The development of digital technology not only has a major effect on human life, including education, but also causes moral crises such as hoaxes, hate speech, and empathy degradation. This study aims to study Imām Al-Gazālī's perspective on spiritual education as an alternative solution to overcome the moral crisis in the modern era. In addition, this study also creates a plan to implement character education based on spirituality. This type of research is qualitative using a literature study approach. This study collects data by conducting an in-depth analysis of Al-Gazālī's writings and related literature. Such as Al-Gazālī's main works, such as Ihya 'Ulumuddin, Ayyuha al-Walad, and Mizan al-'Amal. The study shows that Al-Gazālī's educational ideas that emphasize the strengthening of morals, purification of the soul (tazkiyatun nafs), and spiritual achievement through reason, heart, soul, and spirit are very relevant to addressing the moral crisis that occurs in the modern era. Primarily, values such as honesty, trustworthiness, patience, gratitude, and self-reflection shape students' characters. Spirituality-based character education can be implemented through curriculum, daily routines, teacher examples, family involvement, and wise use of digital media. This study offers the concept of Al-Gazālī's spirituality-based character education as a solution to the moral crisis of the young generation in the digital era and provides practical guidelines for educational institutions, teachers, and families in forming intelligent, moral, and spiritual individuals.
Co-Authors Adek Saputra Afini Nurul Hidayah Ahmad Badarudin Akhmad Mamba'ul Ulum Akhmad Mamba’ul ‘Ulum Alwizar Amin Maksum Amril Amril Amril Amril M Aso Samsudin, Mohamad Bahosin Sihombing Darma Yanti, Annisa Dina Fitri Djefrin E. Hulawa Eka Rinor Maya Ellya Roza Faisal Amir Toedien Frida Rohmatika Heni Julaika Putri Hotma Ida Br. Simamora Husaini Nasution Ida Wijayanti Ikhlas, Nur Irma Suryani Khairil Anwar Maini Wati Marhamah . Mawar Fita Sari Mhd. Husnul Fikri Muhammad Nadhif Syuhada Nur Aprilda Mardatillah Nur Hasanah Hasibuan Nurhidayati Hasanah Nurry Marfu'ah pane, astrianasitoruspane Rahmad Ramadhan Rasalhaque Daffa Taruna Reni Karlina Rezzi Yanti Naimah Sari Madani Rambe Septri Larasati Sutarmo Sutarmo Sutarmo Syahrul Azmi tia rahayu Tohirin Umi Fitri Lestari Ummi Mutiah Venny Delviany Via Novelia Najmi