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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 Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Ilmiah Nusantara International Journal of Islamic Educational Research Jurnal Teologi Islam
Eva Dewi
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PERKEMBANGAN PENDIDIKAN ISLAM MASA BANI UMAYYAH Waliyuddin Hilmy Luthfi; Eva Dewi; Djeprin E Hulawa
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 1 No. 1 (2023): Oktober
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v1i2.713

Abstract

Penelitian ini mendeskripsikan Perkembangan Islam Pada Masa Perkembangan Bani Umayyah. Fokus penelitian ini untuk mengetahui sejarah berdirinya Dinasti Bani Umayyah, peradaban islam pada masa Dinasti Bani Umayyah, dan sebab kemunduran dan keruntuhan Bani Umayyah. Hasilnya adalah Dinasti umayyah diambil dari nama Umayyah Ibn ‘Abdi Syams Ibn ‘Abdi Manaf, Dinasti ini sebenarnya mulai dirintis semenjak masa kepemimpinan khalifah Utsman bin Affan pada saat itu belum berhasil, namun baru kemudian berhasil setelah dideklarasikan dan mendapatkan pengakuan kedaulatan oleh seluruh rakyat yang mengetahui keberadaan Dinasti Bani Umayyah ini setelah khalifah Ali terbunuh oleh kaum kafir dan Hasan ibn Ali yang diangkat oleh kaum muslimin di Irak menjadi khalifah menyerahkan kekuasaanya pada Muawiyah setelah melakukan perundingan dan perjanjian. Bersatunya ummat muslim dalam satu kepemimpinan pada masa itu disebut dengan tahun jama’ah (‘Am al Jama’ah) tahun 41 H (661 M). Dan kemunduran dan kehancuran Dinasti Bani Umayyah disebabkan oleh banyak faktor, dinataranya adalah: perebutan kekuasaan diantara keluarga kerajaan, serta konflik berkepanjagan dengan golongan oposisi oran-orang Syi’ah dan Khawarij, pertentangan etnis suku Arab Utara dan suku Arab Selatan, ketidak cakapan para khalifah dalam memimpin pemerintahan dan kecenderungan mereka yang hidup mewah,  kemudian penggulingan oleh Bani Abbas yang didukung penuh oleh Bani Hasyim, kaum Syi’ah, dan golongan Mawali.
SEYYED HOSSEIN NASR: INTEGRASI BERBASIS TAUHID MELALUI HIRARKI ILMIAH Hairunis; Eva Dewi; Djeprin E Hulawa
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 1 No. 1 (2023): Oktober
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v1i1.727

Abstract

Modernisasi yang dibarengi dengan adanya sekularisasi yang telah menghadirkan wajah suram yaitu terhapusnya kehiduapan beraagama dari kehidupan manusia, dihilangkannya nilai-nilai agama dan spiritual dalam memandang alam semesta, dihilangkannya aspek spiritual dan keagamaan. Nasr prihatin dengan realitas manusia modern yang terlalu sulit mengapresiasi sesuatu yang sakral. Nasr menekankan pentingnya religiusitas dalam pengembangan ilmu pengetahuan. Nasr kemudian memberikan pemikirannya tentang konsep integrasi ilmu pengetahuan dan Islam berdasarkan tauhid melalui hierarki keilmuan berupa konsep kesatuan yaitu integrasi Islam (Ilahiyah), Manusia (Khalifah), dan alam (Kosmos). Sehingga dapat menuju keesaan Ketuhanan yang terbayang dalam kesatuan Alam. Gagasan persatuan dalam ilmu pengetahuan merupakan gagasan yang bersumber dari syahadat: la ilaha illa Allah. Dengan konsep kesatuan atau yang biasa disebut dengan tauhid, maka keberagaman ilmu pengetahuan juga dapat diintegrasikan ke dalam keterpaduan. Dengan kata lain, gagasan kesatuan memungkinkan integrasi pengetahuan dan tindakan manusia menjadi satu kesatuan yang harmonis. Pemikiran Nashr terhadap relasi agama dan sains, menjadi fokusnya ketika ia telah menamatkan studi di universitas Harvard, hal ini dapat terlihat lewat disertasi yang ia garap, yang kemudian di publikasikan oleh Universitas Harvard dengan judul, An Introduction to Islamic Cosmological Doctrines : conception of nature and methods used for its study by the Ikhwan Al-Shafa, AlBiruni and Ibn Sina.
Integrasi Agama dan Sains Dalam Perspektif Abdussalam Hotma Ida Br. Simamora; Amril Amril; Eva Dewi
JURNAL ILMIAH NUSANTARA Vol. 1 No. 4 (2024): Jurnal Ilmiah Nusantara
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v1i4.1813

Abstract

This article reviews the life and thoughts of Professor Abdus Salam, a prominent Muslim scientist who received the Nobel Prize in Physics in 1979. Professor Abdus Salam presented his contribution to theoretical physics by basing his thinking on the values ​​of the Koran. Apart from his scientific achievements, Salam also plays a role as a politician who maintains moral integrity in the world of politics. This article explains the challenges Salam faced, including the intellectual isolation he experienced in Pakistan, as well as his struggle to integrate religion and science. Apart from that, the article also discusses Salam's perspective on the need to integrate science and religious values ​​in the Islamic education system to create a more advanced and civilized civilization.
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.
Co-Authors Adek Saputra 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 Djeprin E Hulawa Ellya Roza Faisal Amir Toedien Hairunis Heni Julaika Putri Hotma Ida Br. Simamora Husaini Nasution Ikhlas, Nur Irma Suryani Khairil Anwar Marhamah . Mhd. Husnul Fikri Nur Aprilda Mardatillah Nur Hasanah Hasibuan Nurry Marfu'ah pane, astrianasitoruspane Rasalhaque Daffa Taruna Reni Karlina Rezzi Yanti Naimah Sari Madani Rambe Septri Larasati Sutarmo Sutarmo Sutarmo tia rahayu Ummi Mutiah Venny Delviany Via Novelia Najmi Waliyuddin Hilmy Luthfi