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All Journal Jurnal Pendidikan Agama Islam Al-Thariqah Pendas : Jurnah Ilmiah Pendidikan Dasar Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah At-Ta'lim : Media Informasi Pendidikan Islam Tabyin; Jurnal Pendidikan Islam Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat 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
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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INTEGRASI EPISTEMOLOGI ISLAM: HADARAT AL-NAS, HADARAT AL-ʿILM, DAN HADARAT AL-FALSAFAH DALAM KERANGKA PENDIDIKAN ISLAM KONTEMPORER Muhammad Nadhif Syuhada; Eva Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39969

Abstract

Contemporary Islamic education faces the challenge of a dichotomy between religious knowledge and general knowledge, which has resulted in partial educational practices, both normative and dogmatic and value-free positivism. This situation demonstrates the importance of strengthening an integrative epistemological foundation so that Islamic education can respond to current developments without losing its Islamic identity. This article aims to examine the concept of integrating Islamic epistemology through the framework of Hadarat al-Nas, Hadarat al-ʿIlm, and Hadarat al-Falsafah in the context of contemporary Islamic education. This study uses a qualitative approach with library research. Data were obtained from various literature sources, including books, scientific journal articles, and academic works relevant to Islamic epistemology, Islamic educational philosophy, and contemporary Islamic educational thought. The results indicate that the integration of Hadarat al-Nas, Hadarat al-ʿIlm, and Hadarat al-Falsafah forms a holistic and complementary Islamic epistemological framework. Hadarat al-Nas serves as a normative foundation based on revelation, Hadarat al-ʿIlm as scientific and empirical rationality, and Hadarat al-Falsafah as a space for critical reflection on the meaning and ethical implications of knowledge. The integration of these three has implications for the development of Islamic education that is not only oriented towards mastery of knowledge, but also towards character formation, moral awareness, and social responsibility. Thus, integrative Islamic epistemology serves as a strategic foundation for formulating a paradigm for Islamic education that is relevant, balanced, and oriented towards civilizational development.
Peran Pendidikan Islam Dalam Masyarakat Ekonomi Asean (MEA) Eva Dewi
At-Ta'lim : Media Informasi Pendidikan Islam Vol 15, No 1 (2016): JUNI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v15i1.284

Abstract

FENOMENOLOGI: KARL POPPER (FALSIFIKASI) DAN DEKONSTRUKSI J. DERRIDA DALAM PERSPEKTIF ISLAM Ridho Akbar; Amril Mansur; Eva Dewi
Tasyri’: Jurnal Tarbiyah – Syari’ah Islamiyah Vol 33 No 01 (2026): April 2026
Publisher : LPPM STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70281/9fdby190

Abstract

This paper explores the connection between Karl Popper’s concept of falsification and Jacques Derrida’s notion of deconstruction within the framework of phenomenological philosophy and from an Islamic perspective. Using a literature review approach, the study demonstrates that although Popper and Derrida come from different philosophical backgrounds—science and language respectively—they both reject the idea of absolute truth. Popper’s falsification emphasizes the importance of openness to re-examination in scientific processes, while Derrida’s deconstruction challenges fixed meanings in texts and promotes interpretive plurality. In the context of Islamic religious education, both theories provide a critical foundation for developing learning that is reflective, analytical, and appreciative of diverse meanings and interpretations.  
PEMIKIRAN PENDIDIKAN ISLAM PERSEKTIF FAZLUR RAHMAN Oky Syamsurizal; Eva Dewi; Sutarmo Sutarmo
TABYIN: JURNAL PENDIDIKAN ISLAM Vol 8 No 01 (2026): Juni
Publisher : STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70281/d8h1aq50

Abstract

pemikiran Fazlur Rahman dalam konteks pendidikan Islam sebagai upaya menjawab tantangan modernitas. Sebagai tokoh pembaharu Islam modern, Fazlur Rahman menyoroti pentingnya reformasi sistem pendidikan Islam yang mampu mengintegrasikan antara ilmu agama dan ilmu umum. Ia menekankan bahwa pendidikan Islam tidak hanya berorientasi pada akhirat, tetapi juga harus mencetak pribadi yang berilmu, berakhlak, dan berkontribusi bagi kehidupan dunia. Melalui pendekatan integratif, ia menawarkan solusi terhadap dikotomi pendidikan, serta menekankan peran pendidik yang berkualitas, peserta didik yang aktif dan kritis, serta pentingnya sarana pendidikan seperti perpustakaan. Konsep modernisasi pendidikan menurutnya harus berakar pada nilai-nilai Al-Qur'an namun tetap terbuka terhadap rasionalitas dan perkembangan zaman. Makalah ini diharapkan dapat memberikan kontribusi dalam pengembangan pemikiran pendidikan Islam yang relevan dan progresif.
FALSIFIKASI KARL POPPER: KAJIAN EPISTEMOLOGIS DAN IMPLIKASINYA BAGI METODE PENELITIAN Mely Cahyani; Eva Dewi; Fitri Nurpita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54685

Abstract

The philosophy of science plays a crucial role in explaining the foundations of knowledge and the criteria for the scientificity of a theory. One figure who made a significant contribution to this field is Karl Raimund Popper through his theory of falsification. This article aims to examine Karl Popper's thoughts on falsification and analyze their implications for research methods. This research uses a qualitative approach with library research. Data were obtained from various literature sources, such as books, journal articles, and relevant scientific works, and then analyzed using content analysis techniques. The results of the study indicate that Popper rejected the verification principle developed by logical positivism and replaced it with the principle of falsifiability as the primary criterion for a theory's scientificity. According to Popper, a theory is considered scientific if it can be tested, refuted, and potentially proven wrong through empirical testing. Falsification theory also forms the basis for distinguishing science from non-science (pseudo-science). In research, Popper's thinking encouraged a shift from inductive methods to a hypothetical deductive approach that emphasizes critical testing of hypotheses. Thus, falsification theory remains relevant as an epistemological foundation for developing scientific research that is critical, objective, and open to evaluation and knowledge renewal.
PARADIGMA EPISTEMOLOGI ISLAM: BAYANI, BURHANI, IRFANI, DAN RELEVANSINYA DALAM DUNIA MODERN Thufeil Abyan Ahmad; Eva Dewi; Athiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54953

Abstract

. Islamic epistemology is the study of the sources, methods, and validity of knowledge within the Islamic scientific tradition. One well-known mapping of Islamic epistemology is the bayani, burhani, and irfani paradigms introduced by Muhammad Abid al-Jabiri. This study aims to examine the concept of Islamic epistemology through the bayani, burhani, and irfani paradigms, and to analyze their relevance and integration in the modern world. This study employed a library research method with a descriptive qualitative approach. Data were obtained from various literature in the form of books, scientific articles, and academic works related to Islamic epistemology, then analyzed using content analysis techniques. The results of the study indicate that the bayani paradigm serves as a normative foundation that maintains the authority of revelation and moral values. The burhani paradigm serves as a foundation for the development of science and technology through a rational-empirical approach. While the irfani paradigm plays a role in fulfilling human spiritual needs through the development of inner awareness and the search for the meaning of life. These three paradigms are not contradictory, but rather complementary in building a comprehensive Islamic epistemological system that is relevant to the challenges of the modern world. Therefore, the integration of bayani, burhani, and irfani is necessary to build a holistic, balanced Islamic epistemology capable of contributing to the development of science and contemporary human civilization.  
REKONSTRUKSI EPISTEMOLOGI ISLAM UNTUK ERA DIGITAL Ayumi Tampubolon; Eva Dewi; Muhammad Sanusi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54954

Abstract

. The digital era has transformed the way humans acquire and validate knowledge, while simultaneously presenting various epistemological challenges for Muslims. The abundance of information, the dominance of algorithms, and the influence of digital technology that is not value-free demand a reconstruction of Islamic epistemology that is relevant to current developments. This study aims to analyze the reconstruction of Islamic epistemology in facing the digital era through the integration of the bayani, burhani, and irfani paradigms. This study uses a library research method with a descriptive qualitative approach. Data were obtained from various relevant literature sources and analyzed using content analysis techniques. The results show that the integration of bayani, burhani, and irfani epistemologies can serve as a foundation for the development of digital Islamic epistemic literacy. This study also identified the importance of a critical attitude towards Western technological epistemology, particularly those related to surveillance capitalism, data colonialism, and digital Eurocentrism. Furthermore, the concepts of critical reason and spiritual reason serve as complementary epistemological instruments in filtering information, maintaining moral integrity, and maintaining spiritual awareness amidst the flow of digitalization. These findings are relevant to the development of Islamic Religious Education in shaping a generation of Muslims who are intellectually competent, critical, and have spiritual character in the digital era.  
PERKEMBANGAN PEMIKIRAN PENDIDIKAN ISLAM DI INDONESIA (KH Ahmad Dahlan dan KH Hasyim Asy’ari) Rayfansyah, Muhammad; Eva Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.60130

Abstract

This study aims to comparatively examine the Islamic educational thought of KH. Ahmad Dahlan and KH. Hasyim Asy'ari as two pivotal figures who shaped Islamic education in Indonesia in the early twentieth century. A qualitative approach was employed through library research, utilizing content analysis and comparative analysis of relevant primary and secondary sources. Primary sources include the works of both figures, particularly KH. Hasyim Asy'ari's Adab al-'Alim wa al-Muta'allim, while secondary sources encompass academic journals, books, and related scholarly studies. The findings reveal that KH. Ahmad Dahlan advocated an integrative-progressive educational model that synthesized religious and general knowledge to produce scholar-intellectuals capable of addressing the challenges of modernity. KH. Hasyim Asy'ari, in contrast, positioned adab (ethical conduct) as the cornerstone of Islamic education rooted in the pesantren tradition, while gradually accommodating general sciences. This study concludes that both streams of thought reformist and traditionalist are fundamentally complementary, together constituting a holistic, relevant, and resilient Islamic educational system capable of enduring the tides of change.
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 Amril Mansur Athiyah Ayumi Tampubolon Bahosin Sihombing Dina Fitri Djefrin E. Hulawa Eka Rinor Maya Faisal Amir Toedien Fitri Nurpita Frida Rohmatika Heni Julaika Putri Hotma Ida Br. Simamora Husaini Nasution Ida Wijayanti Ikhlas, Nur Irma Suryani Khairil Anwar Maini Wati Marhamah . Mely Cahyani Mhd. Husnul Fikri Muhammad Nadhif Syuhada Muhammad Sanusi Nur Aprilda Mardatillah Nur Hasanah Hasibuan Nurry Marfu'ah Oky Syamsurizal pane, astrianasitoruspane Rahmad Ramadhan Rasalhaque Daffa Taruna Rayfansyah, Muhammad Reni Karlina Rezzi Yanti Naimah Ridho Akbar Sari Madani Rambe Septri Larasati Sutarmo Sutarmo Sutarmo Syahrul Azmi Thufeil Abyan Ahmad tia rahayu Tohirin Umi Fitri Lestari Ummi Mutiah Venny Delviany Via Novelia Najmi