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All Journal JURNAL PENDIDIKAN MIPA Inspiring: English Education Journal Griya Journal of Mathematics Education and Application Al-Irsyad: Journal of Education Science Al-Irsyad Journal of Mathematics Education Al-Irsyad Journal of Physics Education Journal of Mathematics Learning Innovation (JMLI) JPLED Journal of English Language Teaching and Literature (JELITA) Jurnal Edukasi Saintifik Jurnal Pengabdian Masyarakat Multi Disiplin Ilmu
Andi Kamal Ahmad
STKIP Darud Da'wah Wal Irsyad Pinrang
Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : jpled

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Lighting the Way: Qur’an Verses on Education in Mathematical Representation Ahmad, Andi Kamal; Hasyim Haddade; Nur Jihadilla; Hamkah; Abdul Hakim Junaid
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.498

Abstract

This research aims to develop a mathematical model of the representation of Qur’an verses about education. Partially, the study examines the epistemology of Qur’an education based on educational aspects and indicators, relevant educational concepts in the Qur'an, and mathematical models to analyze the relationship between Qur'an-based education qualitatively and quantitatively. The results of this study offer a new quantitative analytical framework for Qur’an education, a structured Islamic curriculum development tool, the potential to improve the quality of evaluation of Islamic education programs through quantitative metrics, interdisciplinary collaboration opportunities, and a unique perspective from Islamic traditions for global education discourse. This research is new because it applies mathematical modelling to the epistemology of the Qur'an (not yet exists), uses a quantitative approach in the study of Qur’an education (generally qualitative), and integrates religious epistemology with scientific methodology. The research gap lies in the lack of a quantitative approach and exploration of structured Qur’an education epistemology, as well as the lack of bridges between religious theory and modern educational practice. The latest Islamic education research trends focus on the integration of Islamic values, the development of Islamic learning models, the analysis of character thoughts, and character studies. Recommendations include exploration of the potential of mathematical modelling by researchers in Islamic education and mathematics, consideration of the use of models in curriculum development and evaluation by Islamic educational institutions, as well as the expansion of the model with other variables and empirical testing in subsequent research.
From Logical Structure to Critical Reasoning: Philosophical Perspectives on Venn Diagrams as Epistemological Tools Ahmad, Andi Kamal; Nurcholish Aziz; Marjuni; Afifuddin Harisah; Muhammad Amin
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.939

Abstract

This paper addresses the research gap where the Venn Diagram is narrowly viewed as a technical tool in set theory, overlooking its profound philosophical role in logic. By employing a qualitative literature review that synthesizes classical philosophical texts on logic with contemporary mathematical analysis, the study aims to recontextualize the Venn Diagram as a critical epistemological instrument for valid reasoning. The methodology focuses on integrating foundational principles of philosophy with the diagram's procedural mechanics. The analysis reveals that the systematic notation of the Venn Diagram (shading for null sets and 'x' for existential import) provides a formal, visual procedure for testing the validity of syllogistic arguments. This process effectively transforms abstract logical structures into a tangible "visual logic," enhancing both problem-solving capabilities and the philosophical pursuit of rigor and clarity. In conclusion, this recontextualization successfully demonstrates the Venn Diagram’s function as a crucial bridge between abstract logic and concrete critical thinking, suggesting the need to reinforce the teaching of such visual-logical tools within broader philosophical and educational frameworks to cultivate robust moral and critical reasoning.
Co-Authors Abdul Hakim Junaid Abdul Rauf, Faridah Abdul Razzaq Abdul Razzaq Abdul Walid Afdalia Afifuddin Harisah Ahmed Sardi Ambo Tuo, M. Arsyad Asmawati Asmawati Asmawati Asmawati Ayu Zulpiah Sulaiman Gusnia K Hamdana Hamdana Hamdana Hamdana hamkah, hamkah Hasyim Haddade Ichiana, Nidya Nina Indahwaty Indahwaty Ishak ISHAK Jumrah Jumrah Jumrah Jumrah Marjuni, Marjuni Misri Mawaddah Mawaddah Muhammad Amin Muhammad Amin Muhammad Firmansyah JN Muhardi Muhardi Nur Jihadilla Nurcholish Aziz Rahmiati Rosita Rosita Rosita Rosita Sinar Sitti Rahmayani Sulaiman, Ayu Zulpiah Syamsinar Syamsinar Umar Sulaiman