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PEMAHAMAN MANUSIA MENURUT PANDANGAN SUNNI DAN SYI’AH Andri Afriadi; Badarussyamsi; Feri Nopriansa; Diago Armando Guru Singa; Ermawati
Journal Khafi : Journal Of Islamic Studies Vol. 1 No. 2 (2023)
Publisher : Journal Khafi : Journal Of Islamic Studies

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In this research, the author is very interested in taking the title of research on human beings and their pre-conceptual nature of Sunni and Shia, the research will discuss the differences in religious views, scholars, philosophical scientists and human beings according to Sunni and Shia views. If observed more deeply about the nature and character of human beings who have an orderly language, have the ability to speak, think and so on, there are a lot of human traits that we need to observe, especially according to the Sunni and Shia understanding. journals, articles, research reports, and other written sources. Especially it will be taken from the Sunni and Shia perspective master book. The Shia understanding does not focus on the concept of perfect man, but according to them man achieves moral and spiritual perfection by serving Allah Swt. More precisely, their teachings on ahlul bayt, in this concept their understanding is more about man seeking their truth, trusting the twelve imams as the inheritors of knowledge and being an example for man in achieving their spiritual and moral goals. This study analyzes the comparison between Sunni and Shia perspectives by focusing on the differences in views and hadiths about human beings and their traits contained in the master books of each of these schools.

Philosophy of Science as a Foundation for Scientific Method Development M. Thontawi; Ahmad Syukri SS; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.48

Philosophy of science plays a critical role as the epistemological foundation in shaping research methodologies and guiding scientific inquiries. Although previous literature emphasizes the theoretical connection between philosophy and science, studies synthesizing how specific philosophical paradigms directly dictate operational research designs remain limited. This study aims to analyze the role of philosophy of science in developing scientific methods through a critical synthesis of ontological, epistemological, and axiological pillars across major research paradigms. Utilizing a descriptive-analytical library research approach, relevant literature on philosophy, methodology, and scientific inquiry was systematically examined. The findings demonstrate that philosophical paradigms directly govern research operations: (1) positivism enforces quantitative, experimental designs aimed at empirical verification and causal relationships; (2) constructivism drives qualitative, naturalistic approaches focused on contextual meaning and dialectical interpretation; and (3) pragmatism serves as the theoretical bridge for mixed-methods research, prioritizing practical problem-solving over methodological purity. Furthermore, the study underscores that integrating axiological reflection is vital for navigating contemporary methodological challenges, including algorithmic bias and data ethics. In conclusion, philosophy of science provides both the logical structure for operational methodology and the ethical framework necessary for maintaining scientific integrity

Axiology of Modern Science: Navigating Ethical Dilemmas, Technological Imperatives, and Humanistic Benefits Ade Sofa; Ahmad Syukri SS; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.49

In an era characterized by rapid technological innovation, artificial intelligence expansion, and ecological crises, the development of science often prioritizes technical progress over moral considerations. This study critically examines the axiology of science as an essential philosophical framework to ensure scientific advancements remain aligned with human dignity and planetary sustainability. Utilizing a qualitative library research design with a philosophical-hermeneutic approach, this paper synthesizes contemporary and classical literature on the value dimensions of science. The analysis addresses three core issues: the structural alignment between axiology and scientific inquiry, the systemic factors leading to the marginalization of axiological reflection, and a critical evaluation of science's benefits alongside its potential risks. The findings demonstrate that axiology serves not merely as a moral supervisor, but as a active compass that bridges theoretical knowledge with human welfare, limits destructive applications, and promotes inclusive, data-driven public policy. However, the institutional dominance of positivism, hyper-specialization, and commercial pressures frequently sideline axiological considerations in modern research environments. The study concludes that embedding axiological evaluation into scientific education, policy design, and research governance is imperative for transforming scientific progress into sustainable, ethically grounded benefits for humanity.

Epistemological Foundations of Educational Development: Synthesizing Knowledge Construction and Pedagogical Transformation in Modern Education Fahrizal Nover; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 2 No. 2 (2024): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v2i2.50

Epistemology serves as a foundational philosophical lens that defines how knowledge is constructed, validated, and integrated within educational frameworks. While traditional educational models often emphasize passive knowledge transmission, modern educational challenges require an epistemological paradigm shift toward active knowledge creation. This study explores the structural relationship between epistemological philosophy and educational development, focusing on the operational impact of knowledge construction on pedagogical methodologies and curriculum design. Utilizing a qualitative-descriptive library research approach, classical and contemporary epistemological theories ranging from rationalism and empiricism to constructivism and social epistemology were systematically synthesized and applied to educational practices. The findings reveal three core contributions of epistemology to educational transformation: (1) pedagogical shift, moving from passive instruction to critical, inquiry-based, and dialogical learning where students actively construct meaning; (2) adaptive curriculum design, providing the analytical framework necessary to filter abundant information, combat misinformation, and integrate 21st-century skills; and (3) reconciling tradition and innovation, enabling frameworks such as Islamic education to integrate classical intellectual traditions with modern scientific inquiries. In conclusion, epistemological reflection is not merely a theoretical exercise but an essential driver for developing critical, adaptive, and ethically grounded educational systems

Epistemological Foundations and Methodological Structures: A Philosophical Review of Scientific Inquiry Septariani; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.43

Scientific inquiry serves as the primary engine for human civilization and knowledge development. However, conceptual ambiguities surrounding the boundaries of scientific structures, epistemology, and methodological principles often persist in contemporary discourse. This study aims to systematically analyze the fundamental structures, principles, and methodological frameworks of science through a philosophical lens, specifically examining the ontological, epistemological, and axiological dimensions of knowledge acquisition. Using a qualitative-descriptive library research method, this study analyzed authoritative texts, historical scientific paradigms, and methodological literatures. The findings reveal that the integrity of scientific knowledge relies on a triadic integration: a systematic empirical-rational structure, a rigorous adherence to objective epistemological methods (ranging from deductive-inductive reasoning to error-correction mechanisms), and an axiological responsibility. Furthermore, this study synthesizes Archie J. Bahm’s pluralistic scientific steps, demonstrating that scientific methods must adapt dynamically to multi-disciplinary challenges without compromising objective validity. Understanding this fundamental architecture is critical for sustaining rigorous scientific development and resisting pseudo-scientific paradigms in the modern era.

Philosophy in Educational Development and Improving Critical Thinking Skills: A Scientific and Reflective Approach Audra Ayu Bagascary; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.44

Contemporary education faces increasingly complex challenges, especially in forming students who are not only academically intelligent, but also able to think critically and positively in the face of information that is full of bias and uncertainty. This article aims to explore the role of philosophy in the development of contemporary education, with a focus on how philosophy can form students who have a positive and critical framework of thinking. This study uses a library research approach by analyzing relevant literature on philosophy and education. The sources used include books, journal articles, and related studies that discuss the relationship between philosophy and critical education. The results of the study show that philosophy provides a strong theoretical basis for developing more reflective and critical education. In addition, the application of philosophical principles in education can produce individuals who are more independent, critical, and reflective in facing various dynamics of life.

Contribution of Philosophy of Science in Scientific Research: An Epistemological and Methodological Review Agung Setiabudi; Ahmad Syukri; Badarussyamsi
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.45

Scientific research requires not only systematic empirical techniques but also a robust theoretical and philosophical foundation to ensure methodological rigor and validity. This study examines the historical and functional contributions of the philosophy of science to modern research methodology and paradigms across four distinct eras: Classical, Renaissance, Modern, and Contemporary. Utilizing a qualitative library research design combined with content analysis and historical-hermeneutic interpretation, this paper evaluates how evolving philosophical frameworks shape scientific inquiry. The findings demonstrate that philosophy provides the fundamental ontological, epistemological, and axiological pillars that govern research designs, transitioning scientific practice from medieval dogmatism to empirical observation, logical positivism, and ultimately contemporary pluralism. Furthermore, the study illustrates how philosophical reflection directly informs modern methodologies such as big data analytics, artificial intelligence ethics, and interdisciplinary collaboration by fostering critical reflectivity, operational transparency, and ethical accountability. By bridging historical philosophical developments with contemporary socio-technological practices, this research offers a comprehensive framework for embedding epistemological flexibility into modern research governance and scientific education

Correlation of Ontology of Science in the Concept of Educational Management Nining Huriati; Ahmad Syukri SS; Badarussyamsi; Andam Yulianti; Muhammad Taher; Mufida Maryamah Gustia
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.46

This article examines the ontological aspects of knowledge within the perspective of philosophy and its connection to educational management. Ontology, as a branch of philosophy that explores the nature of being and reality, provides a foundational framework for the development of knowledge, including education. In the context of educational management, ontology serves as a basis for understanding the reality, existence, and underlying values of educational systems. This approach enables the application of principles such as sustainability, meaningfulness, and empowerment in educational management. The article also explores the relevance of ontological philosophy in building a value-based framework for educational management, including curriculum development, human resource management, and the adoption of technological innovation in education. Furthermore, integrating ontology into modern educational management addresses the challenges of the digital era by ensuring that educational objectives remain relevant and adaptive to changing times. This study aims to foster a deeper understanding of the importance of ontological philosophy as a foundation for holistic and meaningful educational management.

Reconstructing John Dewey's Educational Philosophy: Its Relevance to Democratic and Experiential Learning in Contemporary Education Wardatul; Ahmad Syukri; Badarussyamsi; Boby Yasman Purnama
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.47

John Dewey remains one of the most influential figures in modern educational philosophy, particularly through his ideas on democracy, experiential learning, and the active role of learners in the educational process. Nevertheless, rapid developments in educational systems, digital learning environments, and increasingly complex social challenges require a renewed interpretation of Dewey's educational philosophy. This study aims to analyze the fundamental principles of John Dewey's educational thought and examine their relevance to contemporary educational practices. Employing a qualitative library research approach, this study critically analyzes Dewey's major works alongside relevant scholarly literature to construct a comprehensive understanding of his educational philosophy. The findings reveal that Dewey viewed education as a continuous process of reconstructing experience through active participation, reflective inquiry, and democratic interaction. He rejected traditional teacher-centered instruction that positions learners as passive recipients of knowledge and instead advocated learning through meaningful experiences, collaborative problem-solving, and critical thinking. The analysis further demonstrates that Dewey's educational philosophy remains highly relevant for addressing contemporary educational challenges, particularly in fostering student-centered learning, democratic school culture, creativity, and lifelong learning. This study contributes to the ongoing discourse on educational philosophy by providing a contextual reinterpretation of Dewey's ideas and highlighting their significance for developing more inclusive, participatory, and experience-based educational practices in the twenty-first century.

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