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All Journal IJELaSS: International Journal of Education, Language and Social Scince Journal Khafi
Badarussyamsi
UIN Sulthan Thaha Saifuddin Jambi
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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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Abstract

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

Abstract

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

Abstract

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

Abstract

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
Co-Authors Ade Sofa Ahmad Syukri Ahmad Syukri SS Andri Afriadi Diago Armando Guru Singa Ermawati Fahrizal Nover Feri Nopriansa M. Thontawi