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All Journal Refleksi: Jurnal Kajian Agama dan Filsafat Pendas : Jurnah Ilmiah Pendidikan Dasar SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan JPLED Jurnal Penelitian Pendidikan Indonesia
Eva Dewi
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pemikiran Pendidikan Islam Burhanuddin Az-Zarnuji dan Relevansinya dengan Pendidikan Modern Mhd. Yudha Firmansyah; Eva Dewi; Firda Aufa Yumni
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): 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.v6i2.1024

Abstract

This study examines the Islamic educational thought of Burhanuddin Az-Zarnuji and its relevance to modern education systems. Az-Zarnuji was a 12th-century scholar who produced the monumental work Ta'lim al-Muta'allim Tariq at-Ta'allum, which remains a primary reference in Islamic education today. This research employs a qualitative method with a library research approach, analyzing primary and secondary sources related to Az-Zarnuji's thought. The findings indicate that Az-Zarnuji's educational philosophy encompasses fundamental concepts including the essence and virtue of knowledge, the importance of proper intention in learning, teacher-student relationships, gradual learning methodology (tadarruj), and character formation. His learning methods include selecting teachers and study partners, time management, memory reinforcement, and collaborative learning. Az-Zarnuji's thought demonstrates high relevance to modern education, particularly in character education, constructivism learning, learning management, lifelong learning, and holistic education. This study concludes that integrating Az-Zarnuji's thought into contemporary Islamic education systems can provide solutions for producing Muslim generations who excel academically while maintaining noble character.
Integrasi Agama dan Sains dalam Perspektif Hossein Nasr Luthfi Anshori Rahman; Eva Dewi; Randy Pratama Ramadhani
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1419

Abstract

This paper examines the concept of the integration of religion and science from the perspective of Seyyed Hossein Nasr, one of the contemporary Muslim thinkers most committed to reconciling modern Western science with the Islamic spiritual tradition. This research employs a library research method with a qualitative-descriptive approach and critical analysis of Nasr's primary works as well as relevant secondary literature. The findings show that Nasr's thought rests on two main pillars, namely the perennial philosophy as the foundation of universal metaphysics and the concept of sacred science as an alternative to the secular scientific paradigm. Nasr argues that the epistemological crisis of modern science originates from the process of the desacralization of knowledge rooted in the seventeenth-century Scientific Revolution, which has resulted in the loss of meaning, an ecological crisis, and human alienation. As a solution, Nasr offers a hierarchical framework of knowledge—sensory, rational, and intuitive/intellective—in which religion and science are viewed as two complementary aspects of a single truth. Although criticized for its epistemological elitism and historical idealization of classical Islamic science, Nasr's contribution remains relevant, particularly in the context of the global ecological crisis and the critique of scientism.
Pemikiran Pendidikan Masa Bani Umayyah Damaskus (661-750 M) Randy Pratama Ramadhani; Eva Dewi; Luthfi Anshori Rahman
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): 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.v6i2.1045

Abstract

This study examines the development of Islamic educational thought during the Umayyad Dynasty in Damascus (661-750 CE). The Umayyad Dynasty represents a significant period in Islamic educational history, marked by territorial expansion, educational institution development, and knowledge diversification. The research employs a library study method with a historical-descriptive approach. Findings indicate that during the Umayyad period, there was a transformation in Islamic education systems including: (1) emergence of various educational institutions such as Kuttab, Halaqah in mosques, private palace education, and literary councils; (2) curriculum development encompassing religious sciences, Arabic language, literature, history, and general sciences; (3) implementation of varied teaching methods according to educational levels. Factors contributing to educational excellence during this period include political stability, caliphal support, territorial expansion, and economic growth supporting scholarly activities.
Co-Authors Abu Anwar Alfiah Alfiah Annisa Darma Yanti Arbi Arbi Arini Rahman Arwan Arwan Athiyah Ayumi Tampubolon Cita Suci Ellya Roza Fadli Ramadhanul Aflah Firda Aufa Yumni Herlina Herlina Husaini Nasution Ifdil Ifdil Istiqomah Istiqomah Luthfi Anshori Rahman M. Fahli Zatrahadi Mhd. Yudha Firmansyah Miftahuddin Miftahuddin Mohamad Aso Samsudin Muhammad Saikhudin Nasrun Nasrun Nurhaliza Rahmi Maldini Efendi Randy Pratama Ramadhani Rasalhaque Daffa Taruna Rivaldiansolih Lubis Ronal Darmawan Salsabila Rizma Suhaimi Suhaimi Syarifuddin Syarifuddin Thufeil Abyan Ahmad