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All Journal Refleksi: Jurnal Kajian Agama dan Filsafat Pendas : Jurnah Ilmiah Pendidikan Dasar SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 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
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tren penelitian sosiologi pendidikan menggunakan analisis bibliometrik Arbi Arbi; Abu Anwar; Eva Dewi; Syarifuddin Syarifuddin; Alfiah Alfiah; Suhaimi Suhaimi; Arwan Arwan; Miftahuddin Miftahuddin; Herlina Herlina; Istiqomah Istiqomah; M. Fahli Zatrahadi; Ifdil Ifdil
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 4 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020222626

Abstract

Research on the sociology of education was carried out because it was driven by the need to understand how education influences and is influenced by social factors, and how to improve the education system so that it can provide fair and equitable opportunities for all individuals. The purpose of the research is to find out various studies on sociology education and future trends on this theme. The research method uses bibliometric analysis with the help of software including openrefine, vosviewer, and Rstudio. The database is obtained through Scopus because it is more trusted and has a worldwide reputation. Data is taken in csv form which is then processed with the help of the software. The results showed that research into sociology education had existed since 1924. The highest-ranking author in publications on this theme was Jaworski Ja, followed by Roucekjs then Linggard B and Zhang L. Several future research topics related to sociology education. Some of them contain qualitative studies, the internet, sociology, human experiments, emotional experiences, emotional expressions, product design, decision making, social interactions, health care quality, medical sociology, and health behavior.
Epistemologi : Rasionalisme, Empirisme, Kritisisme, Pragmatisme Positivisme dan Positivisme Logis Salsabila Rizma; Eva Dewi
Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Vol. 3 No. 1 (2024): Maret : Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan
Publisher : Universitas Maritim AMNI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58192/sidu.v3i1.1799

Abstract

Epistemology in Philosophy, Epistemology comes from the Greek words, namely epistememe = knowledge and logos = words, thoughts, knowledge. Epistemology aims to critically examine the logical presuppositions and conditions that underlie the possibility of knowledge and tries to provide rational accountability for its claims to truth and objectivity. Rationalism is a philosophical ideology which states that reason is the most important tool for gaining knowledge and gaining knowledge. If empiricism says that knowledge is obtained by experiencing empirical objects, then rationalism teaches that knowledge is obtained by thinking. The tools in thinking are logical rules or logical rules.
PEMIKIRAN PENDIDIKAN ISLAM PADA MASA BANI ABBASIYAH Nurhaliza; Eva Dewi; Ayumi Tampubolon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.36571

Abstract

Penelitian ini mengkaji pemikiran pendidikan Islam pada masa Dinasti Abbasiyah (750-1258 M) dan relevansinya dengan sistem pendidikan modern. Dinasti Abbasiyah merupakan periode keemasan peradaban Islam yang ditandai dengan kemajuan luar biasa dalam bidang pendidikan, ilmu pengetahuan, dan kebudayaan. Tujuan penelitian ini adalah untuk menganalisis sejarah berdirinya Dinasti Abbasiyah, mengeksplorasi pemikiran pendidikan Islam pada masa tersebut, dan mengidentifikasi relevansinya dengan pendidikan kontemporer. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan historis-analitis. Data dikumpulkan dari sumber primer dan sekunder berupa buku, jurnal, dan dokumen sejarah. Hasil penelitian menunjukkan bahwa sistem pendidikan Abbasiyah mengintegrasikan ilmu agama (naqliyah) dan ilmu rasional (aqliyah) melalui lembaga-lembaga seperti kuttab, masjid, madrasah, dan Bayt al-Hikmah. Tokoh-tokoh seperti Al-Kindi, Al-Farabi, Ibnu Sina, dan Al-Ghazali memberikan kontribusi signifikan dalam pengembangan konsep pendidikan holistik. Konsep-konsep pendidikan Abbasiyah seperti sistem wakaf untuk pembiayaan pendidikan, integrasi ilmu agama dan sains, serta pembentukan karakter holistik masih relevan dengan sistem pendidikan modern, khususnya di Indonesia. Penelitian ini memberikan implikasi penting bagi pengembangan pendidikan Islam kontemporer yang seimbang antara tradisi dan inovasi.
Institusionalisasi Pendidikan Qur'an dan Hadits pada Era Khulafaur Rasyidin: Studi Historis Pembentukan Kurikulum Awal Thufeil Abyan Ahmad; Eva Dewi; Athiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In 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.v10i04.36636

Abstract

Penelitian ini mengkaji institusionalisasi pendidikan Qur'an dan Hadits pada era Khulafaur Rasyidin (11-40 H/632-661 M) sebagai fase krusial dalam sejarah pendidikan Islam. Melalui analisis historis, studi ini mengeksplorasi bagaimana sistem pembelajaran informal dan personal bertransformasi menjadi kerangka institusional yang terstruktur di bawah kepemimpinan Abu Bakar al-Siddiq, Umar ibn al-Khattab, Utsman ibn Affan, dan Ali ibn Abi Thalib. Temuan menunjukkan setiap khalifah memberikan kontribusi signifikan: Abu Bakar menetapkan standardisasi Qur'an melalui kodifikasi; Umar mengembangkan struktur administratif komprehensif dan program produksi hafiz; Utsman mengimplementasikan distribusi mushaf terpadu; dan Ali memajukan metodologi hermeneutik dan dialektik. Studi ini mengungkapkan bahwa fondasi yang dibangun pada periode Khulafaur Rasyidin menciptakan ekosistem pendidikan Islam berkelanjutan yang mempengaruhi pengembangan institusional selama lebih dari empat belas abad. Model pembentukan kurikulum, integrasi penjaminan mutu dengan pelestarian tradisi, dan adaptasi kontekstual yang dibangun pada era ini tetap relevan untuk pengembangan pendidikan Islam kontemporer.
EPISTEMOLOGICAL DIALECTICS AND THE INTEGRATION OF KNOWLEDGE: FROM A VALUE CRISIS TO A GLOBAL CIVILIZATION Fadli Ramadhanul Aflah; Eva Dewi; Rivaldiansolih Lubis
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6687

Abstract

The value crisis accompanying the development of modern science indicates a disorientation between technological progress and human moral quality. This article aims to examine the dialectics of epistemology and the concept of knowledge integration as a conceptual solution to address this issue. The research method employed is a literature study with a descriptive,analytical approach, using critical analysis of national and international journal articles published in the last five years. The findings show that Western epistemology, based on rationalism and empiricism, tends to produce secular knowledge, while Islamic epistemology places revelation, reason, and experience within an integral framework. The dialectics between the two gives rise to the idea of integration,interconnection, which is more adaptive to the context of higher education in Indonesia. The implementation of knowledge integration still faces structural and cultural challenges, yet conceptually it offers an alternative paradigm to build a more just, humanistic, and sustainable global civilization. The study concludes that epistemological reconstruction through knowledge integration is not only an academic necessity but also a civilizational project urgently needed to overcome the global value crisis.
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) in Press
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.
Reconsidering Digital Text Interpretation: A Dialogical Engagement Between Derrida’s Deconstruction and Gadamer’s Hermeneutics Husaini Nasution; Eva Dewi; Rasalhaque Daffa Taruna
Refleksi: Jurnal Kajian Agama dan Filsafat Vol. 24 No. 2 (2025)
Publisher : Faculty of Ushuluddin Syarif Hidayatullah State Islamic University, Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/refleksi.v24.i2.47276

Abstract

This article examines a dialogical epistemological engagement between Jacques Derrida’s deconstruction and Hans-Georg Gadamer’s philosophical hermeneutics as a theoretical approach to interpreting contemporary digital texts. The digital era is characterized by fluid, multimodal, fragmented, and algorithmically mediated texts, which challenge classical assumptions about meaning, language, and interpretation. Derrida’s deconstruction emphasizes the instability of meaning through the concept of différance, highlighting the continual deferral and relational movement of meaning within networks of signs. In contrast, Gadamer’s hermeneutics underscores the role of productive prejudice, wirkungsgeschichte (history of effects), and the fusion of horizons in the process of understanding. Through philosophical and library-based research, this study demonstrates that despite their apparent differences, Derrida and Gadamer share important epistemological assumptions, including the non-finality of meaning, the centrality of language, the active role of the interpreter, and the relational positioning of texts. This dialogical engagement is proposed as an interpretive framework referred to as “Digital Deconstructive Hermeneutics,” which is relevant for interpreting digital texts shaped by rapid change, intertextuality, and algorithmic mediation. The findings contribute to contemporary debates on interpretive epistemology in the digital age and offer insights for digital literacy and cultural studies.
Rekonstruksi Epistemologi Tauhid dalam Pemikiran Ismail Raji Al-Faruqi: Basis Integrasi Agama dan Sains di Era Globalisasi Rahmi Maldini Efendi; Eva Dewi; Arini Rahman
Refleksi: Jurnal Kajian Agama dan Filsafat Vol. 24 No. 2 (2025)
Publisher : Faculty of Ushuluddin Syarif Hidayatullah State Islamic University, Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/refleksi.v24.i2.49179

Abstract

This article examines the reconstruction of tawḥīd epistemology in the thought of Ismail Raji al-Faruqi as a foundation for the integration of religion and science in the era of globalization. The study departs from the epistemological problem within the modern Muslim world, namely the dichotomy between religious sciences and secular sciences resulting from the dominance of secular paradigms in the modern system of knowledge. Consequently, the development of science has often been detached from ethical and spiritual dimensions. This research employs a philosophy of science approach through library research using a critical-conceptual analysis of the works of Ismail Raji al-Faruqi and relevant literature on the Islamization of knowledge and the integration of religion and science. The findings reveal that al-Faruqi’s tawḥīd epistemology is constructed upon interconnected ontological, epistemological, and axiological dimensions. This framework emphasizes five principles of unity: the unity of God, creation, truth and knowledge, life, and humanity, which function as an integrative foundation linking revelation and reason, religion and science, as well as morality and the development of modern knowledge. Furthermore, al-Faruqi formulates the Islamization of knowledge as a project of epistemic de-secularization through twelve systematic steps aimed at reconstructing the paradigm of modern science based on the Islamic worldview. A critical dialogue with Syed Muhammad Naquib al-Attas, Ziauddin Sardar, and Osman Bakar demonstrates that al-Faruqi’s thought possesses particular strengths in its institutional and methodological dimensions, although it still requires enrichment in metaphysical, ethical, and postcolonial critiques of modern knowledge hegemony. This article concludes that tawḥīd epistemology offers an integrative, humanistic, and transcendental alternative paradigm for addressing the crisis of secularized knowledge and remains relevant as a philosophical foundation for the development of Islamic education and science in the contemporary global era.
Karl Popper's Falsification and Its Implications in Research Methodology Nasrun Nasrun; Eva Dewi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.473

Abstract

This article critically examines Karl Raimund Popper's theory of falsification as one of the most significant epistemological contributions to the philosophy of science in the twentieth century. Despite extensive scholarship on Popperian philosophy, there remains a gap in the literature regarding its integrated methodological application, particularly in the context of contemporary scientific research and integrative Islamic scholarship. This study employs a qualitative library research approach, utilizing historical analysis, conceptual analysis, and critical synthesis as its analytical framework. Primary sources include Popper's foundational works, The Logic of Scientific Discovery (1959) and Conjectures and Refutations (1963), supplemented by relevant secondary and tertiary literature. The findings indicate that falsification emerged as a critical response to the Vienna Circle's verification principle, offering a more robust demarcation criterion that distinguishes empirical science from non-science based on a theory's falsifiability. Rather than serving merely as a logical procedure, falsification carries concrete methodological implications: a paradigmatic shift from inductive to hypothetico-deductive logic, the emergence of corroboration as a replacement for absolute confirmation, and a demand for critical rigor in hypothesis formulation. This article further argues that the epistemological limitations of falsification, including its susceptibility to auxiliary hypothesis manipulation as identified in the Duhem-Quine thesis, require engagement with post-Popperian frameworks such as Lakatos's research programmes. Ultimately, falsification remains an indispensable epistemological tool for maintaining methodological integrity in research that claims scientific status.
Jacques Derrida's Deconstruction: Theory, Method and Its Application in Text and Discourse Studies Muhammad Saikhudin; Eva Dewi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.476

Abstract

This article examines Jacques Derrida's deconstruction theory as a critical approach to understanding text, language, and reality. Deconstruction emerged as a response to the Western philosophical tradition that emphasizes certainty, unity, and absolute truth a tendency that Derrida referred to as logocentrism and the metaphysics of presence. This study aims to describe the theoretical background of deconstruction, explain its concepts and principles, elaborate on the deconstructive reading method, and illustrate its application in text and discourse studies. This study employs a library research approach with a descriptive-analytical method. The findings indicate that deconstruction is grounded in a critique of logocentrism, binary opposition, and the metaphysics of presence in Western philosophy. Its core principles include the instability of meaning, rejection of binary hierarchies, and the concept of différance as both deferral and difference of meaning. The deconstructive reading method involves identifying binary oppositions, reversing hierarchies, exposing internal contradictions, tracing the trace of meaning, and opening new possibilities of interpretation. In text and discourse studies, deconstruction is used to uncover hidden meanings, power relations embedded in language, and to foster critical thinking in educational contexts. Deconstruction, therefore, functions not only as a method of textual analysis but also as a mode of critical thinking relevant to the development of contemporary knowledge.
Co-Authors Abu Anwar Alfiah Alfiah Arbi Arbi Arini Rahman Arwan Arwan Athiyah Ayumi Tampubolon Cita Suci Fadli Ramadhanul Aflah Firda Aufa Yumni Herlina Herlina Husaini Nasution Ifdil Ifdil Istiqomah Istiqomah M. Fahli Zatrahadi Mhd. Yudha Firmansyah Miftahuddin Miftahuddin Muhammad Saikhudin Nasrun Nasrun Nurhaliza Rahmi Maldini Efendi Rasalhaque Daffa Taruna Rivaldiansolih Lubis Ronal Darmawan Salsabila Rizma Suhaimi Suhaimi Syarifuddin Syarifuddin Thufeil Abyan Ahmad