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All Journal Indonesian Journal of Islamic Educational Review Jurnal Dinamika Sosial dan Sains
Veni Sofia
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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NIDHAL GOUSSCUM: INTEGRASI AGAMA DAN SAINS Dahlan; Veni Sofia; Syaiful Dinata
Jurnal Dinamika Sosial dan Sains Vol. 2 No. 3 (2025): Jurnal Dinamika Sosial dan Sains
Publisher : CV.Sentral Bisnis Manajemen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60145/jdss.v2i3.147

Abstract

Penulisan ini bertujuan untuk mengetahui integrasi agama dan sains dalam sudut pandang Nidhal Gousscum. Metode penelitian yang penulis lakukan ialah penelitian kualitatif dengan pendekatan library research (studi pustaka). Sumber data berasal dari buku dan jurnal ilmiah yang membahas tentang integrasi agama dan sains dalam sudut pandang Nidhal Gousscum. Berdasarkan hasil kesimpulan bahwa Nidhal Guessoum merupakan seorang astrofisikawan Muslim yang memiliki pemikiran progresif dalam mengintegrasikan agama dan sains. Ia menekankan bahwa Islam dan sains modern dapat berjalan secara harmonis tanpa perlu saling menegasikan. Pemikirannya didasarkan pada prinsip rasionalisme, empirisme, serta penafsiran kontekstual terhadap ajaran agama. Guessoum menolak pseudo-sains dan klaim “Sains Islam” yang tidak berbasis bukti ilmiah, serta mengusulkan metode integrasi berbasis pendekatan ilmiah yang rasional dan kontekstual. Konsep integrasi agama dan sains yang dikemukakannya bertumpu pada penerimaan metode ilmiah, reinterpretasi teks keagamaan, dan penguatan pendidikan sains bagi umat Muslim. Guessoum juga menekankan pentingnya dialog antara ilmuwan dan ulama untuk mengurangi kesalahpahaman antara dua bidang ini. Implikasinya, umat Islam didorong untuk lebih aktif dalam pengembangan ilmu pengetahuan dan teknologi, serta menghindari klaim ilmiah yang tidak memiliki dasar empiris. Pendekatan filosofis dan metodologi yang digunakan oleh Guessoum berfokus pada interdisiplineritas, hermeneutika modern, serta landasan berbasis bukti. Dengan demikian, konsep integrasi yang ia tawarkan menjadi solusi bagi umat Islam dalam memahami ilmu pengetahuan secara lebih progresif, tanpa harus kehilangan identitas keagamaannya.
Hamka: Character Education's Relevance to Contemporary Islamic Education Dinata, Syaiful; Aulia Ali Rahman; Veni Sofia
Indonesian Journal of Islamic Educational Review Vol. 2 No. 3 (2025): October 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v2i3.409

Abstract

The gap that occurs regarding the issue of adolescent character continues to be a hot topic in this country. One of the figures who is very strong in paying attention to character education in Indonesia is Hamka, for that reason it is necessary to study in depth the concept of character education according to Hamka. This research uses a library study type of research with the main source of Hamka's book. The results of the study show that Hamka calls character with the term personality. While a Great Person is someone who is able to make himself have a great personality character which includes (a) having charm, (b) being smart, (c) considering feelings, (d) being brave, (e) being wise, (f) having good views, (g) knowing himself, (h) maintaining physical health, (i) being wise in speaking, and (j) believing in oneself. Meanwhile, the relevance of Hamka's perspective on character education to contemporary Islamic education now lies in the instillation of valuable values in humans. Hamka states that personality is a collection of traits and strengths, which show a person's superiority over others. In other words, Hamka also explains that personality is a collection of intellectual traits, will, ideals and body shape. This, according to Hamka, is what sets humanity apart from others. Islamic education today remains anchored in the instillation of noble moral values, and this, of course, cannot be valued by anything. Therefore, it can be said that the current Islamic educational process remains rooted in the same principle: morality, but the difference lies in the challenges of an ever-changing era. Thus, contemporary Islamic education faces significant challenges in technological advancement if it fails to instill the character education championed by Hamka.
Co-Authors Aulia Ali Rahman Dahlan Dahlan Dahlan Dinata, Syaiful Syaiful Dinata