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All Journal JPLED Socratika Jurnal Kajian Budaya & Media
Afifuddin Harisah
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Eksplorasi Ruang Lingkup Filsafat: Logika, Estetika, Etika, Politik, dan Metafisika dalam Perspektif Pendidikan Islam Ahmad Mudzakkir; St. Maemunah; A. Marjuni; Afifuddin Harisah; Suarni
Socratika: Journal of Progressive Education and Social Inquiry Vol. 2 No. 3 (2025): Socratika Oktober 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/socratika.v2i1.357

Abstract

Philosophy serves as a crucial foundation in shaping Islamic education that focuses on the comprehensive development of human potential, encompassing intellectual, moral, social, and spiritual dimensions. This study employs a conceptual approach grounded in a literature review using descriptive-reflective analysis. The findings indicate that logic functions to cultivate students' critical and rational thinking patterns. Aesthetics contributes to fostering appreciation for beauty and harmony within the educational process. Ethics forms the basis for the development of noble character and just social behavior. Politics provides insight into justice, deliberation, and social responsibility in communal life. Metaphysics strengthens students’ transcendental dimensions by offering understanding about human nature, life purpose, and the relationship with God. Integrating philosophical domains into Islamic education encourages the emergence of a knowledgeable generation with noble character, critical thinking, creative expression, and commitment to Islamic values. With a strong philosophical foundation, Islamic education is well-positioned to respond to the challenges of globalization, technological advancement, and socio-cultural changes, while simultaneously reinforcing identity and noble values as guiding principles in life.
Kedudukan Filsafat dalam Pendidikan dan Sebab-Sebab Filsafat Menerima Pengetahuan Budihartono; Nurul Hasanah; A. Marjuni; Afifuddin Harisah
P@RAD!GMA : Jurnal Kajian Budaya & Media Vol. 3 No. 03 (2025): P@RAD!GMA: Jurnal Kajian Budaya & Media
Publisher : YAYASAN HAMJAH DIHA bekerjasama dengan PENA INSTITUTE

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Abstract

Penelitian ini mengkaji kedudukan filsafat dalam ranah pendidikan serta alasan‑alasan mengapa filsafat menerima, menelaah, dan memverifikasi pengetahuan. Kajian dilakukan melalui sintesis kepustakaan (literature review) terhadap karya‑karya klasik dan kontemporer, termasuk karya Prof. Dr. H. Andi Marjuni tentang filsafat pendidikan Islam, serta artikel‑artikel jurnal yang relevan. Temuan utama menunjukkan bahwa filsafat menempati posisi sebagai landasan ontologis, epistemologis, dan aksiologis bagi praktik pendidikan; filsafat menerima pengetahuan karena kebutuhan untuk memahami hakikat kebenaran, sumber pengetahuan, dan nilai orientasinya; dan integrasi filsafat dalam pendidikan memungkinkan pengembangan kurikulum yang holistik dan praksis pembelajaran yang kritis serta beretika
From Logical Structure to Critical Reasoning: Philosophical Perspectives on Venn Diagrams as Epistemological Tools Ahmad, Andi Kamal; Nurcholish Aziz; Marjuni; Afifuddin Harisah; Muhammad Amin
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (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.v6i1.939

Abstract

This paper addresses the research gap where the Venn Diagram is narrowly viewed as a technical tool in set theory, overlooking its profound philosophical role in logic. By employing a qualitative literature review that synthesizes classical philosophical texts on logic with contemporary mathematical analysis, the study aims to recontextualize the Venn Diagram as a critical epistemological instrument for valid reasoning. The methodology focuses on integrating foundational principles of philosophy with the diagram's procedural mechanics. The analysis reveals that the systematic notation of the Venn Diagram (shading for null sets and 'x' for existential import) provides a formal, visual procedure for testing the validity of syllogistic arguments. This process effectively transforms abstract logical structures into a tangible "visual logic," enhancing both problem-solving capabilities and the philosophical pursuit of rigor and clarity. In conclusion, this recontextualization successfully demonstrates the Venn Diagram’s function as a crucial bridge between abstract logic and concrete critical thinking, suggesting the need to reinforce the teaching of such visual-logical tools within broader philosophical and educational frameworks to cultivate robust moral and critical reasoning.
Co-Authors Ahmad Mudzakkir Andi Kamal Ahmad Budihartono Marjuni Marjuni, Marjuni Misri Muhammad Amin Nurcholish Aziz Nurul Hasanah St. Maemunah Suarni