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All Journal Journal of Humanities and Social Studies El-Rusyd
Choiriyah, Irma
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Concept of Ibn Sina's Educational Thought Adidarma, Ridha Nestu; Choiriyah, Irma; Darmawan, Dicky; Salsabila, Noni; Suryadi, Rudi Ahmad
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 1 (2025): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i1.12348

Abstract

Ibn Sina, known in the Western world as Avicenna, was a prominent intellectual figure in the Islamic tradition of the 10th and 11th centuries. His thoughts on education reflect a holistic approach that integrates intellectual, spiritual, and moral dimensions. Ibn Sina perceived education not merely as a process of knowledge transfer but also as a means of character building and the comprehensive development of human potential. This study employs a qualitative method with a historical-descriptive approach to explore the ideas and implementation of Ibn Sina's educational philosophy within the context of Islamic education. The findings indicate that Ibn Sina emphasized the importance of educational objectives, teaching methods, curriculum, and developmental stages of learners. He advocated for a balance between worldly and spiritual knowledge, as well as the alignment of education with children's psychological development. His integrative and progressive ideas have significantly contributed to shaping the paradigm of Islamic education and remain relevant for modern educational systems. 
Comparative Analysis of Behaviorism and Cognitivism Theories in Islamic Religious Education Learning Mutaqin, Dadang Zenal; Saripudin, Uus; Choiriyah, Irma; Wulandari, Fitri; Habibah, Siti Nurhasanah
El-Rusyd Vol. 10 No. 1 (2025): June
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i1.332

Abstract

This study aims to analyze and compare the theories of behaviorism and cognitivism in the context of Islamic Religious Education (PAI) learning, and to identify their implications for classroom learning design and practice. The method used is a literature study with a qualitative approach, utilizing academic references, Quranic verses, and hadith to enrich the analysis. The findings indicate that behaviorism emphasizes repetition, habituation, and reinforcement, making it suitable for teaching basic religious practices such as prayer and Quran memorization. Meanwhile, cognitivism focuses on internal mental processes such as understanding, reasoning, and reflection, making it effective in teaching values, concepts, and critical thinking. Both theories contribute to improving PAI learning by offering different yet complementary strategies. Behaviorism supports the formation of discipline and routine, while cognitivism promotes deeper comprehension and meaningful engagement with Islamic teachings. The implication of this study is the need for balanced and adaptive teaching methods that consider both behavioral and cognitive aspects to achieve holistic religious education.
Co-Authors Adidarma, Ridha Nestu Darmawan, Dicky Fitri Wulandari Habibah, Siti Nurhasanah Mutaqin, Dadang Zenal Rudi Ahmad Suryadi, Rudi Ahmad Salsabila, Noni Saripudin, Uus