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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar QISTINA: Jurnal Multidisiplin Indonesia Ahlussunnah: Journal of Islamic Education
Syahrani, Amellia Putri
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Other

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Tafsir Ditinjau dari Sumbernya (Tafsir Bi Al Ma’tsur, Tafsir Bi Ar-Ra’yi, dan Tafsir Bi Al- Isyari) Syahrani, Amellia Putri; Alwizar, Alwizar; Yusuf, Kadar M
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i1.6285

Abstract

Tulisan ini bertujuan untuk mengkaji dan membandingkan tiga sumber utama dalam ilmu tafsir Al-Qur’an, yaitu Tafsir bi al-Ma’tsur, Tafsir bi Ar-Ra’yi, dan Tafsir bi Al-Isyari. Masing-masing metode memiliki pendekatan, kelebihan, dan kekurangan yang berbeda. Kajian ini penting untuk memahami bagaimana Al-Qur’an ditafsirkan oleh para ulama dari berbagai pendekatan keilmuan, dan untuk menilai keakuratan serta relevansi tafsir dalam konteks kehidupan modern. Penelitian ini menggunakan pendekatan penelitian kepustakaan (library research), yaitu penelitian yang menggunakan bahan-bahan tertulis seperti manuskrip, buku, majalah, surat kabar dan dokumen lainnya. Sumber data merupakan penjelasan mengenai sumber-sumber untuk memperoleh artikel relevan yang akan direview, sumber data pada penelitian ini bersumber dari jurnal dan buku.
ThoughtIbn Sina's Islamic Education: Relevance to Contemporary Education Syahrani, Amellia Putri; Jumiati, Dinda; Dewi, Eva
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.428

Abstract

Education is a conscious and planned effort to create a learning environment and learning process so that students can develop their potential to have spiritual strength. One of the famous Muslim scientists known for his knowledge is Ibn Sina, who emphasized the integration of rationality and morality, as well as the holistic development of individuals. This study aims to analyze Ibn Sina's concept of education in terms of objectives, curriculum, methods, and the role of educators, and to assess how this concept can be applied in the modern Islamic education system. This article examines the Islamic educational thinking of Ibn Sina, one of the greatest polymaths in the history of Islamic civilization. Through a descriptive-analytical approach, this study outlines the basic concepts, objectives, curriculum, learning methods, and concepts of teachers and students from Ibn Sina's perspective. The results of the study show that Ibn Sina's educational thinking is holistic and integral, combining spiritual and rational aspects into a harmonious whole. Principles such as ta'dib (character building), tadrij (gradualism), individualization, and integration of knowledge demonstrate the sophistication of his thinking, which is relevant to the challenges of contemporary Islamic education, particularly in addressing the dichotomy of knowledge, moral crisis, and the need for individualized learning. Implicitly, Ibn Sina's thinking encourages a holistic contemporary Islamic education curriculum that combines intellectual, physical, social, and spiritual aspects and emphasizes that character building (morals, responsibility, honesty) must be an integral part of the learning process
NILAINISASI ILMU PENGETAHUAN: KONSEP, URGENSI, DAN INTEGRASI DALAM PENDIDIKAN ISLAM Jumiati, Dinda; Dewi, Eva; Syahrani, Amellia Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 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.v11i02.53912

Abstract

This article examines the concept of the valuization of knowledge (nilainisasi ilmu pengetahuan) as an epistemological response to the crisis generated by the value-free paradigm in modern science. The study aims to analyze the nature of values in scientific knowledge, examine the challenges of globalization to the orientation of science, articulate the concept and urgency of knowledge valuization, explore the integration of knowledge and values in the Islamic tradition, and formulate applicable models of knowledge and learning integration. A qualitative approach was employed through library research, utilizing content analysis of primary and secondary sources across philosophical, epistemological, and pedagogical perspectives. The findings reveal that values are inseparable from the processes of constructing, validating, and applying scientific knowledge. Globalization presents challenges through epistemological standardization that tends to neglect the diversity of local knowledge systems while reinforcing the hegemony of Western paradigms. The Islamic tradition offers an integrative paradigm through the concept of tauhidic epistemology, bridging the dimensions of revelation and reason, as well as the spiritual and material, within a holistic framework of knowledge. The multidisciplinary, interdisciplinary, and transdisciplinary approaches to knowledge integration provide an operational framework for implementing knowledge valuization in the context of Islamic education. This study concludes that the valuization of knowledge is not merely an academic need, but an epistemological and ethical necessity in addressing the ecological, social, and existential crises confronting humanity in the contemporary era.
Co-Authors ALWIZAR ALWIZAR, ALWIZAR Dewi, Eva Jumiati, Dinda Yusuf, Kadar M