Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pembelajaran
Afifah Nur Azizah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Relevansi Pemikiran Buya Hamka terhadap Tantangan Pendidikan Islam Afifah Nur Azizah; Dzulkifli Hadi Imawan
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.5437

Abstract

This study aims to examine the relevance of Buya Hamka’s educational thought in addressing the challenges of the digital era. The rapid advancement of technology has shifted the direction of education to become more technical and pragmatic, often neglecting the moral and spiritual dimensions that are, in fact, the core of true education. In this context, Buya Hamka’s ideas are considered highly relevant as they offer solutions grounded in universal Islamic values. This study focuses on key educational principles emphasized by Hamka, such as the strengthening of spirituality, the cultivation of noble character, guided intellectual freedom, the balance between worldly and spiritual life, and the vital role of teacher exemplarity in the educational process. This research employs a qualitative descriptive method with a library research approach, analyzing Hamka’s major works such as Falsafah Hidup and Tasawuf Modern, alongside relevant academic references. The findings indicate that Hamka’s educational ideas remain highly relevant and can serve as a philosophical foundation for building meaningful, value-oriented, and contextually responsive educational systems in the face of digitalization.
Relevansi Epistemologi Ibnu Khaldun dalam Kurikulum Pendidikan Islam Kontemporer Afifah Nur Azizah
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.5536

Abstract

This study aims to examine the relevance of Ibn Khaldun’s epistemology to the development of contemporary Islamic education curricula. Amid ongoing challenges in integrating religious and secular sciences within Islamic education systems, Ibn Khaldun's conceptual framework offers an epistemological solution through the integration of revelation, reason, and experience. This research employs a qualitative approach using literature study methods. Data were obtained from a review of Ibn Khaldun’s works—particularly Muqaddimah—and recent academic literature published within the last five years. The results reveal that Ibn Khaldun proposed a staged (tadarruj), integrative, and practical model of education that unites naqliyah (revealed) and aqliyah (rational) sciences within a coherent epistemological framework. His thought is not only theoretical but also pragmatic, emphasizing the utility of knowledge in shaping civilization. Therefore, Ibn Khaldun’s epistemology is highly relevant as a foundation for constructing Islamic education curricula that are contextual, humanistic, and value-oriented. These findings reaffirm Ibn Khaldun’s position as a transformative thinker in global Islamic educational discourse.
Co-Authors Dzulkifli Hadi Imawan