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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Hanasto, Hanasto
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Sejarah Perkembangan Ilmu di Barat dan Islam dengan Penalaran Bayani Irfani dan Burhani Bagi Pengembangan Ilmu Pendidikan Agama Islam Hanasto, Hanasto; Usman, Usman; Sibawaihi, Sibawaihi
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 6 No. 4 (2025): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, November 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v6i4.3930

Abstract

This study explores the historical and philosophical development of scientific knowledge in both Western and Islamic civilizations. The trajectory of science in the West reveals a complex evolution, beginning with Ancient Greek civilization, continuing through the Medieval period, the Renaissance, the Modern era, and into the Contemporary age marked by Nietzsche's philosophy and rapid technological advancement. Each historical phase reflects shifting paradigms influenced by philosophical, social, and political contexts. In contrast, the Islamic civilization reached its intellectual zenith during the Umayyad and Abbasid dynasties. This period was characterized by territorial expansion, a vigorous translation movement, and significant advancements in various scientific fields. Muslim philosophers promoted an integrative approach to knowledge, emphasizing proper methodologies for acquiring truth and applying it to practical life. Their openness to knowledge, regardless of its originas expressed by al-Kindi’s assertion that truth should be accepted even from distant nations illustrates the inclusive spirit of Islamic scientific thought. Overall, the study underscores that the progress of science is a product of dynamic cross-civilizational interaction, driven by a universal pursuit of truth.
Designing Holistic Islamic Learning Design (HILD) for Islamic Religious Education in the Digital Era Hanasto, Hanasto; Sukiman, Sukiman; Arifin, Zainal
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.10020

Abstract

This study aimed to develop and evaluate the Holistic Islamic Learning Design (HILD) framework as an integrative instructional model for contemporary IRE. A Design-Based Research (DBR) methodology was employed through iterative phases of needs analysis, framework design, implementation, evaluation, and refinement at SMP Muhammadiyah Al Mujahidin Gunungkidul, Yogyakarta. Data were collected through classroom observations, semi-structured interviews, questionnaires, document analysis, and expert validation, and analyzed using thematic analysis, methodological triangulation, descriptive statistics, and iterative reflection. Quantitative expert validation demonstrated a high level of content validity, with an overall mean score of 4.80/5.00 (Excellent). Dimension-specific scores included pedagogical coherence (4.82), integration of Islamic values (4.91), content relevance (4.78), Islamic digital literacy components (4.76), and assessment design (4.73), all categorized as Excellent. Qualitative findings further revealed that HILD enhanced learner engagement, reflective learning, ethical digital awareness, contextual understanding of Islamic teachings, and character formation. The resulting framework integrates five complementary dimensions Spiritual Integration, Reflective Learning, Contextual Engagement, Islamic Digital Literacy, and Character Development into a coherent pedagogical model. This study contributes a theoretically grounded and empirically validated framework that advances holistic Islamic pedagogy and provides practical guidance for curriculum innovation and future implementation across diverse educational contexts.
Co-Authors Sibawaihi Sibawaihi Sukiman Sukiman Usman Usman Zainal Arifin