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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar PARAMUROBI Ta`Limuna : Jurnal Pendidikan Islam Ta’wiluna: Jurnal Ilmu Al-Qur’an,Tafsirdan Pemikiran Islam Jurnal Multidisiplin Indonesia Al-Ilmiya: Jurnal Pendidikan Islam
Imron Rossidy
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Other

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Epistemologi Ilmu Dalam Perspektif Filsafat Isyraqi (Suhrawardi al-Maqtul) Zikri Adib Kurnia; Ahmad Fajar Shodiq; Imron Rossidy
Jurnal Multidisiplin Indonesia Vol. 2 No. 2 (2024): Juni : Jurnal Multidisiplin Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joumi.v2i2.298

Abstract

Isyraqi or in philosophical language illuminationism is a thought developed by Suhrawardi Al Maqtul by combining the teachings of Sufism and philosophy. Epistemologically, Islamic thought was born as a reaction or alternative to the weaknesses that occurred in previous philosophy, especially Aristotelian paripathetics. There are two main teachings in Isyraqi philosophy, namely gradations of essence and self-awareness. From these two teachings, a third teaching or theory was born, namely the Mythical Realm. The israqi philosophical view regarding methods of gaining knowledge emphasizes the importance of enlightenment or "ishraq" in understanding reality. Therefore, the aim of the research is to explain how the epistemology of science in the view of Islamic philosophy in gaining knowledge. This article was written using a qualitative library research approach, namely by examining reading sources that are relevant to the research in question, as well as library research using previous research findings related to the philosophy of science. The results of this research found that Isyraqi philosophy views science as more than just rational knowledge or empirical knowledge. Knowledge is often associated with divine light or spiritual enlightenment that guides individuals towards a deep understanding of reality. Knowledge is seen as the result of spiritual experience and intuitive insight that exceeds the limits of reason. Knowledge in Isyraqi philosophy helps individuals understand the nature of existence and their relationship to a higher reality and knowledge comes from two main sources: intuition and spiritual experience.
Dialektika Esensi Filsafat, Teologi, dan Tasawuf dalam Keilmuan Islam Zuhur Diana; Irma Dwi Amalia; Imron Rossidy
Ta’wiluna: Jurnal Ilmu Al-Qur'an, Tafsir dan Pemikiran Islam Vol. 6 No. 1 (2025): Ta’wiluna: Jurnal Ilmu Al-Qur’an, Tafsir dan Pemikiran Islam
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/takwiluna.v6i1.1877

Abstract

The study of Islamic thought on philosophy, theology, and Sufism has been the subject of controversial and contentious discussion. These three Islamic thoughts are mutually distinguished and separated as if they are unrelated to each other. In fact, if traced historically, there is a continuous and complementary relationship. This study aims to explore the dialectic of the essence of philosophy, theology, and Sufism according to an Islamic perspective. The method used through a descriptive qualitative approach with library research for collecting data, whereas techniques analyzed data using historical and philosophical analysis. The results of this study show that there is a dynamic essential dialectic between philosophy, theology, and Sufism in Islamic scholarship. Although the methods used are different, these three disciplines are interrelated and have the same goal of seeking the ultimate truth and understanding God's existence and His relationshipwith the universe. The relationship between the three involves dynamic dialogue and debate, philosophy provides a rational framework, theology provides a framework of religiosity, and Sufism adds a spiritual dimension. These three are the main pillars in Islamic scholarship that interact and corelate each other to achieve the same ultimate goal, which is to complement each other and together form a holistic understanding of God and truth in Islamic scholarship.
RASIONALITAS AL-KINDI DALAM TRANSMISI ILMU DAN IMPLIKASINYA BAGI PENGUATAN BERPIKIR KRITIS PADA PENDIDIKAN ISLAM ABAD 21: Al-Kindi’s Rationality in the Transmission of Knowledge as a Foundation for Strengthening Critical Thinking in 21st Century Islamic Education Putri Ulia Rahma; Imron Rossidy
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/pb72j783

Abstract

Efforts to strengthen critical thinking in 21st-century Islamic education are becoming increasingly urgent amidst low literacy, numeracy, and analytical skills among students. PISA 2022 data shows that Indonesia's scores in mathematics (366), reading (359), and science (383) remain below the OECD average. This situation emphasizes the need for a philosophical foundation capable of fundamentally building critical thinking. This study aims to examine the rationality of Al-Kindi's thought in the transmission of knowledge from Greece to the Islamic world and its relevance to strengthening critical thinking. The method used is a literature study with a qualitative approach and content analysis techniques on the work of Al-Falsafah al-Ula and related literature. The results show that Al-Kindi played a key role in liaising through translation, adapting concepts, and strengthening rational methods. This rationality is reflected in questioning activities, essential analysis, causal tracing, and rational evaluation as the basis for strengthening critical thinking. Upaya penguatan berpikir kritis dalam pendidikan Islam abad ke-21 menjadi semakin mendesak di tengah rendahnya kemampuan literasi, numerasi, dan analisis peserta didik. Data PISA 2022 menunjukkan skor Indonesia pada matematika (366), membaca (359), dan sains (383), masih berada di bawah rata-rata OECD. Kondisi ini menegaskan perlunya landasan filosofis yang mampu membangun pola pikir kritis secara mendasar. Penelitian ini bertujuan mengkaji rasionalitas pemikiran Al-Kindi dalam transmisi ilmu dari Yunani ke dunia Islam serta relevansinya terhadap penguatan berpikir kritis. Metode yang digunakan adalah studi pustaka dengan pendekatan kualitatif dan teknik content analysis terhadap karya Al-Falsafah al-Ula dan literatur terkait. Hasil penelitian menunjukkan bahwa Al-Kindi berperan sebagai penghubung utama melalui penerjemahan, adaptasi konsep, dan penguatan metode rasional. Rasionalitas tersebut tercermin dalam aktivitas bertanya, analisis esensial, penelusuran sebab-akibat, dan evaluasi rasional sebagai dasar penguatan berpikir kritis. Kata Kunci : Al-Kindi; Berpikir Kritis; Pendidikan Islam Abad 21; Transmisi Ilmu.
HUBUNGAN RENDAHNYA SELF-EFFICACY DENGAN PROKRASTINASI AKADEMIK SISWA PADA PEMBELAJARAN QUR’AN HADIS Khaironi, Ika; M. Samsul Hady; Imron Rossidy; Ainun Jariyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47108

Abstract

This research is motivated by the phenomenon of academic procrastination in learning the Qur'an Hadith in the madrasa environment, although ideally Islamic educational institutions emphasize discipline, responsibility, and sincerity in learning. The behavior of postponing tasks is not only related to technical aspects such as time management, but also related to students' psychological factors, especially self-efficacy or belief in one's ability to complete academic tasks. Based on this, this study aims to analyze the relationship between low self-efficacy and students' academic procrastination in learning the Qur'an Hadith. This study uses a quantitative ex post facto approach with a correlational type. Data were collected through self-efficacy and academic procrastination questionnaires given to respondents, then analyzed using a simple correlation test to see the direction and strength of the relationship between variables. The results showed that there was a significant relationship between low self-efficacy and academic procrastination with a significance value of 0.001 (<0.05) and a correlation coefficient that showed a strong relationship with a positive direction of 0.705. These findings indicate that the lower a student's self-efficacy, the higher the tendency for academic procrastination, and vice versa. Theoretically, these results align with Albert Bandura's emphasis on how an individual's belief in their abilities influences their actions, effort, and persistence in completing tasks. Therefore, this study confirms that self-efficacy plays a significant role in reducing academic procrastination and provides important implications for strengthening learning strategies focused on enhancing student self-confidence in the context of Qur'anic and Hadith education.
REAKTUALISASI EPISTEMOLOGIS ISLAM: IMPLIKASINYA TERHADAP PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM DI ERA SOCIETY 5.0 Isnaini; Jundan Niswa Khoirunnisa; Muhammad In’am Esha; Imron Rossidy
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64555

Abstract

The transformation toward the Society 5.0 era demands a reconstruction of the epistemological framework in Islamic education so that it can respond to the integration of humans, technology, and human values in a balanced manner. This article aims to analyze the reactualization of Islamic epistemology and its implications for the development of an adaptive, integrative, and contextual Islamic education curriculum. The approach used is a qualitative one based on Library Research, involving a critical analysis of classical and contemporary sources in Islamic epistemology as well as modern educational literature. The results of the study indicate that: (1) The re-actualization of Islamic epistemology is grounded in revelation, reason, and empirical experience. (2) Its implications for the development of an Islamic education curriculum for Society 5.0 include the development of curriculum objectives, content, learning approach strategies, and an Islamic education curriculum evaluation system.
Integrasi Sains dan Islam Perspektif Nasr: Implikasinya dalam Pembentukan Akhlak Siswa di Era Modern Elok Nadiatun Naimah; Imron Rossidy
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 2 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (September)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis konsep integrasi sains dan Islam dalam perspektif Seyyed Hossein Nasr serta implikasinya terhadap pembentukan akhlak siswa di era modern. Penelitian ini dilatarbelakangi oleh berbagai tantangan moral yang dihadapi siswa di tengah perkembangan sains, teknologi, dan globalisasi. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian studi pustaka (library research). Data diperoleh dari karya-karya Seyyed Hossein Nasr serta buku, artikel ilmiah, dan sumber akademik lain yang relevan, kemudian dianalisis menggunakan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa Nasr memandang keterpisahan sains dari dimensi spiritual dan metafisik sebagai salah satu persoalan mendasar dalam sains modern. Menurut Nasr, ilmu pengetahuan perlu ditempatkan dalam kerangka tauhid sehingga tidak hanya diarahkan untuk memahami realitas empiris, tetapi juga memiliki tujuan spiritual dan landasan etis. Dalam konteks pendidikan, pandangan tersebut berimplikasi pada perlunya menempatkan pengembangan intelektual berjalan bersama dengan pembentukan akhlak. Integrasi sains dan Islam dengan demikian tidak sekadar menghubungkan materi sains dengan ajaran agama, tetapi menyangkut cara pandang terhadap ilmu, tujuan penggunaannya, dan nilai yang mendasarinya. Dengan pendekatan tersebut, pendidikan diharapkan dapat membentuk siswa yang memiliki kemampuan intelektual sekaligus akhlak dan tanggung jawab moral dalam menghadapi perkembangan zaman.  
KONTRIBUSI MUHAMMAD AL-FATIH DALAM MENINGKATKAN ILMU MELALUI PENGEMBANGAN PENDIDIKAN ISLAM DI TURKI: Kontribusi Muhammad Al-Fatih Dalam Meningkatkan Ilmu Melalui Pengembangan Pendidikan Islam Di Turki Siti Fatmawati Kumala; Anis Maslihah; Imron Rossidy
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 7 No 2 (2024): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v7i2.7368

Abstract

The purpose of this article is to find out the extent of Sultan Muhammad Al Fatih's contribution in developing science through Islamic education in Turkey, It is reviewed from a historical aspect related to the situation and conditions of education in Turkey during the reign of Sultan Muhammad Al-Fatih which is then described explicitly. The method used in this research is descriptive qualitative, while the data collection process was carried out using the library research. The results of this study indicate that the contribution of Sultan Muhammad Al Fatih in developing science through Islamic education in Turkey can be seen from the efforts to develop academies and schools, Such as the use of the Ayashofiyah and Zayrek mosques as the first Islamic education center in Constantinople (Istanbul, Turkey). then he developed Darul Funun which is now the forerunner of Istanbul University. Apart from that, Muhammad Al-Fatih also built several educational institutions including Miftah school, Kirkha school, Ellili school, Sahn-I school, Altmish school. Hasiye-I Tecrid school, Zeyrek school, Tetimme school, Otuzlu school, Haric Ibtidayah school, Darul hadis school, Darul shifa school, Eyup school, Mektep school.
Co-Authors Ahmad Fajar Shodiq Ainun Jariyah Anis Maslihah Elok Nadiatun Naimah Irma Dwi Amalia Isnaini Jundan Niswa Khoirunnisa Khaironi, Ika M. Samsul Hady Muhammad In’am Esha Putri Ulia Rahma Siti Fatmawati Kumala Zikri Adib Kurnia Zuhur Diana