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All Journal Edukasi Islami: Jurnal Pendidikan Islam MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran
Amaliya, N. Fitri
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Evolusi Epistemologi Ilmu dari Yunani hingga Posmodernisme dan Implikasinya terhadap Paradigma Pendidikan Kontemporer Malik, Muhamad Ibnu; Amaliya, N. Fitri; Urwah, Urwah; Sholihah, Imroatus; Hambali, Adang
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 12 No 1 (2026)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.0121.463

Abstract

This study examines the evolution of the epistemology of science from classical Greek thought, Islamic scientific tradition, empirical modernism, to relativistic postmodernism, and analyzes its implications for contemporary educational paradigms. The purpose of this study is to identify the epistemological character of each historical phase, find similarities and differences related to the sources and validity of knowledge, and formulate their influence on educational theory, learning approaches, and curriculum development in the modern and postmodern eras. This study uses a qualitative approach with a literature study method through the analysis of primary philosophical sources and secondary academic literature. Data are classified thematically and analyzed using content analysis techniques. The results show that Greek epistemology emphasizes rationality; Islamic epistemology is integrative between revelation, reason, and empiricism; modern epistemology prioritizes scientific empiricism and objectivity; while postmodern epistemology views knowledge as plural and contextual. The study concludes that these epistemological dynamics have a significant influence on educational paradigms. Modernism gave rise to objective and competency-based education; postmodernism gave rise to collaborative, contextual, and learner-centered learning; Meanwhile, Islamic epistemology offers an integrative paradigm that balances intellectual, empirical, and moral aspects. This research contributes theoretically as a cross-historical epistemological framework and practically as a reference for developing holistic and adaptive curricula and learning models.
ISLAMIC RELIGIOUS EDUCATION TEACHER STRATEGIES IN INFLUENCED ISLAMIC VALUES THROUGH FIQH MATERIALS IN STUDENTS OF SDIT MIFTAHUL ULUM SUBANG Hasan, Muhammad Zaki Akhbar; Khairunnida, Laila; Parid, Miptah; Amaliya, N. Fitri; Mohamed Shendi, Hebaallah Ahmed Abdel Halim
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9327

Abstract

The background of this research is the important role of Islamic religious education teachers in instilling Islamic values to students, especially through the learning of Fiqh material at SDIT Miftahul Ulum Subang. In elementary education, Islamic religious education teachers play a strategic role in shaping the religious character of students so that they are able to understand, appreciate, and practice Islamic teachings comprehensively. The purpose of this research is to describe the strategies of Islamic religious education teachers in instilling Islamic values through Fiqh material and to analyze the effectiveness of implementing these strategies on the formation of student character. This research method uses a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation which were then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results show that Islamic religious education teachers at SDIT Miftahul Ulum Subang apply an integrative learning strategy by combining lectures, discussions, role models, and habits in school religious activities. This strategy has proven effective in fostering Islamic values such as religious discipline, honesty, responsibility, and social awareness among students. In conclusion, the Islamic religious education teachers' strategy in instilling Islamic values through Fiqh (Islamic jurisprudence) material at SDIT Miftahul Ulum Subang is effective and sustainable. Teachers act as educators and role models, integrating Islamic values through role models, fostering worship practices, and reflecting on values in learning.
Co-Authors Adang Hambali, Adang Ernawati Ernawati Hasan, Muhammad Zaki Akhbar Khairunnida, Laila Malik, Muhamad Ibnu Miptah Parid Mohamed Shendi, Hebaallah Ahmed Abdel Halim SHOLIHAH, IMROATUS Tarlam, Alam Urwah, Urwah