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All Journal Journal of English Language and Education Jurnal Ar Ro'is Mandalika (Armada)
Hasnidar, Yuni
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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The Reconstruction of the Structure of Scientific Knowledge in the Perspective of Thomas S. Kuhn’s Paradigm Hasnidar, Yuni
Jurnal Ar Ro'is Mandalika (Armada) Vol. 6 No. 2 (2026): JURNAL AR RO'IS MANDALIKA (ARMADA)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/armada.v6i2.5697

Abstract

The development of scientific knowledge does not occur linearly but undergoes fundamental and revolutionary changes. This article aims to re-examine the structure of scientific knowledge through the perspective of Thomas S. Kuhn’s paradigm, as elaborated in his seminal work The Structure of Scientific Revolutions. This study employs a qualitative approach using the library research method, by analyzing Kuhn’s primary texts along with relevant secondary literature. The findings indicate that, according to Kuhn, the structure of scientific knowledge is built upon a dynamic paradigm. A scientific paradigm shift occurs when anomalies within the existing framework can no longer be explained by prevailing theories, leading to a scientific revolution that transforms scientists’ perspectives on reality, methodology, and the object of inquiry. In the context of the digital era and the Industrial Revolution 5.0, understanding this dynamic becomes crucial for epistemological reconstruction, ensuring that science remains relevant, proportional, and sustainable. This study provides a theoretical contribution to the development of modern philosophy of science and reinforces critical awareness of the interrelationship between paradigm, knowledge crisis, and scientific progress.
Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management Rusmini, Rusmini; Hasnidar, Yuni; Zahro, Fatimatuz
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1972

Abstract

This study is motivated by ongoing quality issues in Islamic education, particularly the limited effectiveness of supervision as an integral component of the educational management system. In practice, supervision is often reduced to a mere administrative activity, which undermines its potential role in improving educational quality. This article aims to conceptually examine Islamic education supervision within the framework of educational quality management by addressing the following key questions: (1) how is supervision conceptually positioned within Islamic education quality management, and (2) what strategic roles does supervision play in strengthening educational quality governance? Using a qualitative approach through a literature review and conceptual analysis of relevant scholarly sources, this study finds that Islamic education supervision holds a strategic function as a mechanism of control, evaluation, and quality assurance within the management system. Beyond monitoring, supervision serves as a managerial instrument that supports the sustainable enhancement of governance and quality improvement in Islamic educational institutions. This article contributes theoretically to the discourse on Islamic education supervision and offers managerial insights for strengthening quality management practices.
Co-Authors Fatimatuz Zahro Rusmini Rusmini