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Pluralism in Islamic Law and Its Implications for Contemporary Islamic Education Zulpandri; Ronaldi; Tamrin Kamal; Sri Wahyuni; Rosniati Hakim; Lutfi Zaki Al Manfaluthi
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 01 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i01.384

Objective: To analyze the view of Islamic law on pluralism and examine the strategy for the implementation of pluralism values in the world of Islamic education, especially in shaping the character of students who are tolerant, inclusive, and ready to live in a multicultural society. Theoretical framework: Based on the teachings of the Qur'an regarding the recognition of plurality as sunnatullah, the concept of rahmatan lil 'alamin, the principle of ukhuwah insaniyah, and an Islamic educational approach oriented to human values, justice, and freedom of thought. This framework is strengthened by the thoughts of moderate Islamic figures such as M. Quraish Shihab, Harun Nasution, and Nurcholish Madjid. Literature review: Reviews the understanding of pluralism in the Qur'an and classical interpretations such as the works of Abdul Wadud Yusuf and Ahmad Al-Shawi, as well as contemporary thinking that explains how pluralism should be understood socio-culturally, not theologically. The literature also highlights the importance of Islamic education as a space for internalizing the value of pluralism through theological, philosophical, juridical, sociological, and psychological foundations. Methods: Using a qualitative approach based on library research, with descriptive-analytical analysis techniques on primary sources such as the Qur'an, classical interpretation, and modern Islamic thought literature. The data were analyzed to identify normative understanding and applicative strategies of pluralism values in Islamic education. Results: The study found that pluralism is recognized in Islamic law as a social reality that must be respected without equating the theological truths of all religions. Islamic education has an important role in instilling the value of pluralism through an inclusive curriculum, strengthening moderate religious literacy, multicultural teacher training, interfaith dialogue, and creating a peaceful and open academic climate. Implications: Pluralistic Islamic education can form a religious, tolerant, and ready generation to live in a multicultural society, as well as strengthen the integration between Islamic teachings and national values. Novelty: a new approach that integrates the concept of Islamic pluralism with applicative strategies in education, as well as enriching an inclusive and contextual Islamic education discourse.

Brain Disorders Related to The Learning Process Zulpandri; Ronaldi; Dasrizal Dahlan; Ahmad Lahmi; Rosniati Hakim; Kani Ulger
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 01 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i01.386

Objective: The purpose of this study is to deeply understand the role of the brain in the learning process, as well as identify various types of brain disorders that impact students' cognitive abilities. In addition, this study also aims to examine how certain neurological disorders, such as dyslexia, Minimal Brain Dysfunction, dyscalculia, and attention deficit hyperactivity disorder, affect students' academic performance and daily life. This research is expected to provide a neuroscientific perspective in designing learning strategies that are more inclusive and responsive to specific learning needs. Theoretical framework: The theoretical framework is based on the neuroscience approach of education, specifically the concepts of brain plasticity, the function of the hemispheres, and the role of the central nervous system in learning. Literature review: The literature review covers brain development and function, as well as various disorders such as dyslexia, DMO, ADHD, and dyscalculia, which have a direct impact on learning ability. Methods: This study uses a descriptive qualitative method with a literature review approach. The data was analyzed using content analysis from various scientific literature sources. Results: The results of the study show that brain function has a very important role in supporting the learning process. Connections between neurons are formed through experience and appropriate stimuli, while disturbances in brain structure or function can cause various difficulties in the learning process. Disorders such as Minimal Brain Dysfunction, dyslexia, dyscalculia, and attention deficit hyperactivity disorder significantly affect concentration, memory, and the ability to read, write, and count in school-age children. In addition, the dominance of left-brain or right-brain function also affects a person's learning style, so learning strategies need to be adjusted to the cognitive tendencies of each student. Implications: The results of this study encourage the importance of understanding neuroscience in education so that learning strategies can be adjusted to the neurological condition of students. Novelty: The novelty of this research lies in the integration of neuroscience and Islamic educational approaches in understanding and dealing with learning disorders holistically and empathically.

Comparative Analysis of Textual (Nashiyah) and Contextual (Siyaqiyah) Approaches in Islamic Education Yondrizal; Edy Juarminson; Tamrin Kamal; Rosniati Hakim; Sri Wahyuni; Md. Ziaur Rahman
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 3 No. 03 (2025): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v3i03.400

Objective: This study aims to compare textual (nashiyah) and contextual (siyaqiyah) approaches in Islamic education, both in terms of basic principles, methods of application, and their implications on the development of students' values and character. Theoretical framework: This study is based on the theoretical framework of Islamic interpretation, which distinguishes between text-based approaches (literal texts) and context-based approaches. Leading figures such as Azyumardi Azra, Fazlur Rahman (with the theory of double movement), and Amina Wadud provide an important foundation in understanding both approaches in the context of education and social religion. Literature review: Previous studies have shown that the textual approach emphasizes the literal and normative meanings of the Qur'an and Hadith, as affirmed by classical scholars such as Ibn Taymiyyah and Al-Ghazali. Meanwhile, the contextual approach considers the social, cultural, and historical background of the revelation of the text, as developed by Fazlur Rahman and Amina Wadud. Methods: This study uses a qualitative approach with an analytical descriptive method. Data were collected through a literature study that involved the analysis of various scientific literature, books, and articles relevant to the theme of textual and contextual approaches in Islamic education. The analysis is carried out systematically to identify the advantages, disadvantages, similarities, and differences between the two approaches. Results: The results of the study show that the textual approach is effective in maintaining the purity of Islamic teachings and providing legal certainty, but it is less adaptive to social changes. In contrast, contextual approaches are more flexible in dealing with the dynamics of the times and relevant to contemporary issues, but are prone to interpretations that deviate from the literal meaning. Both approaches have their respective relevance and effectiveness, and complement each other in Islamic educational practices. Implications: This study encourages proportional integration between textual and contextual approaches in Islamic education to remain normative and responsive to social dynamics. Novelty: This study makes a new contribution by discussing the theoretical and practical comparison of the two approaches in Islamic education and emphasizing the importance of integrating the two as adaptive models in the contemporary era.

Transforming Islamic Education in the Era of Industrial Revolutions 4.0 and 5.0: Challenges and Strategies Ismaiza Busti; Refinal; Tamrin Kamal; Sri Wahyuni; Rosniati Hakim; Shikdar Mohammad Riazul
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 01 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i01.401

Objective: This study aims to analyze the overall transformation of Islamic education in responding to the challenges and opportunities that arise due to the Industrial Revolution 4.0 and the Industrial Revolution 5.0. Theoretical framework: This study is based on the theoretical framework of Human-Centered Technological Integration and Islamic Philosophy of Education. These two frameworks emphasize the importance of adapting Islamic educational institutions to digital disruption while maintaining spiritual and ethical values as the core of education. Literature review: A literature review shows that there is a widening digital divide among Islamic educational institutions, especially between traditional Islamic boarding schools and modern madrasas. Previous studies indicate that the integration of technologies such as artificial intelligence (AI), virtual reality (VR), and digital content in Islamic curricula is still very limited. In addition, there are concerns about moral degradation and the spread of radical content in the digital space, which has not been balanced with adequate digital literacy. Methods: This study uses a qualitative-descriptive approach with document analysis, policy analysis, and synthesis of the latest empirical data from UNESCO, the Ministry of Religion of the Republic of Indonesia, and independent studies on Islamic education. The data are thematically analyzed to identify systemic challenges and relevant transformation strategies. Result: The results of the study revealed four main problems, namely: (1) the limitations of digital infrastructure in Islamic boarding schools and madrasas; (2) a curriculum that has not been integrated with the field of STEM and digital ethical values; (3) the low digital competence of educators; and (4) the erosion of spiritual values due to learning models that rely too much on artificial intelligence and technology. However, there is a great opportunity for innovation through the development of integrative curricula such as digital fiqh and AI-based Sufism, the application of hybrid learning, and the use of financial technology (fintech) for waqf-based education funding. Implications: This study recommends accelerating the digitalization of Islamic education, technology-based curriculum reform, and improving educators' digital competencies, while maintaining a balance between innovation and Islamic values. Novelty: This study offers an integrative model that combines Islamic epistemology with the Industrial Revolution 4.0 and 5.0 paradigms to realize sustainable, ethical, and contextual Islamic education.

The Brain Work Process: A Multidisciplinary Analysis of Neuroplasticity, Cognition, and Human Thought Refinal; Ismaiza Busti; Ahmad Lahmi; Dasrizal Dahlan; Rosniati Hakim; Abdulrohim E-sor
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 3 No. 03 (2025): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v3i03.403

Objective: This study aims to provide a comprehensive understanding of how the human brain functions in cognitive processes such as thinking, reasoning, and decision-making. Theoretical framework: The research is grounded in a theoretical framework that integrates neuroscience and cognitive psychology, focusing on brain structure, neural networks, and the dynamics of neuroplasticity. Literature review: The literature review explores the interconnectivity between various parts of the brain, such as the cerebrum, cerebellum, brainstem, hippocampus, and amygdala, and their roles in memory, emotion, perception, and high-order cognitive tasks. Methods: Employing a qualitative method through library research, this study synthesizes data from academic books, journal articles, dissertations, and digital resources. A descriptive-analytical approach was used to organize and interpret findings across themes, including memory processing, brain development, thinking stages, and influencing factors such as emotion, nutrition, and environmental conditions. Results: The findings reveal that brain function and cognitive thinking are deeply interconnected. The brain processes information through electrical and chemical signals, stores it in short- or long-term memory, and enables the execution of thought processes through structured phases: perception, attention, understanding, reasoning, decision-making, and evaluation. Neuroplasticity plays a critical role in allowing the brain to adapt and learn continuously throughout life. Implications: The study implies that optimizing brain health directly enhances thinking capabilities, which is essential for personal growth, learning, adaptability, and innovation. Practical implications span across education, healthcare, and mental performance strategies. This research contributes to bridging the scientific gap between biological brain function and human thought processes, offering valuable insights for designing brain-friendly environments, promoting lifelong learning, and fostering mental well-being in the digital age. Novelty: The novelty of this study lies in its multidisciplinary integration of neuroanatomy, behavioral science, and cognitive analysis, presented in a holistic and applicable manner.

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