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All Journal JIPI (Jurnal Ilmu Perpustakaan dan Informasi) Islamika : Jurnal Ilmu-Ilmu Keislaman
Yuldelasharmi, Yuldelasharmi
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Arts Humanities Library & Information Science Other

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Epistemologi Tauhidik-Integratif sebagai Kritik terhadap Sains Modern: Analisis Pemikiran Syed Muhammad Naquib al-Attas dan Seyyed Hossein Nasr Yuldelasharmi, Yuldelasharmi; Iska, Syukri; Yulfian, Yulfian; Jamaluddin, Jamaluddin; Rudiamon, Septika
Islamika : Jurnal Ilmu-Ilmu Keislaman Vol. 25 No. 2 (2025): Islamika: Jurnal Ilmu-Ilmu Keislaman (In Press)
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat, Institut Agama Islam Negeri (IAIN) Kerinci, Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/islamika.v25i2.6320

Abstract

This article examines the Islamization of science as an epistemological response to the crisis of modern science characterized by the secularization of knowledge, fragmentation of disciplines, and the separation between facts, values, and transcendental meaning. The analysis focuses on the thought of Syed Muhammad Naquib al-Attas and Seyyed Hossein Nasr as two leading Muslim intellectuals who offer fundamental critiques of the modern scientific paradigm from the perspective of Islamic epistemology. Rather than merely comparing their ideas, this study aims to formulate a conceptual synthesis that advances the theoretical discourse on the Islamization of science. Employing a qualitative approach with an epistemological–comparative analysis of the primary works of al-Attas and Nasr, the study is complemented by literature from the philosophy of science and contemporary debates on the crisis of knowledge. The findings reveal that al-Attas emphasizes the purification of the concept of knowledge and the formation of an Islamic worldview grounded in adab, while Nasr underscores the necessity of resacralizing science through metaphysical and cosmological awareness. Based on these analyses, the article proposes a tauhidic–integrative epistemology as its main theoretical contribution, positioning tawḥīd as the unifying principle of revelation, reason, and empirical experience in the development of knowledge. This study argues that the Islamization of science should be understood as a constructive epistemological project with continued relevance for global discussions on science, ethics, and civilizational sustainability.
DIGITAL MEETS TRADITION: READING PREFERENCES AND ACADEMIC ACHIEVEMENT IN ISLAMIC HIGHER EDUCATION Dafrizal, Jamri; Yuldelasharmi, Yuldelasharmi; Zulfitri, Zulfitri; Sa'adiah, Diah
JIPI (Jurnal Ilmu Perpustakaan dan Informasi) Vol 10, No 2 (2025)
Publisher : Progam Studi Ilmu Perpustakaan UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jipi.v10i2.25093

Abstract

The digital transformation era has fundamentally reshaped reading behavioral patterns among university students, particularly within Islamic higher education contexts where traditional literacy practices maintain profound cultural and pedagogical significance alongside emerging digital competencies. This empirical investigation examines reading modality preferences among Islamic Library and Information Science (IPII) students at UIN Sultan Maulana Hasanuddin Banten, analyzing relationships between five distinct reading modalities: traditional print-based reading, digital-mediated reading, academic-focused reading, leisure-oriented reading, and social media consumption patterns. A cross-sectional survey employed a 244-item validated questionnaire administered to 71 IPII students (72.4% response rate, N=98). Statistical analyses included descriptive statistics, Pearson correlations, factor analysis, and cluster analysis using SPSS 28.0. Digital reading demonstrated highest engagement (M = 3.68, SD = 0.52), followed by academic reading (M = 3.61, SD = 0.71) and traditional reading (M = 3.42, SD = 0.63). Strong positive correlations emerged between traditional and academic reading (r = 0.563, p < 0.001). Cluster analysis identified three profiles: digital-oriented readers (40.8%), balanced multimedia readers (32.4%), and traditional-preferenced readers (26.8%). IPII students exhibit complementary rather than competitive relationships between reading modalities, necessitating pedagogical approaches that integrate digital competencies while preserving traditional Islamic scholarly practices.
Co-Authors Dafrizal, Jamri Jamaluddin Jamaluddin Sa'adiah, Diah Septika Rudiamon Syukri Iska, Syukri Yulfian, Yulfian Zulfitri Zulfitri, Zulfitri