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Saeful Ahyar, Ahmad
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Education Social Sciences

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FITRAH MANUSIA DAN PEMBELAJARAN MENDALAM: PERSPEKTIF FILSAFAT IBNU SINA Saeful Ahyar, Ahmad; Nirotul Fikri, A'la; Nisa, Ainun; Fatah, Damanhuri; Mustofa, Ihsan
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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Studies on human nature in Islamic education are often understood in a normative-theological manner and have not been fully placed within a systematic philosophical anthropological framework. This article aims to analyze the concept of human nature from the perspective of Ibn Sina's philosophy through a discussion of the structure of the soul, its powers, and the hierarchy of intellect, and to relate it to the deep learning approach in contemporary Islamic education. This research is a literature study with a philosophical approach, using conceptual and interpretive analysis methods on Ibn Sina's major works, particularly Kitāb al-Nafs in al-Shifā' and al-Ishārāt wa al-Tanbīhāt, as well as relevant contemporary academic literature. The results of the analysis show that human nature according to Ibn Sina can be understood as the ontological potential of the soul that develops gradually through the actualization of the powers of the soul and intellect, starting from the potential intellect ('aql hayūlānī) to the acquired intellect ('aql mustafād). This process of intellectual development shows conceptual compatibility with the principles of deep learning, which emphasizes meaningful understanding, reflection, and the development of higher-order thinking skills. This article argues that Ibn Sina's thinking provides a strong philosophical foundation for the application of deep learning in Islamic education, while also enriching the discourse on education in Indonesia, including in the context of the implementation of the Merdeka Curriculum. Thus, the classical concept of human nature is not only theoretically relevant, but also has practical implications for the development of holistic Islamic education.
TELAAH META-SINTESIS ATAS KONSEP PENDIDIKAN SEPANJANG HAYAT DALAM AL-QUR'AN: KONVERGENSI ANTARA TAFSIR MAUDHU'I DAN FILSAFAT PENDIDIKAN KONTEMPORER Redho Qurrota A’yun, Ahmad; Saeful Ahyar, Ahmad; Amirudin; Gani, A.; Akmansyah, M.
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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This study aims to construct a philosophical framework of lifelong learning through a meta-synthesis of key concepts in the Qur'an using the thematic interpretation (tafsir maudhu'i) approach, while identifying points of convergence and divergence with contemporary educational philosophy discourse. Employing a philosophical meta-synthesis method with systematic literature review, this research collects and analyzes Qur'anic verses on knowledge, intellect, and learning, and compares them with paradigms of progressivism, humanism, and critical education. The findings indicate that the Qur'an constructs a holistic, integrative, and transcendentally teleological concept of lifelong education (based on ‘ubūdiyyah and khalīfah). Significant convergence is found in the emphasis on active, contextual, learner-centered, and decentralized learning. However, the Qur'an offers a theocentric foundation that provides deep meaning and intrinsic motivation, while also serving as a correction to the tendencies of extreme instrumentalism and secularism in some contemporary streams. The resulting synthesis offers a paradigm of lifelong education that is liberating, meaningful, and relevant for developing educational policies and practices in contemporary Muslim societies.
INTEGRASI PENDIDIKAN AGAMA ISLAM DAN ILMU PENGETAHUAN ALAM DALAM PEMBELAJARAN: TINJAUAN SISTEMATIS LITERATUR Saeful Ahyar, Ahmad; Redho Qurrota A'yun, Ahmad; Hediati, Eti; Septuri; Fauzan, Ahmad
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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The integration of Islamic Religious Education (IRE) and Natural Sciences (IPA) is a strategic approach to eliminating the dichotomy of knowledge and shaping students who excel both cognitively and spiritually. This study aims to examine the forms, models, impacts, and challenges of implementing IRE-IPA integration through the Systematic Literature Review (SLR) method using the PRISMA protocol. Data were sourced from Google Scholar, SINTA, and Scopus, yielding 25 relevant articles from the last ten years, which were analyzed using content analysis techniques. The review results indicate that integration is generally implemented by linking cosmic verses (ayat kauniyah) with scientific concepts, instilling monotheistic values in natural phenomena, and applying integrative thematic learning. This practice has been shown to have a positive impact on enhancing understanding of scientific concepts, strengthening religious attitudes, and shaping student character. However, significant challenges were identified, including limitations in teacher competency, a lack of integrative teaching materials, and suboptimal curriculum support. This study contributes a comprehensive mapping of research findings and serves as a conceptual reference for developing integrative learning in schools and madrasas to strengthen the synergy between science and religion.
Co-Authors A. Gani, A. Ahmad Fauzan Amirudin Fatah, Damanhuri Hediati, Eti M. Akmansyah Mustofa, Ihsan Nirotul Fikri, A'la Nisa, Ainun Redho Qurrota A'yun, Ahmad Redho Qurrota A’yun, Ahmad Septuri