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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Syifa’yah, Lilis
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Religion Education

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Paradigma dan Pemikiran Filsuf Islam dalam Filsafat Ilmu dan Pendidikan Islam Syifa’yah, Lilis; Hasanah, Syofiatul; Arif, Abd. Jalil
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8792

Abstract

Although Islamic philosophy of knowledge and education has been widely studied, systematic research that explicitly integrates the thought of Muslim philosophers as a philosophical foundation for developing a holistic model of Islamic education remains limited. This study aimed to describe the views of classical and contemporary Muslim philosophers on the philosophy of knowledge and to explain their relevance for formulating a comprehensive Islamic education that encompasses intellectual, moral, and spiritual dimensions. A qualitative approach with a descriptive literature study design was employed through a review of scholarly literature on the philosophy of knowledge, education, and the ideas of key Islamic thinkers such as Al-Farabi, Ibn Sina, and Al-Ghazali. Data analysis involved reduction, presentation, and synthesis to identify the main themes. The findings indicate that Islamic education should integrate revelation, reason, and empirical experience by employing a variety of learning methods—demonstrative, dialectical, empirical, ma'rifah, historical-sociological, and qiyās—to cultivate human beings who are intellectually, morally, and spiritually balanced. These findings provide theoretical and methodological contributions to the development of a holistic Islamic education curriculum and open opportunities for further empirical research on the implementation of these principles in diverse contemporary Islamic educational settings.
Improvement Strategy Sustainability in LMS- Based Islamic Religious Education Learning: An Approach, Measurement, Holistic, and Revision Systematic Iffah, Bidayatul Hubbil; Sa’diyah, Ummu; Syifa’yah, Lilis; Fitria , Lailatul Fitria; Kurnia PS , Alaika M. Bagus
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2728

Abstract

This study aims to examine strategies for enhancing the sustainability of Learning Management System (LMS)-based Islamic Religious Education (PAI) learning through the integration of holistic measurement and the Plan–Do–Check–Act (PDCA) cycle. PAI emphasizes holistic student development across cognitive, affective, and psychomotor domains grounded in Islamic spiritual values; however, LMS-based evaluation and revision practices remain fragmented and insufficiently systematic. This study employs a systematic literature review (SLR) following the PRISMA protocol, analyzing scholarly articles published between 2015 and 2024 from reputable databases such as Scopus and Google Scholar. Of the 150 articles initially identified, 45 met the inclusion criteria and were analyzed using qualitative thematic meta-synthesis. The findings reveal that LMS enhances learning flexibility and student engagement but remains limited in facilitating the internalization of Islamic values and sustainable revision mechanisms. This study proposes an original contribution in the form of a Holistic Adaptive PAI–PDCA Framework, integrating multidimensional assessment with adaptive feedback and continuous revision within LMS environments. Theoretically, this framework contributes to the development of Total Quality Management perspectives in Islamic education. Practically, it offers conceptual guidance for PAI teachers to optimize LMS implementation in a value-based and sustainable learning context. This study is limited by the absence of empirical validation; therefore, future longitudinal and mixed-method studies are recommended
Co-Authors Arif, Abd. Jalil Fitria , Lailatul Fitria Hasanah, Syofiatul Iffah, Bidayatul Hubbil Kurnia PS , Alaika M. Bagus Sa’diyah, Ummu