EPISTEMOLOGI ILMU DALAM FILSAFAT PENDIDIKAN ISLAM DALAM LITERATUR KLASIK DAN KONTEMPORER
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Islamic educational philosophy,
Classical Literature,
Contemporary Literature
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Abstract
This article examines the epistemology of science within Islamic educational philosophy through a systematic review of classical and contemporary literature. The study aims to explore the nature, sources, and validity of knowledge and its implications for educational practice in Islamic contexts. It analyzes the ideas of prominent classical scholars such as Al-Ghazali and Ibn Sina, alongside contemporary thinkers, to identify foundational philosophical principles shaping teaching and learning processes. The findings reveal that knowledge in Islamic education is inherently holistic, integrating intellectual, moral, and spiritual dimensions. It emphasizes the interconnection between divine revelation, reason, and empirical inquiry in the development of human understanding. Furthermore, the study highlights that effective Islamic education requires a balanced approach that nurtures both cognitive competence and ethical character. This integrative perspective reinforces the role of education as a means of cultivating responsible and spiritually grounded individuals. Therefore, this article offers theoretical contributions for advancing contemporary educational practices that align with ethical values, spiritual awareness, and the demands of modern knowledge systems.
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