Critical study of the concept of scientific hybridization of islamic education and neuroscience
DOI:
https://doi.org/10.21009/biosferjpb.32892Keywords:
Critical Study, Hybridization, Neuroscience of Islamic EducationAbstract
Critical study of Islamic Education Neuroscience is still not sufficiently carried out in accounting for its knowledge, in order to confirm and fill in gaps in its scientific development. The purpose of this study is to examine the various scientific varieties of Islamic Education Neuroscience using the epistemology of Islamic Education, in order to find, fill, and develop their scientific potential, also from the perspective of developing hybridization of other Islamic Education scholarships. The method used in this study uses a qualitative type of literature according to Creswell: 2015, meaning that it is processed from various kinds of analytical theory from various sources of literature. The results of the study show that Islamic Education Neuroscience in epistemology also refers to Islamic law. Epistemologically, Irfani refers to the background of the scientific dichotomy between neuroscience, education, and Islam. Epistemologically, Burhani refers to empirical facts about the importance of collaboration between Islamic educators and neurologists in designing curricula and learning that optimizes students' brains in achieving Islamic education goals. Referring to the hybridization of other disciplines such as anthropology and psychology of Islamic education, this scientific development can further deepen the derivatives and clusters knowledge and more adapted to the needs of students.
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Klemm, W. (2022). Expanding the Vision of Neurotheology: Make Neuroscience Religion’s Ally. Journal of Spirituality in Mental Health, 24(3), 235-250. https://doi.org/10.1080/19349637.2020.1858735
Leonard, E. L. (2015). Forensic Neuropsychology and Expert Witness Testimony: An Overview of Forensic Practice. International Journal of Law and Psychiatry, 42, 177-182. https://doi.org/10.1016/j.ijlp.2015.08.023
Mansir, F. (2018). Pendekatan Psikologi dalam Kajian Pendidikan Islam. Psikis : Jurnal Psikologi Islami, 4(1), 61-73. https://doi.org/10.22236/jpi.v9i2.1814
Masduki, Y., Burlian, K., & Yuslaini. (2019). Psikologi Pendidikan dan Pembelajaran (1st ed.). UAD Press.
Mustaqimah, E., & Suyadi. (2023). Implementasi Paradigma Integrasi Keilmuan dalam Pendidikan Islam. JIE: Journal Of Islamic Education, 8(2), 169-183. https://doi.org/https://doi.org/10.52615/jie.v8i2.290
Nasir, H. (2018). Muhammadiyah Usung Pendidikan Islam Berkemajuan. Suara Muhammadiyah. https://news.republika.co.id/berita/nasional/sang-pencerah/18/05/24/p98du7291-muhammadiyah-usung-pendidikan-islam-berkemajuan
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Nurjanah, A. F., Hakim, H. S., Ajalil, M. T., & Nariska, N. (2018). Konsep ’Aql Dalam Al-Qur’an dan Neurosains. Nazhruna: Jurnal Pendidikan Islam, 1(2), 276–277. https://doi.org/10.31538/nzh.v1i2.83
Pakaya, P., Pasiak, T. F., & Kalangi, S. J. R. (2017). Hubungan Kinerja Otak dan Spiritualitas Manusia Diukur dengan Indonesia Spiritual Health Assessment pada Tokoh Agama Islam di Kabupaten Bolaang Mongondow. Jurnal E-Biomedik, 5(1), 1. https://doi.org/10.35790/ebm.5.1.2017.15889
Parni. (2020). Pendekatan Antropologi dalam Kajian Islam. Tarbiya Islamica: Jurnal Keguruan Dan Pendidikan Islam, 1(1), 23. http://ojs.iaisambas.ac.id/index.php/Tarbiya_Islamica/index
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Sugiyono. (2020). Metode Penelitian Kualitatif. Alfabeta.
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2024-05-07
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Hidayat, K., & Suyadi, S. (2024). Critical study of the concept of scientific hybridization of islamic education and neuroscience. Biosfer: Jurnal Pendidikan Biologi, 17(1), 90–101. https://doi.org/10.21009/biosferjpb.32892
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