Hybridization of Islamic Education and Neuroscience: A Study of Suyadi's Thoughts
DOI:
https://doi.org/10.21009/hayula.007.02.04Keywords:
Hybridization, Islamic Education, NeuroscienceAbstract
This study analyzes how Islamic education disciplines can be hybridized with neuroscience disciplines. This study employs a qualitative research methodology based on literature review. Data were gathered from a variety of books, periodicals, and other sources, and were then subjected to concept analysis. The results show that Suyadi thoughts on Islamic education and neuroscience can be hybridized. The hybridization then resulted in various new branches of science called Neurosains Pendidikan Islam (NPI). It is can answer the challenges and needs of exploring the human dimension in more detail, from molecular cellular to behavioral regulation and social science. In its implementation, educators and neurologists must make new findings to optimize the brain's working system by stimulating and exploring neuroanatomy and neurophysiology. Hybridization in the independent curriculum can be done by integrating and optimizing the brain's work Hybridization in the independent curriculum can be done by integrating and optimizing the brain's work. There are three dimensions of the brain, namely normal brain, healthy brain, intelligent brain, and character brain. Islamic education neuroscience examines the optimization of the brain's potential for students' intelligence.
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Nasruddin, M., & Muiz, A. (2020). Tinjauan Kritis Neurosains Terhadap Konsep Qalb Menurut Al-Ghazali. Syifa Al-Qulub, 4(2), 70–87. https://doi.org/10.15575/saq.v4i2.7736
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Pasiak, T. (2016). Tuhan Dalam Otak Manusia: Mewujudkan Kesehatan Spiritual Berdasarkan Neurosains. Mizan.
Pramono, B., & Ansori, R. W. (2016). Fenomena Hibridasi Sains Dalam Karya Sastra. Paramasastra: Jurnal Ilmiah Bahasa Sastra Dan Pembelajaran, 3(2), 257–274. https://doi.org/10.26740/parama.v3i2.1531
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Sudika, I. W., Sutresna, I. W., Anugrahwati, D. R., & Ujianto, L. (2021). Kajian Sifat Kuantitatif Galur F2 Tanaman Jagung di Lahan Kering. Jurnal Sains Teknologi & Lingkungan, 7(2), 118–134. https://doi.org/10.29303/jstl.v7i2.278
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Suyadi. (2020). Pendidikan Islam dan Neurosains. Kencana.
Suyadi, S., & Widodo, H. (2019). Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia. QIJIS (Qudus International Journal of Islamic Studies), 7(1), 173. https://doi.org/10.21043/qijis.v7i1.4922
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education, 36(1), 97–109. https://doi.org/10.1080/03054980903518936
Vázquez-Guardado, A., Yang, Y., Bandodkar, A. J., & Rogers, J. A. (2020). Recent advances in neurotechnologies with broad potential for neuroscience research. Nature Neuroscience, 23(12), 1522–1536. https://doi.org/10.1038/s41593-020-00739-8
Wathon, A. (2016). Neurosains dalam pendidikan. JURNAL LENTERA: Kajian Keagamaan, Keilmuan Dan Teknologi, 14(1), 284–294. https://www.neliti.com/publications/177272/neurosains-dalam-pendidikan
Yuliana Alfiyatin, Heriyanto, N. (2020). Efektivitas Pembelajaran Daring Dalam Pandangan Siswa MI Al-Falah Dakiring-Bangkalan. Al-Ibrah, 5(2), 1–22.
Ahmat Miftakul Huda, & Suyadi. (2020). Otak dan Akal dalam Kajian Al-Quran dan Neurosains. Jurnal Pendidikan Islam Indonesia, 5(1), 67–79. https://doi.org/10.35316/jpii.v5i1.242
Al-Ghazali, I. (2003). Menuju Labuhan Akhirat. Pustaka Progresif.
Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research. Exceptionality, 18(1), 42–52. https://doi.org/10.1080/09362830903462573
Arif Setiawan, M. Z. A. (2019). Urgensi Akal Menurut Al Qur’an Dan Implikasinya Dalam Mencapai Tujuan Pendidikan Islam. Jurnal Intelektual: Jurnal Pendidikan Dan Studi Keislaman, 9(01), 35–52. https://doi.org/10.33367/ji.v9i01.965
Arista, V. A., Rahmah, D. F., Surahman, Harmita, Azizah, N. N., & Aziza, M. (2022). Tafsir Ayat-ayat Neurosains (Nasiyah dalam Qs. AL-ALaq Ayat 15-16). Jurnal Pendidikan Agama Dan Dakwah, 2(4), 309.
Asti Faticha Nurjanah, Hernantito Sulkhan Hakim, M. T. A. (2018). Konsep ’Aql Dalam Al-Qur’an Dan Neurosains. Nazhruna: Jurnal Pendidikan Islam, 1(2), 276–293. https://doi.org/10.31538/nzh.v1i2.83
Fauzan, N., & Shahidan, S. N. (2015). Al-Quran untuk terapi minda dan penyembuhan: Kajian menggunakan quantitative electroencephalograph (qEEG). Global Journal Al-Thaqafah, 5(2), 99–109. https://doi.org/10.7187/gjat942015.05.02
Fischer, K. W. (2009). Mind, brain, and education: Building a scientific groundwork for learning and teaching. International Journal Mind, Brain, and Education, 3(1), 3–16. https://doi.org/10.1111/j.1751-228X.2008.01048.x
Hamzah, M. A. W. A. (2019). Typology of Participants in Perspective Islamic Education Philosophy. Jurnal Pedagogik, 06(01), 1–30.
Hidayat, T., & Syahidin, S. (2019). Inovasi Pembelajaran Pendidikan Agama Islam Melalui Model Contextual Teaching and Learning Dalam Meningkatkan Taraf Berfikir Peserta Didik. Jurnal Pendidikan Agama Islam, 16(2), 115–136. https://doi.org/10.14421/jpai.2019.162-01
Ibad, K. (2023). Sumber Law Of Attraction (Analisis Al-Qur`an dan Neurosains ). LECTURES : Journal of Islamic and Education Studies, 2(1), 22–31.
Ikrar, T. (2016a). Ilmu Neurosains Modern. Pustaka Pelajar.
Ikrar, T. (2016b). Neurosains, Menelusuri Misteri Otak Manusia. Surya University. http://www.surya.ac.id/viewarticle/3/1/375/Neurosains,_Menelusuri_Misteri_Otak_Manusia
Irawan. (2019). Potensi hibridisasi antara ikan lele dumbo Clarias gariepinus dan ikan sembilang Plotosus canius. Intek Akualkultur, 3(1), 139–148.
Ja’far as-Shodiq, M. (2020). Manajemen Strategis Perguruan Tinggi Islam Dalam Mengintegrasikan Sains Dan Agama (Studi Kasus di UIN Maulana Malik Ibrahim Malang). Al-Hikmah: Jurnal Kependidikan Dan Syariah, 8(1), 133–149.
Jailani, M., Suyadi, & Djabedi, D. (2021). Menelusuri Jejak Otak dan ’Aql Dalam Al-Qur’an Perspektif Neurosains dan Pendidikan Islam di Era Pandemi COVID-19. Tadris: Jurnal Pendidikan Islam, 16(1), 1–19. https://doi.org/10.19105/tjpi.v16i1.4347
Junaedi, M. (2018). Mengkritisi Tipologi Hubungan Sains Dan Agama Ian G. Barbour. Manarul Qur’an: Jurnal Ilmiah Studi Islam, 18(2), 36–63. https://doi.org/10.32699/mq.v18i2.939
Kasno. (2019). Aql dan Otak dalam Kajian Neurosains dan Implikasinya Pendekatan Saintifik dalam Pendidikan Islam. MUADDIB: Studi Kependidikan Dan Keislaman, 09(02), 154–177.
Lubis, M. S. (2018). Metodologi Penelitian. Deepublish.
M Abdul Fattah Santoso, A. K. (2018). Tipologi Filsafat Pendidikan Islam: Kajian Konsep Manusia dan Tujuan Pendidikan Berbasis Filsafat Islam Klasik. Afkaruna, 14(1). https://doi.org/10.18196/aiijis.2018.0081.75-100
Mercier, J., Léger, P.-M., Girard, C., & Dion, J.-S. (2012). Bridging the gap between cognitive neuroscience and education: Psychophysiological and behavioral data collection in authentic contexts. Neuroeducation, 1(1), 5–28. https://doi.org/10.24046/neuroed.20120101.5
Narulita, S., Kurniati, D., & Hadiyanto, A. (2021). Efektivitas Pembelajaran Tasawuf Dalam Mencapai Kecerdasan Emosional Dan Spiritual Di Pondok Pesantren Fajar Dunia BOGOR. Mozaic: Islam Nusantara, 7(1), 61-78.
Nasruddin, M., & Muiz, A. (2020). Tinjauan Kritis Neurosains Terhadap Konsep Qalb Menurut Al-Ghazali. Syifa Al-Qulub, 4(2), 70–87. https://doi.org/10.15575/saq.v4i2.7736
Noor, F. A. (2019). Otak dan Akal dalam Ayat-Ayat Neurosains. MAGHZA: Jurnal Ilmu Al-Qur’an Dan Tafsir, 4(1), 32–52. https://doi.org/10.24090/maghza.v4i1.2329
Nurjannah, S. (2022). Akal dan Qalb Dalam Perspektif Al Qur’an dan Neurosains. Manazhim: Jurnal Manajemen Dan Ilmu Pendidikan, 4(1), 53–65.
Nuryani, D. N. E. S. (2022). Dikotomi Ilmu, Islamisasi Sains Dan Spiritualisasi Human Being Dalam Pendidikan Islam. CONTEMPLATE: Jurnal Ilmiah Studi Keislaman, 3(2), 1–15.
Pasiak, T. (2012). Antara Tuhan Empirik dan Kesehatan Spiritual. Centre for Neuroscience, Health and Spirituality (C-NET).
Pasiak, T. (2016). Tuhan Dalam Otak Manusia: Mewujudkan Kesehatan Spiritual Berdasarkan Neurosains. Mizan.
Pramono, B., & Ansori, R. W. (2016). Fenomena Hibridasi Sains Dalam Karya Sastra. Paramasastra: Jurnal Ilmiah Bahasa Sastra Dan Pembelajaran, 3(2), 257–274. https://doi.org/10.26740/parama.v3i2.1531
Rofdli, M. F., & Suyadi, S. (2020). Tafsir Ayat-Ayat Neurosains (‘Aql Dalam Al-Qur’an dan Relevansinya Terhadap Pengembangan Berpikir Kritis dalam Pendidikan Islam). JURNAL At-Tibyan Jurnal Ilmu Alquran Dan Tafsir, 5(1), 137–151. https://doi.org/10.32505/tibyan.v5i1.1399
Rusdianto. (2015). Interaksi Neurosains Holistik Dalam Perspektif Pendidikan Dan Masyarakat Islam. Hunafa: Jurnal Studia Islamika, 12(1), 71–94.
Santosa, P. (2015). Metodologi Penelitian Sastra :Paradigma, Proposal, Pelaporan, dan Penerapan. Azzagrafika.
Sudika, I. W., Sutresna, I. W., Anugrahwati, D. R., & Ujianto, L. (2021). Kajian Sifat Kuantitatif Galur F2 Tanaman Jagung di Lahan Kering. Jurnal Sains Teknologi & Lingkungan, 7(2), 118–134. https://doi.org/10.29303/jstl.v7i2.278
Sudrajat, A., & dkk. (2016). Dinul Islam Pendidikan Agama Islam di Perguruan Tinggi Umum. In Dinul Islam. UNY Press.
Susanti, S. E. (2021). Pembelajaran Anak Usia Dini dalam Kajian Neurosains. TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, Dan Humaniora, 2(1), 53–60. https://doi.org/10.33650/trilogi.v2i1.2785
Suyadi. (2012). Model Pendidikan Karakter dalam Konteks Neurosains. Proceedings Seminar Nasional.
Suyadi. (2019). Integration of Anti-Corruption Education (PAK) In Islamic Religious Education (PAI) With Neuroscience Approach (Multi-Case Study in Brain Friendly PAUD: I Sleman Kindergarten Yogyakarta). INFERENSI: Jurnal Penelitian Sosial Keagamaan, 12(2), 307–330. https://doi.org/10.18326/infsl3.v12i2.307-330
Suyadi. (2020). Pendidikan Islam dan Neurosains. Kencana.
Suyadi, S., & Widodo, H. (2019). Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia. QIJIS (Qudus International Journal of Islamic Studies), 7(1), 173. https://doi.org/10.21043/qijis.v7i1.4922
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education, 36(1), 97–109. https://doi.org/10.1080/03054980903518936
Vázquez-Guardado, A., Yang, Y., Bandodkar, A. J., & Rogers, J. A. (2020). Recent advances in neurotechnologies with broad potential for neuroscience research. Nature Neuroscience, 23(12), 1522–1536. https://doi.org/10.1038/s41593-020-00739-8
Wathon, A. (2016). Neurosains dalam pendidikan. JURNAL LENTERA: Kajian Keagamaan, Keilmuan Dan Teknologi, 14(1), 284–294. https://www.neliti.com/publications/177272/neurosains-dalam-pendidikan
Yuliana Alfiyatin, Heriyanto, N. (2020). Efektivitas Pembelajaran Daring Dalam Pandangan Siswa MI Al-Falah Dakiring-Bangkalan. Al-Ibrah, 5(2), 1–22.
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Published
2023-07-30
How to Cite
Miftachurrozaq, T., & Suyadi, S. (2023). Hybridization of Islamic Education and Neuroscience: A Study of Suyadi’s Thoughts. Hayula: Indonesian Journal of Multidisciplinary Islamic Studies, 7(2), 185–206. https://doi.org/10.21009/hayula.007.02.04
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