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This study examines the SteCu Song (Aesthetic and Cultural Studies by Civitas) as a form of aesthetic movement that combines art, music, and Islamic philosophy. Through a historical-hermeneutic approach, the main question asked is: how can the SteCu Song be read as an aesthetic practice that is in line with the principles of Islamic music philosophy, especially as stated in the Book of al-Musiqa al-Kabir by al-Farabi? This study aims to examine the relationship between contemporary musical expression in the SteCu Song with aesthetic and ethical concepts in classical Islamic philosophy. The method used is descriptive qualitative with text analysis and musical practice, as well as a theoretical approach that refers to al-Farabi's thoughts on music as a means of forming the soul and morals. The main theoretical framework in this study is the theory of harmony of the soul and the educational function of music according to al-Farabi, which is combined with the theory of art as a medium of social meaning. The results of the study show that SteCu Songs are not only a form of artistic expression, but also contain educational and spiritual dimensions that are in line with al-Farabi's idea of ​​music as a means of purifying the soul (tazkiyat al-nafs). These songs present moral reflections, values ​​of togetherness, and calls for goodness, thus placing musical art in the context of progressive cultural da'wah. This study recommends the development of similar musical works as a medium for learning Islamic philosophy that is applicable and contextual.

The supremacy of knowledge plays a central role in building Islamic civilization, both in classical and modern eras. This study aims to analyze the values of the supremacy of knowledge based on the perspectives of the Qur’an, Hadith, and the thoughts of classical scholars such as Al-Ghazali, Ibn Khaldun, and Al-Farabi. Additionally, this research explores the relevance of knowledge in addressing the challenges of globalization and the dynamics of the digital age. Using a descriptive qualitative research method, primary data consisting of Qur'anic verses, Hadith, and classical scholars' works are combined with secondary data, including books on the history of Islamic civilization, scholarly articles, and contemporary references. The research findings indicate that knowledge is regarded as the main pillar in building a civilization rooted in Islamic values. The Qur’an and Hadith explicitly position knowledge as both an obligation and a path to the glory of individuals and society. The thoughts of classical scholars highlight the importance of integrating religious knowledge and general knowledge to create a balance between worldly and spiritual happiness. In the modern era, the supremacy of knowledge remains relevant as a tool to address the challenges of globalization, particularly through the use of technology and innovation based on Islamic values. This study concludes that the synergy between religious knowledge and modern science can shape a progressive and morally upright Islamic civilization. Knowledge not only serves as a medium for social transformation but also as a spiritual foundation for building a resilient Muslim identity in the contemporary era. The relevance of the values of the supremacy of knowledge provides a strategic guide for Muslims to contribute to global civilization without losing the essence of Islam.

This research examines the transformation of educational sociological thinking in Islam, with a focus on the contributions of classical scholars such as Al-Ghazali, Ibn Khaldun, and Al-Farabi. These three figures integrate education with social, moral and spiritual values, creating a holistic approach that not only emphasizes intellectual development, but also character formation. Al-Ghazali emphasized the importance of balanced education between worldly and ukhrawi knowledge, while Ibn Khaldun, through al-umran theory, viewed education as a tool to maintain social cohesion and build a just civilization. Al-Farabi, with his thoughts about the ideal society, emphasized the role of education in creating virtuous individuals. The research method used is a literature review with a qualitative-descriptive approach to analyze the relevance of these thoughts in facing contemporary educational challenges. The results show that even though they come from different historical contexts, their thoughts remain relevant, especially in responding to today's educational challenges which prioritize a balance between science, morality and spirituality. Thus, the contribution of sociological thought to education in Islam has had a significant impact on the social structure and development of Muslim education to date.    

Islamic economic thought experienced significant development during the Islamic Golden Age, with Muslim scholars making major contributions to global economic knowledge. During this period, thinkers such as Al-Farabi, Ibn Khaldun, and Al-Ghazali introduced concepts focused on justice, social welfare, and a balance between material and spiritual needs. Through the translation of scholarly works, many Islamic economic concepts were transmitted to Europe, which was experiencing intellectual stagnation during the Dark Ages. This influence helped revive interest in economic thought in the West, particularly during the Renaissance. However, following the Islamic Golden Age, a substantial gap emerged in economic thought development between the Islamic world and the West. As the West progressed through the Industrial Revolution and the rise of capitalism, Islamic economic thought faced a period of stagnation. This article examines the historical development of Islamic economic thought, the impact of knowledge transmission from the Islamic world to the West, and the relevance of Islamic economics in addressing modern economic challenges such as social inequality, financial crises, and the need for a more ethical and sustainable economic system.

Penelitian ini mengeksplorasi analisis filosofis dan praktis dari pemikiran Al Farabi dalam pendidikan.Al Farabi, seorang filsuf Islam terkemuka, menekankan pentingnya mengintegrasikan filsafat dan praktik dalam pendidikan untuk mengembangkan individu yang seimbang. Dengan meneliti ide-idenya, penelitian ini bertujuan untuk memberikan wawasan tentang bagaimana ajarannya dapat diterapkan dalam praktik pendidikan modern.Melalui kombinasi analisis teoritis dan contoh praktis, temuan penelitian ini menunjukkan bahwa penggabungan filosofi Al Farabi dapat meningkatkan kualitas pendidikan secara keseluruhan dan berkontribusi pada perkembangan holistik siswa.Implikasi dari penelitian ini menyoroti relevansi mengintegrasikan prinsip-prinsip filosofis ke dalam kerangka pendidikan untuk menumbuhkan pemikiran kritis, nilai-nilai moral, dan kesadaran sosial di kalangan pelajar.

This study aims to explore the relevance of Al-Farabi's thought in the context of modern education, with an emphasis on the integration of moral and spiritual values in the curriculum. The method used in this research is descriptive qualitative analysis with a library research approach. The results show that Al-Farabi's educational thought is still very relevant in creating individuals who are noble and active in society, especially amid the negative impact of globalization. It is emphasized that education should focus on character development, spirituality, and ethical understanding, in line with the goals of Islamic education. This research recommends that educators incorporate moral and spiritual values in the contemporary curriculum to produce intellectual and moral individuals, and face the challenges of an increasingly complex age.

Education has a very important role in Islamic philosophy as the main means of broadcasting, maintaining and internalizing knowledge that includes intellectual and spiritual aspects. Islamic educational philosophy views education not only as a process of transferring knowledge, but also as a medium or tool in the formation of morals and increasing individual spirituality. This article aims to research and observe the concept of education in Islamic philosophy through literature studies and analysis of classical texts by Muslim thinkers, such as Al-Ghazali and Al-Farabi, which highlight the importance of balance between intellectual intelligence and spiritual wisdom. Education in the Islamic view plays a very important role in developing individual morals and forming an ethical society, as well as in the application of Islamic values ​​worldwide. The results of the study show that education according to Islamic philosophy does not only focus on worldly aspects, but also on the formation of a complete human being, both intellectually and spiritually. With integrated education, it is hoped that individuals will be born who have superior personalities who are able to contribute positively to society. Thus, education in Islamic philosophy functions as a very important means or instrument for conveying and preserving the noble values ​​that have been passed down by Muslim intellectuals from generation to generation, as well as being a path towards the formation of a harmonious, ethical and civilized society.

Introduction Osteoarthritis (OA) is the most common articular disease of the developed country and cause of chronic disability, and may cause joint failure.Currently, it is more prevalent than it used to be, and it is predicted that this tendency will continue as life expectancy and the prevalence of obesity increase.OA is related to age, but is associated with a variety of both modifiable and non-modifiable risk factors, including obesity, lack of exercise, genetic predisposition, bone density, occupational injury, trauma, and gender. It is a major cause of disability in elderly populations around the globe, especially in developed countries. the aim of study to identify Knowledge about osteoarthritis and its related risk factors in fourth grade students in nursing department of Alfarabi collage  and to assess Knowledge about osteoarthritis and its related risk factors in fourth grade students in nursing department of Alfarabi collage . methodology The methodology for studying the knowledge about osteoarthritis and its related risk factors in fourth-grade students in the nursing department of Alfarabi College can be utilize a cross-sectional research design to assess the knowledge of fourth-grade nursing students about osteoarthritis and its related risk factors. A convenience sampling method will be used to select participants from the fourth-grade nursing students at Alfarabi College. The sample size will be determined based on the total number of fourth-grade students in the nursing department. Results The sociodemographic characteristics of 256 students at Al-Farabi College were analyzed. The majority of respondents were male (73.8%), over 22 years old (35.3%), and engaged in manual labor (53.0%). The study found that students had higher knowledge about certain aspects of osteoarthritis, such as postmenopausal women being more at risk for osteoporosis than osteoarthritis (87.5%), while their knowledge about female gender as a risk factor was lower (39.4%). Students also had higher knowledge about joint pain as a symptom of osteoarthritis (82.8%) compared to redness in the joint (53.1%).Finally, while there was a high significance between having a first-degree relative with knee osteoarthritis and knowledge, there was no significance between being clinically diagnosed with osteoarthritis and knowledge among the students. Conclusion  the study of sociodemographic characteristics and knowledge of osteoarthritis among students at Al-Farabi College revealed that there were significant associations between gender, occupation, awareness of knee osteoarthritis as a disease entity, and having a first-degree relative with knee osteoarthritis with knowledge about the condition. However, there was no significant association between age, being clinically diagnosed with osteoarthritis, and knowledge.