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This study discusses the progress of science in Andalusia during the rule of the Umayyad Daulah II, which served as an essential bridge between the Islamic world and the West. The purpose of this research is to examine the factors that stimulated scientific advancement, the fields of knowledge that developed, and the intellectual values inherited for modern life. This study employs a qualitative approach with a library research method by analyzing various historical sources, academic journals, and scholarly works related to Islamic civilization in Andalusia. The results show that scientific progress in Andalusia under the Umayyad Daulah II emerged from political stability, social tolerance, religious enthusiasm, and government support for education and research. Knowledge flourished in diverse disciplines such as medicine, astronomy, mathematics, philosophy, art, and architecture. Andalusia became a leading center for education and translation, transmitting Islamic knowledge to Europe and contributing greatly to the rise of the Renaissance. In conclusion, the intellectual achievements of Andalusia demonstrate that the harmony between faith, justice, and openness produces a just and progressive civilization. These scientific and moral values remain relevant for guiding the development of a modern civilization grounded in ethics and humanity.

This study discusses the concept of lifelong education from an Islamic perspective by highlighting the thoughts of Ibn Khaldun as a prominent figure in the history of education. Using a qualitative method based on a literature study, this research examines sources from the Qur’an, Hadith, and related scholarly works to understand the theological and philosophical foundations of lifelong education. The findings indicate that education in Islam is viewed as a continuous process that takes place from birth until the end of life. Ibn Khaldun emphasized the importance of a gradual and systematic learning process, as well as the use of methods that align with learners’ developmental stages. This concept is consistent with the demands of modern education, which emphasize active, creative, and adaptive learning. Furthermore, the study highlights various forms of lifelong education implementation, such as vocational, professional, civic, and cultural education. These findings affirm that lifelong education is an essential necessity in responding to social, technological, and civilizational dynamics, while also constituting an act of worship and a human responsibility as khalifah (stewards) on earth.

This study aims to examine the development of Islam during the Umayyad Dynasty as one of the important periods in the history of Islamic civilization. The main focus of the discussion is directed at the process of the emergence of Muawiyah ibn Abi Sufyan as the first caliph of the Umayyad Dynasty and his efforts to establish dynastic power after the Islamic Civil War (Fitnah Kubra). The Umayyad Dynasty played a strategic role in the transformation of the Islamic government system from an elective caliphate to a hereditary monarchy, while simultaneously expanding the territory of Islam to various regions. This study uses a literature review method with a historiographic approach, namely examining and analyzing relevant classical and modern historical sources. The results show that during the Umayyad Dynasty, Islam experienced significant developments in the aspects of politics, government administration, military, and culture. However, internal political dynamics, conflicts over the legitimacy of power, and dissatisfaction of certain groups also contributed to weakening the stability of the dynasty. This study also describes the process of decline of the Umayyad Dynasty until its eventual collapse and replacement by the Abbasid Dynasty.

Axiology is a branch of philosophy that examines values ​​in human life, such as goodness, truth, beauty, and the benefits of knowledge. In the context of Islamic education, axiology plays a crucial role in determining the direction and goals of education, namely, to develop individuals who are balanced intellectually, morally, and spiritually, known as insan kamil (the perfect human being). Values ​​in axiology are divided into two primary sources: divine values ​​derived from God's revelation and His attributes, and human values ​​derived from human experience and civilization. These two types of values ​​serve as the foundation for developing a comprehensive Islamic education. The axiology of Islamic education emphasizes not only the attainment of knowledge but also the formation of character and morals in students. Teachers and educational institutions act as agents of values, instilling ethics, aesthetics, and socio-political awareness based on Islamic teachings. By integrating these values, Islamic education aims to produce a generation that is not only intellectually intelligent but also possesses noble morals and is capable of making a positive contribution to society and global civilization. Axiology, therefore, serves as a crucial foundation for realizing a meaningful and humanity-oriented education.

This study aims to explore the role of art in Islam by revisiting various books and references that focus on three main aspects: values, aesthetics, and ethics. In Islamic perspective, art is not merely about expressing beauty, but also serves as a medium to enhance one’s faith and morality, guiding humans to draw closer to Allah SWT. This research employs a qualitative descriptive approach using a literature review method based on relevant scholarly sources and academic documents. The findings indicate that Islamic art is built upon the principles of tawhid (monotheism), morality, and spirituality, which provide a profound meaning to every artistic creation. In terms of aesthetics, Islamic art emphasizes not only physical beauty but also harmony, balance, and the magnificence of Allah’s creation. The ethical aspect functions as a guideline for artists to ensure that their works remain within the boundaries of Islamic law and serve as instruments of da’wah, education, and moral development. Therefore, Islamic art represents the synthesis of beauty, truth, and goodness that guides humanity toward worship and devotion to Allah SWT. This study concludes that Islamic art plays a vital role in strengthening spirituality, character, and the advancement of an Islamic civilization that is cultured, beautiful, and meaningful.

This study aims to analyze the formative influence of pre-Buddhist Indian culture on the development of social values within early Buddhist society. Prior to the emergence of Buddhism in the 6th century BCE, Indian civilization had already evolved a complex cultural and philosophical landscape characterized by the varṇa (caste) hierarchy, Vedic ritualism, and the metaphysical doctrines of the Upaniṣads concerning karma, saṃsāra, and mokṣa. Employing a qualitative library research method, this study draws on secondary historical and sociological literature as well as primary Buddhist scriptures from the Sutta Pitaka (Pali Text Society edition). The analysis identifies three major cultural elements Brahmanical ritualism, the doctrine of rebirth and moral causation, and the śramaṇa ascetic movements that provided both the context and the dialectical counterpoint to the rise of Buddhism. The findings reveal that the Buddha’s teaching emerged as a moral and philosophical critique of the Vedic worldview, rejecting hereditary privilege and ritual exclusivity in favor of ethical conduct (sīla), mental cultivation (bhāvanā), and compassionate social responsibility (mettā–karuṇā). Through this transformation, Buddhism redefined human worth based on moral action (kamma), rather than lineage or social status, thus creating an egalitarian and ethically grounded social order. Understanding the pre-Buddhist cultural background offers deeper insight into the sociological, philosophical, and ethical dimensions of early Buddhist thought and highlights its continuing relevance for contemporary discussions on social justice, equality, and interreligious harmony.

This research examines the complex dynamics of Islam-West interactions through a historical-analytical approach, focusing on the evolution of these relations from medieval encounters to contemporary developments. Using qualitative methods through extensive literature review and critical discourse analysis, this study analyzes the multifaceted nature of Islam-West relations across historical periods, contemporary contexts, and emerging paradigms of engagement. Findings reveal that Islam-West interactions have evolved through distinct historical phases: medieval encounters characterized by both intellectual exchange and military conflicts, colonial experiences that created lasting power asymmetries, and contemporary dynamics shaped by geopolitical tensions, migration patterns, and globalization. The research identifies three major contemporary challenges: persistent Orientalist and Islamophobic discourses, geopolitical conflicts intensifying civilizational narratives, and internal diversity within both civilizational spheres that complicates unified engagement. The study proposes a transformative model of Islam-West relations founded on shared ethical values, contextual understanding of religious texts, collaborative approaches to global challenges, and recognition of internal pluralism within both traditions. This research contributes to intercultural understanding by offering a nuanced historical perspective on Islam-West relations and establishing a theoretical framework for constructive engagement in an increasingly interconnected world

This research is motivated by the shift in the meaning of modern education which tends to emphasize cognitive and materialistic aspects, while the spiritual and moral dimensions are increasingly marginalized. The purpose of this research is to reinterpret the nature of education , learning , and schooling from an Islamic educational perspective through a conceptual analysis of the integration of spiritual and scientific values. The research method used is qualitative with a library research approach , using secondary data obtained from various classical and contemporary literature related to Islamic educational philosophy. The results show that Islamic education views education as a process of forming manners and divine awareness, learning as a spiritual and intellectual journey towards divine truth, and schooling as a space of civilization that unites knowledge, faith, and charity. The integration of spiritual and scientific values is the main foundation in the development of a holistic and civilized Islamic education system, so that it is able to produce knowledgeable, faithful, and noble human beings in accordance with the true purpose of Islamic education.

This article responds to the challenge of contextualizing Laudato Si's teachings on integral ecology in the Indonesian Catholic Church. This study examines the concept of "Mother Earth" as a symbol of local wisdom that has the potential to be used as a theological foundation in the inculturation process. Through textual analysis and theological-contextual reflection, this qualitative research explores the meaning of "Mother Earth" as the personification of the earth and dialogues it critically with integral ecological principles. The results of the study show that the values of harmony, mutual cooperation, and respect in the concept of "Mother Earth" have a deep compatibility with the vision of Laudato Si'. This symbol of integration not only strengthens contextual ecological spirituality, but also gives birth to praxis implications in the form of liturgical models, catechesis, and ecologically minded community assistance. In addition, the integration of local values provides space for the people to understand the relationship between humans and nature as a unit that supports each other, not as a relationship of exploitation. This approach opens up opportunities for the formation of ecological consciousness that is rooted in the nation's culture and is in harmony with the teachings of the universal Church. Thus, the inculturation based on "Mother Earth" offers a model to deepen the role of the Church in building a civilization of love in Indonesia and strengthen the collective commitment to environmental sustainability.

Islamic da'wah organizations play a strategic role in developing, nurturing, and sustaining religious values within society. The development of da'wah organizations is not only related to strengthening religious understanding but also encompasses managerial dimensions, human resource development, and adaptation to social dynamics. This study aims to identify and analyze the types of development implemented within da'wah organizations, as well as their implications for the effectiveness of da'wah movements in the community. This research employs a qualitative method using a literature study approach, through the examination of scholarly works, institutional documents, and previous research. The findings reveal three main forms of development within da'wah organizations: (1) Religious development, which includes strengthening the understanding of Islamic teachings, internalizing moral values, and enhancing members’ spiritual capacity; (2) Managerial and organizational development, focused on institutional structuring, program management, and da'wah strategy development; and (3) Social community development, which involves empowering the community through education, social services, and activities that foster a religious and civilized society. In conclusion, the development of da'wah organizations requires a comprehensive and sustainable approach to effectively respond to social changes and strengthen the organization’s contribution to character building and the advancement of Islamic civilization.

This study aims to explore the values ​​of early Islamic education reflected in the local religious study tradition and its relevance as an alternative educational model in the contemporary era. Early Islamic education has become a primary foundation for the formation of Muslim civilization and character, emphasizing the balance between knowledge, faith, and morals. The local religious study tradition in Indonesia is a legacy of classical Islamic education that maintains spiritual, moral, and social values ​​in community-based learning practices. This study uses a descriptive qualitative approach with a (library research) method that focuses on exploring the concepts, values, and relevance of early Islamic education as reflected in the local religious study tradition. Primary data were obtained from classical Islamic literature such as traditional books, works of previous scholars, and historical sources related to the early Islamic education system. Meanwhile, secondary data include research results, scientific journals, academic books, and contemporary writings relevant to the theme of local religious study and modern Islamic education. The results show that local religious study contains authentic Islamic values ​​such as sincerity, exemplary behavior, togetherness, and respect for knowledge. These values ​​not only reflect the spirit of classical Islamic education but are also relevant for application in contemporary education systems that tend to be rational and individualistic. The local religious study tradition has the potential to become a holistic alternative educational model because it integrates cognitive, affective, and spiritual aspects within a single learning process. Therefore, revitalizing early Islamic educational values ​​through the local religious study tradition can be a solution for shaping students' religious and social character amidst the challenges of modernization and globalization.

Modern education often falls short in nurturing character, as it tends to prioritize cognitive achievement over holistic development producing students who excel academically but lack independence, creativity, and moral strength. This study seeks to explore the concept of Tarbiyah Based on Khudi (Ego/Selfhood) inspired by Muhammad Iqbal, positioning it as a philosophical and pedagogical framework to address the current character crisis and cultivate Independent and Creative individuals toward the realization of Insan Kamil (the Perfect Human). Employing a qualitative method through a library research approach, this study conceptually examines the three fundamental pillars of Khudi development: Obedience (Ita’at)/Discipline, Self-Mastery (Dabt-i-Zabt)/Self-Control, and Vicegerency (Niyabat-i-Ilahiyyah)/Creativity. The findings indicate that Khudi-based Tarbiyah serves as an effective integrative framework. Genuine independence arises from self-control, fostering responsible freedom and autonomy, while creativity embodies the essence of vicegerency through a continuous spirit of Ijtihad that drives social innovation and civilizational progress. Ultimately, Khudi ensures spiritual independence and moral vitality. The study recommends adopting progressive and dynamic learning models such as project-based learning aligned with the Khudi philosophy to integrate affective and psychomotor dimensions into Indonesia’s character education.

Education serves as an institutional mechanism that can accelerate the development of a nation's character. Factors influencing the decline of the Indonesian nation are the result of mental and moral decline, which occurs in both the older and younger generations, including within the government and among the wider community. These factors have resulted in the Indonesian nation experiencing setbacks in various positions in the world. To overcome this problem, the Indonesian nation needs to develop and build a life by instilling positive values ​​​​to develop good character and be able to compete with other countries in the era of globalization. Character education offers a great opportunity to implement the process of fostering and developing human beings, with education based on noble morals, namely Islamic education that integrates faith, sharia, and morals in a learning system that is based on Islamic morals and influences self-improvement. One of the advantages of Al-Islam for humanity is the creation of a comprehensive and consistent method for developing mentality, producing generations, building society and culture, and upholding the principles of glory and civilization. Child educators must continue to seek more effective methods, seeking informative educational rules in preparing children mentally and morally, scientifically, spiritually, and socially, so that children can reach perfect maturity.

This study provides an in-depth analysis of the urgency of employing a contextual approach to the Qur’an and Sunnah as a hermeneutical framework for addressing the increasingly complex social problems in Indonesia. Based on the premise that divine revelation encompasses both textual and contextual dimensions, this research underscores the necessity of reinterpreting Islamic teachings by considering the sociocultural, economic, and intellectual transformations of modern society. Utilizing library research and extensive scholarly literature review, the study examines the contributions of the contextual approach in revitalizing maqāṣid al-sharī‘ah, advancing social exegesis, promoting productive zakat models, strengthening child protection policies, developing environmental jurisprudence, and enhancing social ijtihād during crisis situations such as the Covid-19 pandemic. The findings demonstrate that a contextual approach enables Islamic teachings to be articulated into more adaptive, inclusive, and progressive ethical principles without compromising their theological foundations. This approach also reinforces the integration of social sciences into Islamic studies, thereby producing legal formulations and public policies that promote public welfare, social justice, and ecological sustainability. Overall, the study concludes that the contextual approach is not merely a method of interpretation but a civilizational paradigm essential for shaping Islam’s relevance within Indonesia’s multicultural society. By fostering a dialogical encounter between scriptural texts and empirical realities, this approach preserves the vitality of Islamic teachings while ensuring their constructive and sustainable contribution to resolving national issues.  

Islamic philosophy is one of the most dynamic intellectual traditions in the history of Islamic civilization, but its development is often reduced in modern historiographical narratives that place it as a continuation or derivative of Greek philosophy alone. Through his work History of Islamic Philosophy, Henry Corbin offers a different hermeneutic and phenomenological framework for reading the development of Islamic philosophy, namely by placing it as a continuous tradition, spiritual-metaphysical in nature, and not limited by political boundaries or conventional chronological sequences. This article aims to critically examine Corbin's view of the continuity of Islamic philosophy, assess his intellectual contribution to the study of Islamic philosophy, and examine the methodological limitations of his approach. Through a literature review and content analysis of Corbin's book and relevant academic literature, this article finds that Corbin has succeeded in opening new horizons in understanding the richness of the Islamic intellectual tradition, particularly through his emphasis on the role of creative imagination, inner dimensions, and the continuity of the wisdom tradition in Iran. On the other hand, his tendency to focus on esoteric aspects and spiritual experiences makes his narrative less comprehensive in reaching the rational, political, and social traditions in Islamic philosophy. This article concludes that despite its limitations, Corbin's work still makes a significant contribution to the development of contemporary Islamic philosophy studies, particularly in establishing a more holistic, dialogical, and open approach to the metaphysical dimensions of Islamic tradition.

This study examines the intellectual contributions of Ibn Sina (980–1037 AD) to the development of Islamic philosophy and modern science. As a prominent polymath, Ibn Sina successfully combined Aristotelian and Neoplatonic ideas with Islamic theology, thereby forming a systematic philosophical framework that influenced both the Islamic world and medieval Europe. The main objectives of this study are to analyze Ibn Sina's role in the history of Islamic philosophy, his contributions to the advancement of science, and the relevance of his thoughts in the contemporary era. This study uses a qualitative method with a literature review approach, focusing on primary and secondary sources related to Ibn Sina's works and their historical impact. The results of this study show that Ibn Sina's works, particularly Al-Qanun fi al-Tibb and Al-Syifa, have not only been the main references in the fields of medicine and philosophy for centuries, but also laid the foundation for the development of modern science. The implication of this research is that Ibn Sina's intellectual legacy remains relevant in today's academic discourse, emphasizing the importance of integrating philosophy, science, and religion in building human civilization.

The goal of Islamic education focuses not only on improving cognitive abilities, but also on the formation of a complete human being (insan kamil) who integrates knowledge, attitudes, spirituality, and life skills based on Islamic values. This article aims to examine the relevance of Bloom's Taxonomy in the context of Islamic education, particularly its application to Islamic values ​​in educational institutions. This research uses a literature study method with a descriptive qualitative approach through analysis of classical and contemporary literature. The results show that the three main domains in Bloom's Taxonomy—cognitive, affective, and psychomotor—are aligned with the goals of Islamic education. The cognitive domain, as implied in Q.S. Al-'Alaq: 1–5, emphasizes the importance of reading, understanding, and critical thinking as forms of intellectual development. The affective domain is related to the formation of noble character, sincerity, and self-control (Q.S. Al-Syu'ara: 88–89), which serve as the moral foundation of students. Meanwhile, the psychomotor domain emphasizes the application of Islamic values ​​in real behavior through worship, discipline, and social responsibility. The integration of these three domains reflects a holistic approach to Islamic education that balances intellectual, spiritual, and moral aspects. Thus, Bloom's Taxonomy can be used as an integrative learning model that enriches the Islamic education process and strengthens its role in character and civilization formation. Consequently, Islamic educators need to develop learning strategies that not only measure cognitive abilities but also foster students' religious attitudes and skills, leading to individuals of faith, knowledge, and noble character.

This research discusses the event of the first revelation descending upon Prophet Muhammad SAW in the Cave of Hira as the starting point for the birth of Islamic civilization. The background of this research stems from the social and spiritual conditions of pre-Islamic Arab society, which was in the era of ignorance, characterized by idol worship, social inequality, and the loss of human values. The purpose of this research is to reconstruct the historical, theological, and philosophical meanings of the first revelation and relate them to the relevance of educational and moral values in the modern context. The method used is a qualitative study with a descriptive-analytical approach, utilizing primary and secondary literature from interpretive sources, historical texts, and scientific journals. The research results indicate that the command "Iqra'" in Surah Al-'Alaq verses 1-5 is the foundation for the emergence of literacy, education, and scientific traditions in Islam. This value affirms the importance of the integration between faith and science as the foundation of civilization. The implications of this research confirm that the spirit of "Iqra'" must be revived in the modern education system so that young Muslim generations can develop critical, ethical, and moral character amidst the current of globalization.

The classical era presented many great figures who made important contributions to the philosophy of education and its management. Among the most influential figures are Plato from Greece, Confucius from China, and Al-Farabi from the Islamic world. The purpose of this study is to describe and analyze the history of educational management in the Classical era: Plato, Confucius, Al-Farabi. Using the Library Research method. The results of the study show that education has been seen from the beginning as an important means in forming a complete human being. Plato, Confucius, and Al-Farabi as great figures from Greece, China, and the Islamic world made fundamental contributions to the concept of education that emphasizes the development of reason, morals, and spirituality. Their thoughts were born from different cultural backgrounds and civilizations, but had the same goal, namely to form people with character, knowledge, and contribute to society and the state. This shows that classical education is not just a transfer of knowledge, but also a means of forming individuals and civilization.

This research aims to examine the dialectics of Islamic philosophers’ thought within the framework of Islamic philosophy of education, focusing on the ideas of Al-Farabi, Al-Ghazali, Ibn Sina, and Ibn Khaldun. The study is motivated by contemporary issues in Islamic education, which tends to emphasize cognitive and technical aspects while neglecting spiritual, moral, and social dimensions. In this context, the intellectual heritage of classical Islamic philosophers offers alternative paradigms that are more balanced, holistic, and future-oriented. The research applies a qualitative library-based design, employing philosophical hermeneutics to interpret primary texts and secondary literature. This method allows for a critical reading of the philosophers’ ideas, followed by a synthesis of their dialectical relationships. The findings reveal three major dialectics: rationality versus spirituality, represented by Al-Farabi and Al-Ghazali; individuality versus sociality, as reflected in Ibn Sina and Ibn Khaldun; and idealism versus realism, which bridges normative visions with historical realities. These dialectics do not end in opposition but generate an integrative framework for Islamic educational philosophy. The study concludes that Islamic education should be understood as a transformative process that unites intellect and heart, balances individual growth with social responsibility, and integrates ideal visions with empirical realities. The dialectics of Islamic philosophers therefore carry not only historical significance but also strategic relevance for developing Islamic curricula oriented toward nurturing the insan kamil and fostering a dignified civilization in the global era.