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The crisis of authority in global culture is a complex phenomenon reflecting a fundamental shift in how humans understand truth, values, and the sources of legitimacy of knowledge. This research focuses on the dynamics of epistemological change in global society influenced by digital technology, cultural relativism, and value pluralism. The main issue studied is how this crisis of authority influences the construction of truth and value systems in contemporary society, as well as its implications for social and spiritual life. The aim of this research is to develop an interdisciplinary analysis that integrates perspectives from philosophy, sociology, theology, and media studies in understanding this phenomenon. The method used is a qualitative approach based on systematic literature studies with a critical analysis of recent academic sources. The main findings indicate that the crisis of authority is characterized not only by the weakening of traditional institutions but also by the emergence of "alternative authorities" based on algorithms, public opinion, and subjective experience. This results in the fragmentation of truth, the relativization of values, and a crisis of epistemological legitimacy. The synthesis of this research confirms that the reconstruction of authority requires an integrative approach that combines rationality, ethics, and spiritual dimensions. In conclusion, the crisis of authority in global culture is not merely a challenge, but rather an opportunity to build a new epistemological paradigm that is more holistic, reflective, and rooted in transcendent values.  

This article examines Christian epistemology in the context of theological education by highlighting the integration of divine revelation, human rationality, and theological formation processes in a global era characterized by pluralism, digitalization, and a crisis of truth authority. The main problem raised is the epistemological fragmentation in modern theological education that tends to separate revelation from rationality, thus impacting the weakness of faith formation and theological integrity. This study aims to formulate an integrative model of Christian epistemology that can address these challenges. The method used is a qualitative approach with a systematic literature study of classical and contemporary theological sources, as well as a conceptual analysis of Christian epistemological paradigms. The results show that the integration of revelation, reason, and faith experience produces a holistic epistemological model that not only strengthens theological foundations but also shapes students' spiritual character in a transformative manner. The main synthesis of this study is the Epistemological Theological Integration Framework (ETIF) model, which emphasizes that theological truth must be understood as a unity between biblical authority, rational reflection, and the practice of faith. In conclusion, an integrated Christian epistemology can serve as a solid foundation for theological education in facing global challenges and shaping a generation of contextual, reflective, and spiritual theologians.  

The discipline of Qur'anic Studies (‘Ulūm al-Qur’ān) has experienced a significant paradigm shift from the classical textual-normative approach to a modern contextual and hermeneutic framework. This systematic literature review aims to map the dynamics of this growth by evaluating the ontological, epistemological, and teleological boundaries of Qur'anic studies within contemporary Islamic scholarship. Utilizing a qualitative Systematic Literature Review (SLR) design, data were gathered from reputable academic journals published over the last decade and analyzed through thematic synthesis. The findings reveal four major transformations. First, an ontological redefinition where the Qur'an is no longer viewed merely as a static written text, but as a performative living discourse, necessitating a strict demarcation between the Qur'an and Hadith to prevent the sacralization of the profane. Second, an epistemological reconstruction that shifts the discipline from mechanistic auxiliary sciences to a holistic-interdisciplinary methodology integrating social sciences and humanities. Third, an expansion of scope beyond textual analysis into applied realities, notably the emergence of Living Qur'an and Digital Qur'an sub-disciplines responding to the disruption of religious authority. Fourth, a teleological shift where the ultimate goal of studying the Qur'an transitions from individual piety to social transformation, serving as an intellectual defense mechanism against post-truth populism and promoting emancipatory theology. The implication of this study suggests that contemporary Qur'anic studies must proactively offer ethical frameworks for global challenges rather than merely preserving historical dogma

The rapid growth of the Internet of Things (IoT) has driven numerous innovations in wireless communications that not only demand technical efficiency but also raise philosophical questions about the nature of scientific knowledge. One such innovation is Physical Layer Network Coding (PLNC), a communication technique that utilizes signal interference as a source of information to enhance system performance. This paper examines the philosophical dimensions of science within PLNC, focusing on three fundamental aspects: ontology, epistemology, and axiology. Ontologically, PLNC represents a new paradigm in wireless communication that reinterprets interference not merely as noise but as an opportunity. Epistemologically, knowledge of PLNC is derived through scientific methods such as mathematical modeling, experimentation, and simulation—yielding intersubjective and verifiable truths. Axiologically, PLNC holds practical value in terms of energy efficiency, data reliability, and contributions to the sustainability of IoT ecosystems, while also raising ethical considerations regarding privacy and information security. Thus, this study demonstrates that the development of PLNC cannot be separated from philosophical reflection, emphasizing the profound interconnection between technological advancement, scientific methodology, and human values.

The study of takhrij al-hadith plays a crucial role in hadith scholarship, involving the tracing of transmission sources and evaluating the authenticity of sanad and matn through systematic analysis. In contemporary studies, differences in scholars’ approaches have led to variations in hadith classification and epistemological orientation. However, comparative research examining methodological criticism, epistemological foundations, and operational procedures of modern takhrij remains limited. This study aims to critically compare the methodologies of Muḥammad Nāṣiruddīn al-Albānī and Muqbil bin Hādī al-Wādiʿī, focusing on their evaluation of sanad and matn. Using a qualitative approach with an integrative literature review, this research analyzes primary works and relevant academic sources. The findings reveal three main epistemological patterns: independent reasoning through cross-narration, methodological caution based on classical authority, and a shared reliance on jarḥ wa taʿdīl. These differences influence hadith classification and reflect varying depths of criticism. The study shows that contemporary hadith criticism forms an epistemological spectrum rather than a strict methodological divide. It also highlights implications for religious practices, including the Megengan tradition in Java, which adapts to socio-economic contexts, and enriches comparative studies in hadith methodology.

The debate concerning the relationship between faith (īmān) and deeds (ʿamal) constitutes one of the central issues in the history of Islamic theology, generating diverse perspectives among theological schools. This study aims to comparatively analyze the epistemology of deeds in three classical Islamic theological traditions: Khawarij, Murji’ah, and Ahlussunnah. The research employs a qualitative approach using the integrative literature review method, examining classical works of ʿilm al-kalām alongside contemporary academic studies. The data were analyzed through data reduction, thematic categorization, and comparative analysis to identify differences in the epistemological frameworks used to understand the relationship between faith and deeds. The findings indicate that the Khawarij developed a textual–legalistic epistemology that considers deeds an essential component of faith, thereby viewing perpetrators of major sins as having exited the state of faith. In contrast, the Murji’ah developed a theological–rational epistemology that separates faith from deeds and postpones judgment regarding major sinners to God’s ultimate decision. Meanwhile, Ahlussunnah formulated an integrative epistemology that combines belief in the heart, verbal affirmation, and deeds within the structure of faith without declaring major sinners as unbelievers. This study highlights that differences in the concept of deeds in Islamic theology are not merely doctrinal but also reflect distinct epistemological frameworks in interpreting religious sources. The findings contribute conceptually to the study of ʿilm al-kalām by offering a comparative mapping of the epistemology of deeds across three major theological traditions in Islam.

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

The last few decades of the institutionalization of Islamic finance are notable for the fundamental controversies surrounding its institutionalization. These controversies can be seen rooted in the dual phenomena of the legalistic form taking Islamic finance as a practice and the overwhelming reliance on modern managerial paradigms. There are significant ethical gaps as consequence. The objective of the current research is to aim to help reconstruct the philosophy of Islamic financial management from the perspective of the maqasid al-shariah and, importantly, to treat it as a primary lens and not secondary. The research employs a qualitative conceptual and philosophical approach and attempts to engage the prevailing paradigms and contours of Islamic finance through the lenses of ontology, epistemology and axiology. The research finds that contemporary Islamic financial management suffers from a deficient ontology of profit, epistemology of compliance and an axiology that is instrumentally weak. In light of the above, the research articulates the philosophy of Islamic Finance in the direction of the maqasid and posits that finance as an instrument of maslahah, and so, in that order, integrate revelation, reason, and the socio-economic order, and it is, thereby, just to place the preeminent values of human dignity, justice and the welfare of the greater good (public) in the financing of maslahah. The research articulates a coherently formulated philosophy of Islamic financial management based on the maqasid for the Islamic financial management of practice and for empirical, policy and institutional Islamic finance reform, and so makes a significant theoretical contribution.

This study aims to analyze Paul as an educator through an epistemological and methodological examination of his letters, as well as an examination of his teaching style within the context of the early church. This research approach is qualitative theological, employing exegetical and hermeneutic analysis of New Testament texts, particularly Paul's letters. This analysis reveals that Paul's educational epistemology is rooted in his encounter with Christ as the source of all truth and spiritual knowledge. According to Paul, knowledge of faith is not the result of human rationality, but rather God's revelation, understood through the work of the Holy Spirit (1 Corinthians 2:10–13). Methodologically, Paul demonstrates a dialogical, argumentative, relational, and transformative teaching approach. He uses logical and communicative rhetoric to guide the congregation in a reflective understanding of the Gospel and emphasizes the importance of living examples as a means of learning faith (1 Corinthians 11:1). Paul also developed a Christocentric and communitarian teaching style, where the church is seen as a living, mutually edifying space for learning about faith, centered on the love of Christ (Colossians 1:28; Ephesians 4:11–16). The results of this study indicate that education, from Paul's perspective, aims for life transformation, not merely the transfer of knowledge. Paul views education as a process of discipleship that produces new life in Christ (Romans 12:2; Galatians 2:20). Thus, Paul's educational model provides theological and practical contributions to contemporary Christian education, placing Christ at the center of epistemology and love as the primary method of teaching.

The Islamic conception of science views knowledge as a unity originating from Allah SWT and directed towards realizing human welfare. Islamic science does not separate the rational, empirical, and spiritual dimensions, but rather integrates revelation, reason, and sensory experience in obtaining truth. Science from an Islamic perspective is understood as a human effort to read and understand the verses of kauniyah as a manifestation of God's power in the universe. This study aims to analyze the Islamic conception of science and its relationship with science, and examine the urgency of integrating the two in facing the challenges of modern science. The research method applied in this study is a literature study with a qualitative approach, through descriptive and interpretive analysis of various relevant literature sources. The research findings indicate that the integration between Islamic science and science plays a strategic role in overcoming the scientific dichotomy, strengthening the ethical foundation of science, and building a scientific paradigm oriented towards the values ​​of monotheism and humanity. Thus, the Islamic conception of science and science offers an alternative, holistic and sustainable scientific framework.

This article examines the integration of constructivist theory in Christian Religious Education (PAK) by emphasizing the role of personal experience as the basis for faith formation. Through a reflective-theological qualitative approach, this research combines the constructivist thought of Piaget, Vygotsky, and Fosnot with a theological perspective on the incarnation of Christ and the work of the Holy Spirit. The analysis suggests that constructivism can be theologically reinterpreted into a new paradigm called the Theo-Constructive Epistemology of Incarnational Faith, in which faith is not simply taught cognitively, but is constructed through life experiences infused by the presence of God. This approach emphasizes that the learning of faith is relational, participatory, and contextual, in line with the nature of God who works in human history. The findings of this study offer a new direction for PAK praxis to be more relevant to digital contexts and cultural plurality, without losing its theocentric orientation. Thus, the integration of constructivism and incarnational theology opens up space for more dynamic, contextual, and transformative learning of faith, while strengthening the relevance of PAK in facing the challenges of modern times.

This study examines Fazlur Rahman’s double movement paradigm as a methodological framework for renewing contemporary Islamic thought. The background of this research lies in the ongoing crisis of Islamic epistemology, marked by the dominance of textual-literal interpretations that are detached from historical context, as well as modernist approaches that often lack strong Islamic methodological foundations. This condition has weakened the ability of Islamic thought to respond to modern social, ethical, and intellectual challenges. This research employs a qualitative approach using library research. The primary data consist of Fazlur Rahman’s major works, including Islam, Major Themes of the Qur’an, and Islam and Modernity, while secondary data are drawn from academic journals, books, theses, and previous studies discussing his thought. Data were analyzed through content analysis and interpretative analysis to identify key concepts, methodological patterns, and their implications for contemporary Islamic thought. The findings show that Fazlur Rahman conceptualizes the Qur’an as a source of universal moral values rather than a static legal code. His double movement method emphasizes understanding the Qur’anic text within its historical context and reapplying its moral principles to contemporary realities. This approach positions Rahman within the framework of Islamic neo-modernism, bridging classical Islamic tradition and modern intellectual demands. The study concludes that the double movement paradigm offers a relevant epistemological foundation for renewing Islamic thought, particularly in Qur’anic interpretation, Islamic law, and Islamic education, by promoting contextual, ethical, and critical reasoning.

This study examines the modern Islamic thought developed by Amin Abdullah, particularly through the concept of integrative and interconnective Islam. The main issue discussed is the fragmentation between religious sciences (naqliyah) and modern sciences (‘aqliyah) in the contemporary Islamic knowledge corpus. The purpose of this research is to analyze Amin Abdullah’s efforts in reconstructing the epistemology of Islamic knowledge through the integration of these two domains of knowledge. This research uses a qualitative-descriptive approach with a literature study method, analyzing Amin Abdullah's key works and relevant academic discourses. The results show that the integrative-interconnective paradigm offered by Amin Abdullah provides a holistic framework for understanding Islam in the modern era. This approach encourages a dialogical relationship between religion, science, and social reality, ensuring that Islamic thought remains relevant and dynamic amidst global changes. The study concludes that Amin Abdullah's perspective makes a significant contribution to the renewal of Islamic scholarship by bridging tradition and modernity. Thus, this integrative-interconnective perspective is expected to enrich the development of Islamic thought in a more inclusive and open manner.

The weakness of the scientific tradition among Muslims and the complex problems of Islamic education have left Islamic education consistently lagging behind, theoretically unable to provide answers to the demands of liberalism and humanization. A reconstruction of the epistemological structure appropriate to the current context is necessary. This paper aims to analyze and critique Ibn Rushd's epistemology. The article is a study of the figure to look specifically at his epistemology with critical reasoning to produce findings on the research questions. The results of the study show that Ibn Rushd's epistemology is a critical synthesis of Greek philosophy and Islamic religion, which places reason and revelation as complementary paths to true knowledge and happiness in the afterlife. He critiques the thought that separates the two, especially by emphasizing the importance of scientific methods and rational reasoning, and highlights its critical aspects through criticism of Al-Ghazali and the development of the theory of the unity of the intellect which has had a significant impact on philosophical thought and education. Ibn Rushd's thinking sparked the Averroist movement in Europe, which later ushered in the Renaissance. His epistemology had positive implications for the development of Islamic education, encouraging the development of reason-based knowledge and scientific analysis. His concept of the unity of philosophy and religion, along with his emphasis on the scientific method, inspired scientists in the development of general knowledge in the modern era .

The epistemology of modern science develops with the assumption that neutrality and objectivity distinguish facts from values. This belief leads to the reduction of values, especially those related to ethical, metaphysical, and spiritual values, during the development of science. The purpose of this paper is to examine the problem of value reduction in the epistemology of modern science and to examine the Islamization of science as an epistemic alternative. This research method is qualitative, literature-based, and critical-philosophical. Epistemological critiques of value-free science, based on positivism and modern empiricism, and a study of the theory of the Islamization of science by Syed Muhammad Naquib al-Attas and Ismail Raji al-Faruqi are used to complete the analysis. The results of this study indicate that the epistemological separation between facts and values ​​in contemporary science leads to a decline in values. The Islamization of science offers an alternative epistemic framework that positions science as a meaningful, valuable, and goal-oriented activity. Thus, without rejecting the methodological progress of contemporary science, it remains a plausible option. Despite lingering problems with the methodological formulation, this article asserts that the Islamization of science is relevant as a theoretical response to the crisis of values ​​in the epistemology of modern science.

 The development of modern education requires a strong philosophical foundation to ensure that learning processes are not merely technical but oriented toward holistic human formation. This article aims to comprehensively analyze the role of the philosophy of science within contemporary education through a conceptual exploration grounded in an extensive literature review. The philosophy of science with its three major pillars: ontology, epistemology, and axiology serves as an analytical framework for understanding the nature of human beings, the structure of knowledge, and the values embedded within educational objectives. The research methodology employs the Miles and Huberman data analysis model, consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that the philosophy of science plays a strategic role in providing direction and orientation for the development of humanistic, adaptive, and globally responsive education. Moreover, this study reveals that the advancement of scientific knowledge encounters significant challenges, including ontological complexity, epistemological crises driven by digital disruption, moral degradation, and shifting scientific paradigms. In the age of artificial intelligence and globalization, the philosophy of science emerges as an ethical and methodological compass to ensure that scientific progress remains aligned with human welfare. This study underscores the urgency of reconstructing educational paradigms by integrating humanistic values, local wisdom, and modern scientific thought to realize a future of science that is ethical, sustainable, and dignified.

The development of philosophy from the classical to the contemporary era shows fundamental changes in the way humans understand reality with the emergence of various schools of thought that address epistemological, ontological, and ethical issues in an increasingly complex social context. This study aims to examine the contributions of key concepts from rationalism, empiricism, idealism, materialism, positivism, pragmatism, phenomenology, existentialism, Marxism, Islamic existentialism, and neopositivism, as well as assess their relevance to modern dynamics such as identity crises, technological advances, and changes in socio-economic structures. Using a conceptual approach to literature review, various previous studies were analyzed to build an integrated understanding of the position of each school of thought in the development of science and social practice. The findings show that rationalism and empiricism continue to underpin scientific methods, idealism and materialism offer different perspectives on social construction, phenomenology and existentialism deepen the understanding of subjective experience, while Marxism and pragmatism provide an analytical framework for power relations and practical action. Neopositivism continues to influence quantitative methodology, while Islamic existentialism provides a contextual moral perspective. This study emphasizes the need for an interdisciplinary approach because no single philosophical school of thought is capable of explaining reality in its entirety.

This paper explores the epistemological dimensions of the digital transformation occurring in traditional game development through the integration of machine learning systems. By examining how knowledge creation, validation, and application have evolved in this domain, we identify fundamental shifts in the epistemological frameworks governing game development practices. The research investigates how machine learning has redefined creative processes, technical implementation, and experiential design while challenging traditional notions of authorship, expertise, and knowledge transmission. Through analysis of industry case studies, technological capabilities, and theoretical frameworks, this paper contributes to understanding how machine learning systems are not merely tools but epistemological agents that fundamentally transform how knowledge is generated, validated, and utilized in game development ecosystems.

The background of this research stems from the need to reexamine the position of theories of truth in the philosophy of science as a basis for the formation of scientific ethics amid the increasingly complex development of modern science. The concept of truth not only functions as an epistemological guideline in determining the validity of knowledge, but also has a normative dimension that influences the integrity, honesty, and responsibility of scientists in the research process. Based on this, this study aims to analyze various theories of truth, including correspondence, coherence, pragmatism, consensus, performativity, deflationism, and foundationalism, and to explain the relevance of each approach to the formation of scientific ethics. This study uses a literature review method with a descriptive-analytical approach through a systematic search of relevant journals, books, and academic sources, which are then analyzed through thematic synthesis to obtain a comprehensive conceptual understanding. The findings show that each theory of truth has a unique contribution to building scientific ethics. Correspondence emphasizes the importance of empirical verification, coherence emphasizes rational consistency, pragmatism highlights theoretical functionality, consensus places scientific dialogue as the legitimization of knowledge, performativity connects truth with action, the deflationary approach emphasizes clarity of language, and foundationalism provides a stable epistemic foundation. The implications of this research show that the integration of these various theories can form a more robust, holistic, and adaptive framework of scientific ethics to the demands of modern scientific practice. This framework is expected to strengthen an honest, transparent, and accountable scientific culture, while opening opportunities for the development of epistemology-based research ethics guidelines in the future.

The development of modern scientific knowledge, which tends to be secular, has created a dichotomy between religious sciences and general sciences within Islamic education systems. This condition has encouraged the emergence of the idea of the Islamization of knowledge as an effort to restore knowledge to a tawhidic framework. This study aims to examine how the concept of the Islamization of knowledge is represented in Ahmad Tafsir’s book Filsafat Pendidikan Islami. This research employs a qualitative library study using content analysis and a philosophical approach to both the primary text and supporting literature. The findings show that although Ahmad Tafsir does not explicitly use the term “Islamization of knowledge,” the idea is strongly reflected in his construction of epistemology, his concept of the human person, the curriculum, and the educational processes he proposes. At the epistemological level, Tafsir positions revelation as the highest source of value that guides reason and experience, aligning with the principles of the Islamization of knowledge that reject secularist assumptions in the development of knowledge. In the domain of curriculum and educational design, the integration of religious sciences and modern sciences becomes a foundational principle that eliminates the dichotomy of knowledge and emphasizes a tawhidic orientation. The educational process is understood as a space for value internalization, character formation, and moral exemplarity, uniting knowledge with ethics. This study concludes that Ahmad Tafsir’s thought provides an important contribution to the development of an integrative Islamic educational paradigm rooted in tawhid while remaining responsive to the dynamics of modern scientific knowledge.