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This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.

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 development of the Industrial Revolution 4.0 to the Society 5.0 era presents new challenges for education, including Islamic Religious Education (PAI). PAI is required not only to transfer religious knowledge but also to shape character, morality, and 21st-century competencies. This study aims to examine the philosophical foundations, characteristics, and application of PAI learning models to ensure their relevance in modern education. The research employed a qualitative approach with a library research design, involving the exploration of primary and secondary literature, critical reading, systematic note-taking, and content analysis validated through triangulation of classical and contemporary sources. The findings indicate that PAI learning models are conceptual, theoretical, systematic, and rooted in religious, philosophical, psychological, and sociological foundations. Four main models behavioristic, information processing, social, and humanistic each have strengths and limitations, yet their integration is relevant to forming insan kamil, a holistic human being balanced in cognitive, affective, psychomotor, spiritual, and social aspects. Therefore, developing PAI learning models based on Islamic philosophy and adaptive to technological advancements is a strategic necessity to face global challenges.

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.

This study examines the convergence between classical Islamic philosophy and contemporary digital theory, emphasizing how foundational Islamic concepts can respond to social fragmentation in post-digital Muslim societies. As digital technologies increasingly mediate religious learning, identity formation, and communal interaction, Muslim communities face growing challenges, including the weakening of social bonds and the decentralization of religious authority. Online platforms encourage individualized interpretations of faith and pluralistic expressions of religiosity, which, while expanding participation, often contribute to fragmented identities and diminished communal cohesion.Drawing upon core classical concepts such as ummah (community), akhlaq (ethics), and asabiyya (social solidarity), this research argues that Islamic intellectual heritage offers a normative framework capable of addressing these disruptions. These concepts underscore collective responsibility, moral discipline, and the cultivation of shared values as the foundation of a stable and just society. Using a qualitative approach grounded in textual analysis of classical Islamic scholarship and contemporary digital sociology, the study recontextualizes these principles within present-day digital environments.The findings suggest that adapting traditional values to online engagement can strengthen ethical conduct, mutual accountability, and constructive dialogue in virtual spaces. The notion of a “cyber ummah” further illustrates how transnational digital networks may foster solidarity across geographic and ideological boundaries. Ultimately, this study affirms the continuing relevance of classical Islamic philosophy in guiding the development of an inclusive, morally grounded, and socially cohesive digital society.

This study explores how Islamic epistemology can address the fragmentation and ethical challenges in contemporary Muslim societies. By emphasizing the integration of divine revelation and human reason, Islamic epistemology offers a balanced framework for intellectual and spiritual development. The core principles of mīzān (balance), maqāṣid al-sharīʿah (higher objectives of Islamic law), and tawhid (divine unity) form the foundation of Islamic ethical thought, guiding individuals and communities toward social harmony and moral responsibility. The study highlights how these principles can be applied to modern issues such as social justice, environmental sustainability, and the erosion of communal values. Through a comparative analysis, the research contrasts Islamic epistemology with Western ethical frameworks that prioritize individual autonomy, showing how Islamic approaches promote communal accountability and social cohesion. Empirical research, including surveys and interviews, reveals that Muslim communities view Islamic epistemology as a valuable tool for addressing contemporary ethical dilemmas and fostering unity. By revisiting classical Islamic scholars like Al-Farabi, Ibn Sina, and Al-Ghazali, the study provides a theoretical foundation for applying Islamic knowledge to modern day challenges. Additionally, the research examines how the principles of moral agency and personal responsibility in Islamic thought offer solutions to the weakening of ethical conduct in contemporary societies. The study concludes by recommending further research into the practical implementation of Islamic epistemological concepts in governance, education, and social structures to promote ethical and social reform. Integrating Islamic wisdom with modern ethical challenges can offer significant contributions to fostering a more harmonious, just, and ethically responsible global society.

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.

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.

The study of eschatology and logic in Islam represents a significant and intellectually rich area within the broader discourse of ʿAqidah (Islamic creed) and Islamic philosophy. Eschatology, derived from the Greek word eschatos meaning "last," concerns matters of the afterlife, including death, the apocalypse (al-Sāʿah), resurrection (al-Baʿth), judgment (al-Ḥisāb), heaven (Jannah), and hell (Jahannam). These concepts are elaborated extensively in both the Qur'an and the prophetic traditions (ḥadīth). Meanwhile, logic in Islam is not merely a philosophical exercise but serves as an epistemological framework for interpreting divine revelation and deducing legal and theological principles. Islamic logic (al-manṭiq) is rooted in both Greek logical tradition—particularly Aristotelian logic—as well as unique Islamic methodologies that integrate rationality with scriptural fidelity. This research aims to analyze selected verses and prophetic traditions related to eschatology and logic, with the objective of understanding not only their linguistic and theological meanings but also their practical implications for human belief systems and ethical behavior. The study employs an interpretive and analytical method (manhaj taḥlīlī wa tafsīrī), focusing on exegesis (tafsīr) of Qur’anic verses QS. Al-A'raf: 187–188 and QS. Al-An'am: 30, as well as relevant ḥadīths concerning eschatological events and rational thought. These verses were selected due to their direct references to the knowledge of the Hour (ʿilm al-sāʿah) and the human tendency to demand evidence while rejecting spiritual truth. The findings indicate that Islamic eschatology is framed not around speculative prediction but rather spiritual and moral readiness. The Qur'an clearly asserts that knowledge of the exact time of the Day of Judgment belongs solely to Allah (QS. Al-A’raf: 187), highlighting the limitations of human knowledge and emphasizing submission to divine wisdom.

When Islamic philosophy is discussed, it is imagined that there are several figures who are called Muslim philosophers such as Al-Kindi, Ibn Sina, Al-Farabi, Ibn Rushd, Al-Ghazali, and so on. The presence of these figures is indeed unavoidable, because from them we can get to know Islamic philosophy, but also because in them the seeds of Islamic philosophy were developed. (Daulay & Dahlan, 2021) Sufism in Islam goes through various phases and conditions. In each phase and condition that it goes through, only some aspects are contained. Regarding the moral aspect, in the Qur'an there are many verses that encourage asceticism, patience, surrender to Allah, willingness, love, faith, simple living, and everything that is required of every Muslim as the perfection of faith. The Qur'an itself states that the Messenger of Allah is the best role model for those who want to perfect themselves with these virtues in their most noble form (alTaftazani, 2003, pp. 10-11). The thoughts of Sufi figures in the study of Sufism are very diverse in form and each Sufi has different characteristics even though the estuary is the same, namely towards al-Haq (Allah swt.). For example, Ibn Arabi with his concept of wahdat al-wujud, al-Halaj with the concept of hulul, Rabiah al-Adawiyah with the concept of mahabbah and many more.

Generation Z (born 1997–2012) in Indonesia experiences an increase in anxiety disorders due to social media pressure, academic stress, social isolation, and future uncertainty. Modern psychological approaches such as cognitive-behavioral therapy are widely used, but often do not involve the spiritual aspects that are important in Indonesian culture. This research aims to examine the handling of anxiety in Generation Z through the perspective of Islamic philosophy, especially the thought of Ibn Sina. The method used is a literature study with a qualitative descriptive approach. The results of the study show that Ibn Sina views mental health as a balance between body, soul, and intellect (vegetable, animal, and rational nafs). It offers a holistic approach that includes physical, mental, emotional, and spiritual therapies, such as art, music, prayer, and dhikr. This approach has the potential to help Generation Z deal with anxiety not only from a medical perspective, but also through strengthening the meaning of life and spirituality. The contribution of this research is to provide a philosophical framework that integrates modern psychological interventions with Islamic spiritual traditions, thereby offering a more culturally relevant approach to dealing with anxiety in adolescents.

This study examines the contributions of Imam Abu Hasan Al-Ash'ari and Imam Abu Mansur Al-Maturidi in shaping the Ahlussunnah wal Jama'ah (Aswaja) school of thought and its implications for Islamic education. Both imams are considered foundational figures in Islamic theology, and their ideas have influenced the development of the creed (aqidah), Islamic theology (ilm al-kalam), and Islamic philosophy in various Islamic educational institutions throughout history. Through a qualitative research method with a literature review approach, this study analyzes both primary and secondary sources, including classical texts and modern interpretations, to assess the relevance of their thoughts in the context of contemporary Islamic education systems. The findings indicate that the Ash‘arite and Maturidite theological frameworks, which emphasize the balance between revelation and rationality, have been instrumental in shaping curricula, teaching methodologies, and approaches to religious understanding. The concept of moderation, or wasatiyyah, in both theological schools is central to this approach, encouraging a balanced interpretation of Islamic teachings that addresses modern challenges. The study concludes that integrating the principles of Ash‘arite and Maturidite theology into contemporary educational practices offers valuable insights into fostering a more inclusive, balanced, and rational approach to Islamic learning.

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.

Evaluation in the Philosophy of Islamic Education has a crucial role in measuring the success of the learning process and achieving the educational goals that have been set. This journal examines in depth the nature of evaluation in the perspective of Islamic Philosophy of Education. Through literature review, this study analyzes the concept of evaluation in the Qur'an and Hadith, as well as the thoughts of Islamic education figures. The results of the study show that evaluation in Islamic Education has unique characteristics rooted in Islamic values, such as justice, integrity, and the development of individual potential. In addition, this study also identifies challenges and opportunities in the application of evaluation in the context of modern Islamic education. Evaluation is an assessment process that aims to measure the progress and achievement of students in various aspects of life, including mental-psychological and spiritual-religious aspects. Evaluation in Islamic education aims to ensure that students not only have a religious attitude, but also have the knowledge and skills necessary to do charity and serve God and society. which covers all relevant aspects of life and also involves measuring students' attitudes, moral values, skills, and religious spiritual abilities.

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.

This study aims to examine the actualization of Islamic creed (aqidah) values and work ethic among students of the Aqidah and Islamic Philosophy Department, Faculty of Ushuluddin and Islamic Studies, UIN Sumatera Utara Medan, during their internship program at the Office of Religious Affairs (KUA) of Medan Kota District. This research employs a qualitative descriptive approach using observation, interviews, and documentation techniques. The findings indicate that aqidah values such as honesty, trustworthiness, sincerity, and responsibility are manifested in administrative tasks, religious counseling activities, and public religious services. Furthermore, the Islamic work ethic of the students is reflected in discipline, professionalism, cooperation, and commitment to work quality. The integration of aqidah values and work ethic fosters a service-oriented and devotional work pattern, indicating that the internship program serves not only as practical learning but also as a medium for internalizing Islamic values within the context of public religious services.

This article explores the contributions of Muslim scholars to the development of number theory and their impact on global mathematics. Through a qualitative research method with a library research approach, the study examines the works of notable figures such as Al-Khwarizmi, Al-Kindi, Omar Khayyam, and Al-Karaji, highlighting their roles in refining and advancing mathematical concepts. It also discusses the philosophical and theological influences that shaped their approaches to numbers and mathematics. The article further analyzes the transmission of these ideas to the Western world and their subsequent influence on Western mathematical traditions. The findings suggest that Muslim scholars played a pivotal role in the evolution of number theory by integrating knowledge from various civilizations and introducing innovative mathematical frameworks. Despite certain limitations regarding source accessibility and reliance on historical interpretations, the research underscores the enduring impact of these contributions on the development of modern mathematics.

This paper explores the contributions of classical Islamic philosophy of science to the modern interdisciplinary research landscape. The study focuses on how key philosophical principles such as the concept of ‘ilm al-tawḥīdī (unity of knowledge) and the integration of ethics and spirituality can enhance contemporary research methodologies. Islamic philosophy advocates for a holistic approach that bridges the gap between empirical science and metaphysical insights, promoting a unified view of knowledge that incorporates not only rational and empirical elements but also ethical and spiritual dimensions. The paper discusses how Islamic ethical frameworks, such as Adab al-‘ilm (ethics of knowledge), can influence modern research by emphasizing responsibility, integrity, and the interconnectedness of all forms of knowledge. Additionally, the study highlights the potential for integrating Islamic epistemology into interdisciplinary research, fostering more inclusive, responsible, and ethically grounded scientific practices. The integration of both Islamic and secular research models is proposed as a way to create a more robust and sustainable research framework that values both scientific rigor and ethical responsibility. The paper also addresses the challenges of reconciling Islamic principles with secular academic frameworks, suggesting future research avenues to develop systematic methodologies that integrate Islamic ethical and epistemological values with modern scientific practices. In conclusion, the paper emphasizes the importance of incorporating both spiritual and empirical insights in modern research to address complex global challenges in a more comprehensive and ethically grounded manner.

This study examines the contribution of Islamic philosophy and local wisdom of the archipelago in strengthening social cohesion, with a focus on understanding the values of moderation, harmony, and mutual respect. The background of this research is the increasing social conflict caused by the lack of integrative understanding between Islamic values and local wisdom. The main objective of this study is to assess how these two aspects contribute to creating a more cohesive and harmonious society. This research uses a qualitative approach with hermeneutic methods to analyze Islamic philosophical texts such as taṣawwuf, morals, and kalam, as well as local cultural practices such as customs, mutual cooperation, and other traditions of the people of the archipelago. The results of the study show that Islamic philosophy, with concepts such as salam (peace), akhlak (ethics), and tawhid (unity), plays an important role in building social harmony. Likewise, the local wisdom of the archipelago emphasizes the values of tolerance, cooperation, and togetherness through social practices such as mutual cooperation. The integration of these two elements, i.e. Islamic values and local traditions, has proven to be more effective in strengthening social cohesion when compared to an exclusive approach to one of the sources of value. Therefore, an integrative approach, combining Islamic teachings and local wisdom, is essential to strengthen community bonds and create a more inclusive and harmonious society.