This article explores the dynamics of Islamic educational thought through the perspective of three influential figures: Al-Ghazali, Ikhwan al-Shafa, and Ibn Khaldun. Al-Ghazali, representing the conservative school, emphasizes education as a process of character building and drawing closer to Allah. Ikhwan al-Shafa, with their rational-religious school, emphasizes the importance of logic, observation, and dialectics in acquiring knowledge. Ibn Khaldun, as a representative of the pragmatic school, emphasizes education that is oriented towards social contribution and based on reality. This article analyzes the fundamental differences and contemporary relevance of these three schools, showing that an ideal Islamic education is one that can unite the three schools within the framework of an adaptive and responsive curriculum.

Modern education often emphasizes cognitive and technological aspects, while spiritual aspects are often neglected. In fact, in Islamic educational philosophy, the integration of spiritual values ??is an important part in forming the character of students who are moral and competitive. This study aims to (1) analyze the concept of Islamic educational philosophy from the perspective of integrating spiritual values, (2) identify spiritual values ??that can be integrated into the modern education system, and (3) explore effective strategies in their implementation. The method used is a literature review with a descriptive-analytical approach to relevant sources. The results of the study indicate that Islamic educational philosophy emphasizes a balance between intellectual and spiritual aspects to form individuals who have high moral awareness. Spiritual values ??such as monotheism, morals, and worship can be adapted into a modern curriculum through contextual and experience-based learning methods. The implementation of this integration strategy includes a holistic approach in the curriculum, teacher training, and the creation of a learning environment that supports the spiritual growth of students. Thus, the integration of spiritual values ??in modern education contributes to the formation of a more complete and balanced character.

This article explores the nature of the philosophy of Islamic education and its integration with the philosophy of mathematics in the learning process. The philosophy of Islamic education is rooted in the Qur’an and As-Sunnah and is further reinforced by the thoughts of Muslim philosophers. It encompasses three main aspects: ontology (the nature of existence), epistemology (the sources and methods of acquiring knowledge), and axiology (values and purposes). Islamic education aims not only to shape individual character but also to build a holistic educational system based on Islamic values. In this context, education is not merely a process of knowledge transfer but a means of fostering moral and spiritual development in learners. On the other hand, the philosophy of mathematics from the perspective of Islamic education emphasizes that mathematics is not solely an exact science of arithmetic, but also a discipline closely related to ethical and moral values in Islam. Mathematics is viewed as part of the divine order of Allah’s creation, reflecting His greatness. Therefore, the integration of Islamic educational philosophy and mathematical philosophy in learning offers a deeper approach to mathematical concepts. This approach not only enhances students’ cognitive understanding of the material but also instills spiritual awareness and values of faith and piety. By combining scientific and religious aspects, the learning process becomes more systematic, meaningful, and aligned with the comprehensive goals of Islamic education.

Media dan sumber belajar merupakan komponen penting dalam proses pembelajaran yang efektif. Pemilihan media dan sumber belajar yang tepat sangat bergantung pada landasan teori yang mendasarinya. Tulisan ini bertujuan untuk menyajikan ragam dan klasifikasi media serta sumber belajar berdasarkan landasan teori penggunaannya. Landasan teori yang dibahas meliputi teori belajar dan psikologi kognitif, teori konstruktivisme, dan teori keterlibatan kognitif. Setiap teori memberikan pandangan yang berbeda tentang bagaimana individu belajar dan berinteraksi dengan media dan sumber belajar. Dari perspektif ini, media dan sumber belajar dapat diklasifikasikan berdasarkan karakteristiknya, seperti keaktifan peserta didik, interaktivitas, jenis konten yang disajikan, dan tingkat keterlibatan kognitif yang dibutuhkan. Melalui pemahaman yang mendalam tentang landasan teori ini, pendidik dapat memilih media dan sumber belajar yang sesuai dengan tujuan pembelajaran dan karakteristik peserta didik, sehingga dapat meningkatkan efektivitas proses pembelajaran.

Dampak penggunaan tekhnologi digital tidak dapat dihindari oleh siapa pun, tetapi guru dapat membantu dalam mengontrol kegiatan stimulasi keseharian yang tepat bagi anak TK (usia dini). Kegiatan storytelling dapat dilakukan oleh guru dalam memberikan stimulasi tumbuh kembang bagi anak usia dini, agar anak lebih tertarik dengan membaca buku dibandingkan dengan bermain gawai. Peran storytelling penting untuk mendorong kecerdasan emosional sejak dini, mulai dari aktif dalam berkomunikasi verbal dan meningkatkan minat membaca. Sehingga, pelatihan untuk meningkatkan kompetensi guru dalam storytelling penting untuk dapat diterapkan di sekolah TKIT Bina Amal, agar anak usia dini mendapatkan stimulasi tumbung kembang kecerdasan emosional secara optimal. Kegiatan storytelling pada anak usia dini yang dilakukan guru kepada anak dapat bermanfaat bagi tumbuh kembang anak dalam meningkatkan kemampuan berbicara dengan menguasai berbagai jumlah kosa kata, membuka wawasan dan pengetahuan, menjadikan terampil bahasa dan melakukan ekspresi verbal, komunikasi lisan yang meningkat, anak dapat mampu mengekpresikan pendapatnya. Hasil kegiatan pengabdian ini adalah meningkatnya pemahaman komunikasi guru dalam membacakan nyaring. Kegiatan pengabdian ini penting dilakukan guru agar menambah pengetahuan dan wawasan anak-anak dalam membacakan nyaring.