Anarkisme Epistemologi Paul K. Fayerabend dan Relevansinya dengan Berpikir Kritis dalam Pendidikan Islam

Authors

  • Ikhsan Setiawan Politeknik Negeri Malang
  • Astrifidha Rahma Amalia Politeknik Negeri Malang

Keywords:

Anarchism epistemology, Paul K. Feyerabend, Think critically

Abstract

Islamic education has an important role in building a civilization. the main priority of an education system is educating students on how to learn and think critically, but Islamic education is considered to have not been able to achieve this target. Paul K. Feyerabend was a philosopher with the great thought of anarchism epistemology, the basic principle of his thought is anything goes. He argues that there should be no need to be too rigid in using a method or theory. Because none of these methods are perfect, it could be that the methods or theories that we believe and use are not actually theories. This study uses a qualitative approach with the method used, namely library research, by collecting related literature and analyzing it. Paul Feyerabend teaches us to always be critical in understanding things and use diverse perspectives, so it is not easy to blame different understandings. The theory presented by Paul is very relevant to Islamic Education which ideally is very open to critical space and open to all ideas or ideas that differ from our opinions. So that the book of Jesus is wiser and not easy to blame other opinions.

References

Bagus Lorens. (1996). Kamus Filsafat. PT Gramedia Pustaka Utama.

Chen, M. and S. N. (2017). Investigating the Influence of Topic Writing in Biology Teaching on Students’s Critical Thinking Disposition Improvement. Science Journal of Education, 4(6).

FIsher, A. (2008). Berpikir Kritis. Erlangga.

Hidayani. (2021). Pemanfaatan Hasil Pengembangan Instrumen Untuk Penilaian Literasi Sains Peserta Didik pada Mata Pelajaran IPA di SMP N 2 Mataram. Jurnal Pengabdian Magister Pendidikan MIPA, 4(1).

Kemenag RI. (2009). Al-Qur’an Bayan. Bayan Qur’an.

Lexy J. Moleong. (2018). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.

Muhammad Fahrurrozi. (2021). Urgensi Penguatan Keterampilan Berpikir Kritis pada Mata Pelajaran Qur’an Hadist. Jurnal Penelitian Keislaman, 17.

Muhfaroyan. (2009). Memberdayakan Kemampuan Berpikir Kritis Siswa Melalui Pembelajaran Konstructivistik. Jurnal Pendidikan Dan Pembelajaran, 16(1).

Mushaf Wakaf Ibtida Jeda. (2019). Cordoba Internasional Indonesia.

Nurudin M. (2019). Signifikansi Pembelajaran Al;Qur’an Hadis dalam Membentuk Pribadi yang Toleran pada Masyarakat Industri4.0. Islamic Teacher Journal, 7(1).

Purwaningrum, & Septiana. (2015). Elaborasi Ayat-ayat Sains dalam Al-Qur’an: Langkah MEnuju Integrasi Agama dan Sains dalam Pendidikan. Inofative, 1(1).

Pusat Bahasa Depdiknas. (2005a). Kamus Besar Bahasa Indonesia. Balai Pustaka.

Pusat Bahasa Depdiknas. (2005b). Seri Pemikiran Tokoh. Balai Pustaka.

Rusydi, A. (2016). Tafsir Ayat Qauniyah. Jurnal Ilmiah Al-Qalam, 9(17).

Surya Hendra. (2011). Strategi Jitu Mencapai Kesuksesan Belajar. Elek Media Computindo.

Tim Dosen Filsafat Ilmu Fakultas Filsafat UGM. (2003). Filsafat Ilmu Sebagai Dasar Pengembangan Ilmu Pengetahuan. Liberty.

Wulandari, A. dan S. (2019). Pengembangan Emosi Positif dalam Pendidikan Islam Perspektif Neuro Sains. Tadrib, 5(1).

Published

2023-05-31

How to Cite

Setiawan, I., & Amalia, A. R. . (2023). Anarkisme Epistemologi Paul K. Fayerabend dan Relevansinya dengan Berpikir Kritis dalam Pendidikan Islam. Akhlaqul Karimah: Jurnal Pendidikan Agama Islam, 2(1), 36-45. Retrieved from https://jurnal.samodrailmu.org/index.php/jak/article/view/101