Rekonstruksi Logika Ilmiah Ibnu Sina dan Relevansinya bagi Penalaran Mahasiswa Pendidikan Agama Islam di Era Disrupsi Informasi

Abstract

In the modern academic world, the epistemology of Islamic Religious Education (PAI) students faces serious challenges in the era of information disruption, where the ability to distinguish valid religious arguments from misleading claims has become an urgent necessity. This study aims to reconstruct the scientific logic in Ibn Sina’s epistemology and derive its relevance as a foundation for scientific reasoning among PAI students. The method used is library research with a descriptive-analytical approach to the works of Ibn Sina as well as contemporary Islamic philosophy literature. The results of the study indicate that Ibn Sina’s epistemology is built upon three hierarchical sources of knowledge: the senses (al-hiss), reason (al-‘aql), and intellectual intuition (al-hads), with demonstrative logic (burhan) serving as the instrument of verification that distinguishes certain knowledge (yaqin) from speculative knowledge (zann). This finding suggests that the structure of Ibn Sina’s epistemology holds potential methodological relevance for the context of contemporary Islamic scholarship. The main argument of this study is that Ibn Sina’s epistemology can be derived into three practical formulations for Islamic Education students: the hierarchy of sources as an epistemic filter, demonstrative logic as a tool for argumentative literacy, and the reactivation of al-hads as a trainable cognitive capacity. These three formulations are propositional in nature and require further empirical testing. Thus, Ibn Sina’s epistemology serves not merely as a historical legacy, but as a potential productive methodological resource for developing critical and responsible scientific reasoning among Islamic Education students.