KONSEP ILMU PENGETAHUAN (SAINS) DALAM AL-QUR’AN DAN KAITANNYA DENGAN PENDIDIKAN SAINS UNTUK ANAK USIA DINI

Authors

  • Subhan Subhan

DOI:

https://doi.org/10.24256/cendekia.v5i1.3786

Keywords:

Alquran, Sains, Sains Anak Usia Dini

Abstract

Hakikat sains dan posisi anak sebagai subjek dan objek kajian seringkali menjadi polemik di kalangan cendekiawan. Perkembangan ilmu sains yang pesat, serta pembahasannya dalam berbagai dimensi keilmuan—terutama dari perspektif Al-Qur'an yang menyangkut kontekstualisasi kebenaran mutlak di atas teori (Darsitun, 2021)—sering menimbulkan kebingungan mengenai bagaimana memposisikan konten, konsep, dan subjek dalam pembelajaran sains untuk anak usia dini. Hal ini terutama relevan bagi lembaga Raudhatul Athfal yang menerapkan kurikulum dengan pendekatan integrasi keislaman (Haryati, 2023) dan konsep pendidikan kontemporer (Susilawati & Musa, 2020), yang bertujuan mencetak generasi Islam sesuai dengan visi Kementerian Agama. Integrasi sains dengan perspektif Al-Qur'an dalam pembelajaran anak usia dini merupakan tantangan besar. Dalam teologi keilmuan, Al-Qur'an diposisikan sebagai “tanda” dari peristiwa atau konsep sains (Adhiguna & Bramastia, 2021) melalui ayat-ayat yang bersifat kontekstual (Putri dkk., 2023). Hal ini membuat pengintegrasian sains dalam Al-Qur'an menjadi sulit diterjemahkan ke dalam ranah praktis-aplikatif dalam pembelajaran sains untuk anak usia dini. Oleh karena itu, penting untuk mengkonseptualisasikan pola dasar yang dapat menempatkan sains, sains dalam Al-Qur'an, dan kurikulum, serta karakteristik anak usia dini dengan tepat.

References

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Published

2023-04-27

Issue

Vol. 5 No. 1 (2022): Tunas Cendekia

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Copyright (c) 2023 Subhan Subhan

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