The Role Of Islamic Education In Shaping Students' Character Through Science and Technology

Abstract

Neurotheology in Islamic education offers an interdisciplinary approach that integrates neuroscience with Islamic teachings to address the challenges of science and technology in the modern era. This study examines how the neurotheological perspective can bridge the gap between religious values and scientific and technological advancements, particularly in optimizing the brain’s potential for holistic learning. The research problem lies in the dichotomy between secular science/technology and Islamic education, which often leads to fragmented human development. The objective of this study is to analyze the conceptual framework of neurotheology in strengthening Islamic education’s response to science and technology, as well as to identify practical implications for curriculum integration. Using a qualitative literature review based on content analysis, data were collected from Quranic verses, the works of classical Islamic thinkers (such as Al-Ghazali, Al-Farabi, and Ibn Sina), and contemporary neurotheology literature. The research findings indicate that the concepts of 'aql (reason) and nasiyah in the Quran correlate with brain functions in neuroscience, thereby enabling the hybridization of neuroscience within Islamic education. This approach enhances cognitive, emotional, and spiritual intelligence, supports brain-based learning through practices such as prayer and dhikr, and encourages the ethical use of technology in accordance with tawhid. This study concludes that neurotheology provides a strong foundation for Islamic education to embrace science and technology without losing its spiritual essence, thereby fostering a generation of ulul albab in the digital age.