Islamization of Science Ismail Raji Al Faruqi in Forming Curriculum Integration at PTKI
Bibliographic record
Abstract
Islamic scholarship was born out of concern for modern Western science that deviated from the spirit of the Renaissance which initially aimed to humanize humans, instead, there was dehumanization and secularization. Islamic scholarship also intends to respond to the idea of the Islamization of science, which is seen as a textualization, that is, to make Western sciences in harmony with Islam. The objectives of this study is to: Know the biography of Ismail Raji Al Faruqi as a Muslim scholar; 2). Knowing the Islamization of Science Ismail Raji al-Faruqi; 3). Knowing the thoughts of Ismail Raji Al-Faruqi's Islamic education curriculum. Islam Ismail Raji Al-Faruqi (1921 – 1986 A.D.), was born in Jaffa, a city on the Palestinian coast (now Israel). Al-Faruqi was born on January 1, 1921, to a distinguished family and upheld the teachings of Islam, Al-Faruqi grew up in Palestine and inherited the strong character of the Palestinian Arab tradition that persistently fought for his nation to liberate it from Israeli occupation. So that his mind is firmly bound to Palestine and experiences firsthand the tragedy felt by the Palestinian people. Al-Farruqi, once a governor in Palestine, was also a visiting Professor in various countries, al-Faruqi had been educated in various countries, including Palestine itself, America, Canada Egypt al-Faraqi was killed in his home with his wife Louis Lamya and two children in 1986. Islamization is al-Faruqi's solution to change the education system in accordance with Islamic ideals that Muslims have long abandoned and the system and education system adopted by Muslims from the West is one that endangers the Islamic spirit by separating revelation from reason. The concept of the Islamic curriculum that Al-Faruqi wanted was a curriculum that developed the traditional system (Islam) and the modern system (West) by adjusting the vision of Islam. Al-Faruqi aims to blend both the Islamic system and the Western system and eliminate the shortcomings of both systems.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".