Neuroscience and Islamic Education: Optimizing Cognitive Function in Learning

Defi Fefdianti

doi:10.32806/jm.v4i3.2384

Authors

Defi Fefdianti STAI Alif Laam Miim Surabaya

DOI:

https://doi.org/10.32806/jm.v4i3.2384

Keywords:

Cognitive Function, Islamic Education, Learning, Neuroscience.

Abstract

Education is a very urgent matter in life, even the spearhead of a nation is determined by the education within it. However, the current education system pays less attention to how to learn well, how to maximize brain work and brain function properly, which is considered important only that relates and focuses on the left brain and often ignores the right brain function. Even though education and teaching without involving knowledge about the brain as a whole is impossible. This research was created to increase awareness of the importance of knowing how the brain works and maximizing it so that subject matter is not only memorized but can also be deeply understood and stored in long-term memory. This writing is qualitative writing in a descriptive form. Qualitative writing is writing that departs from naturalistic inquiry whose findings are not obtained from statistical calculation procedures. Qualitative writing methods as methods to explore and understand meaning, natural context, and participant perspectives, not just numbers or statistical generalizations. After conducting research related to Neuroscience in Islamic Learning, it can be concluded that neuroscience is able to increase understanding of Islamic concepts more deeply, form sustainable religious attitudes, and encourage moral and spiritual values of children in their daily lives. It is also proven to optimize brain function and strengthen the relationship between religious knowledge, appreciation, and practice in everyday life. From the results of this study, it should be a reference and implementation material in teaching so that learning can maximize children's brain function and learning can be understood and stored in children's long-term memory.

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