LANGGAM: International Journal of Social Science Education, Art and Culture

Nurcholis Majid's Study of Thought for the Civilization of Science: A Critical Reflection on the Basic Values of Struggle in the Context of Islam and Indonesianness

Khoirul Amri Rambe, Siti Fatimah — Fri, 10 Apr 2026 05:44:23 +0000

Nurcholish Madjid (Cak Nur) is a central figure in the renewal of Indonesian Islamic thought whose legacy continues to be a vital reference in contemporary national discourse. This paper aims to critically analyze Nurcholish Madjid's intellectual project in his quest to build a "civilization of knowledge" by tracing its roots to the Basic Values of Struggle (NDP). Through a qualitative analysis method with a thought study approach based on Cak Nur's primary works, this study shows that NDP serves as an epistemological foundation for all Cak Nur's renewal ideas. The principle of monotheism in the NDP is not only interpreted theologically, but also interpreted as the liberating power of reason from the sanctification of worldly entities such as tradition, power, and even science itself that paves the way for dynamic rationality and scientific objectivity. Key findings suggest that this NDP framework is actualized in two key interrelated contexts. First, in the context of Islam, it is manifested through the idea of modernism, "secularization" (desacralization) that distinguishes between the sacred and profane realms to foster critical reason, and inclusive pluralism as an ethical prerequisite for intellectual collaboration in a pluralistic society. Second, in the context of Indonesia, it is manifested through a theological justification for Pancasila, the concept of a participatory and civilized civil society as an incubator for the advancement of knowledge, and a modern and open vision of nationalism. The results of the analysis conclude that Nurcholish Madjid's thinking succeeded in presenting a coherent synthesis between the authenticity of Islamic teachings, the challenges of modernity, and the reality of Indonesia. His intellectual project offered a constructive middle ground, so that his intellectual legacy remains highly relevant as an alternative to the polarization between religious fundamentalism and liberal secularism. More than that, his thinking offers a solid philosophical foundation for building a productive dialogue between faith and science in an ever-evolving global society.

Enhancing Students’ Critical Thinking Skills through Philosophy of Science

Ucu Feni, Siti Fatimah — Fri, 10 Apr 2026 08:19:09 +0000

This study investigates how the philosophy of science contributes to enhancing students’ critical thinking skills, focusing on its three foundational dimensions: ontology, epistemology, and axiology. While previous research has widely examined strategies for teaching critical thinking and the use of philosophical perspective in education, limited attention has been given to integrating these three philosophical dimensions into a single analytical framework for science education. To address this gap, a systematic literature review was conducted using academic journal articles, books, and empirical studies related to philosophical inquiry and critical thinking development. The findings show that ontological perspectives encourage students to question the nature of scientific reality and examine underlying assumptions, while epistemological insights help them understand how knowledge is constructed and justified, thereby strengthening analytical and reflective thinking. Axiological considerations further support students in recognizing the ethical and value-laden aspects of scientific inquiry, which guide them toward responsible and well-reasoned judgments. The novelty of this study lies in its integrative framework that unifies ontology, epistemology, and axiology to explain how philosophical literacy can systematically foster critical thinking in science education. This contribution provides a conceptual foundation for designing instructional approaches that explicitly incorporate philosophical inquiry to enhance students’ critical thinking abilities.

The Role of Philosophy of Science in Social Studies Learning Activities using the Think Talk Write (TTW) Cooperative Learning Model

Nova Amelia Putri, Siti Fatimah, Syafri Anwar — Wed, 22 Apr 2026 00:00:00 +0000

This article aims to reflect on the relevance of the role of philosophy of science in social studies learning activities using the Think Talk Write cooperative learning method. This study uses a qualitative method with a descriptive-philosophical approach, a type of library research Primary data was taken from various major philosophical works discussing the theme of philosophy of science and its application in education, while secondary data included various additional literature, such as scientific articles, social studies learning theory books, previous research on the TTW model, and other academic publications that offer empirical and pedagogical contexts on the application of philosophy of science in education. The conclusion is that the philosophy of science in learning activities using the Think Talk Write model plays a very important role in encouraging activities in social studies learning through the process of thinking, speaking and then writing about the learning process being carried out.