Karl Popper's Falsification As A Challenge To Phenomenology And Its Relevance To Islamic Education
DOI:
https://doi.org/10.56633/kaisa.v6i1.1306Keywords:
epistemology, falsification, islamic education, karl popper, phenomenologyAbstract
Karl Popper's phenomenology and falsification represent two different approaches to epistemology that challenge each other. Phenomenology, as developed by Edmund Husserl and deepened by Martin Heidegger, emphasizes experience awareness and subjective meaning as sources of authentic knowledge. Meanwhile, Karl Popper, through falsification, emphasizes critical rationality with the principle that a scientific theory is only legitimate as far as it can be tested and possibly invalidated by facts. This article studies how phenomenology presents a challenge to Popper's falsification through a critical literature analysis of the works of Husserl, Heidegger, and Popper. The study results show that phenomenology broadens the epistemological horizon by emphasizing the aspect of lived experience that cannot be fully reached by the framework of falsification. The relevance of the dialectic between subjective experience and objective rationality is evident in Islamic education, particularly in promoting the integration of rational-critical approaches and experiential religious practices among students, thereby producing a more holistic, humanistic educational paradigm that aligns with Islamic values.
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Ajeng Linda Liswandari. (2022). Kecerdasan Spiritual, Kepatuhan Peraturan dan Pembelajaran Pendidikan Agama Islam: Studi Fenomenologi. AL_THARIQOOH, 7(2), 478–490. https://doi.org/10.25299/al-thariqah.2022.vol7(2).6219
al-Attas, S. M. N. (1979). Aims and Objectives of Islamic Education. King Abdul Aziz University.
Budiyanti, N., Rizal, A. S., & Sumarna, E. (2016). IMPLIKASI KONSEP ŪLŪL ‘ILMI DALAM AL-QUR`ĀN TERHADAP TEORI PENDIDIKAN ISLAM (Studi Analisis Terhadap Sepuluh Tafsīr Mu’tabarah). TARBAWY, 3(1), 1–10. https://doi.org/https://doi.org/10.17509/t.v3i1.3459
Craig, E. (1998). Merleau-Ponty, Maurice (1908–1961). In Routledge Encyclopedia of Philosophy, 6. https://doi.org/10.4324/9780415249126-DD045-1
David Woodruff Smith. (n.d.). Edmund Husserl (1859–1938). In Internet Encyclopedia of Philosophy. https://iep.utm.edu/husserl
Drianus, O. (2018). Manusia di Era Kebudayaan Digital: Interpretasi Ontologis Martin Heidegger. Mawa’izh, 9(2), 178–179. https://doi.org/https://doi.org/10.32923/maw.v9i2.784
Fuadi, F. (2025). Filosofi Fenomenologi Metode Reduksi Husserl. JURNAL PENDIDIKAN TAMBUSAI, 9(1), 2025. https://doi.org/https://doi.org/10.31004/jptam.v9i1.26461
Gani, A. (2019). PENDIDIKAN TASAWUF DALAM PEMBENTUKAN KECERDASAN SPIRITUAL DAN AKHLAKUL KARIMAH. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(2), 275–286. https://doi.org/https://doi.org/10.24042/atjpi.v10i2.5847
Heidegger, M. (2008). Being and Time. Harper Perennial Modern Thought. https://www.harpercollins.com/products/being-and-time-martin-heidegger
Hilmi Asrori. Usman Usman. (2025). A Critical Analysis Of Karl Raimund Popper’s Falsification Theory’s Thinking Model Philosophy. A L S Y S (Jurnal Keislaman Dan Ilmu Pendidikan), 5(3), 743–753. https://doi.org/http://dx.doi.org/10.58578/alsys.v5i3.5840
Husserl, E. (1960). Cartesian Meditations: An Introduction to Phenomenology. Martinus Nijhoff. https://doi.org/https://doi.org/10.1007/978-94-017-4952-7
Ignatius Nnaemeka Onwuatuegwu. (2022). Explicating Martin Heidegger’s “Dasein” as being-in-the-world. International Journal of Health Sciences, 6(S5), 5218–5227. https://doi.org/https://doi.org/10.53730/ijhs.v6nS5.9766
Langgulung, H. (2004). Pendidikan Islam dan Peranannya dalam Pemikiran dan Peradaban Islam. Pustaka al-Husna.
Mahdi, I., Dewi, E., & Ritonga, K. R. (2025). Fenomenologi: Karl Popper (Falsifikasi). At-Tasyrih, 11(1), 209–219. https://doi.org/https://ejournal.iainbatanghari.ac.id/index.php/attasyrih/index
Morujao, C. (2023). Subjective Meanings and Normative Values in Alfred Schutz’s Philosophy of Human Action. Phenomenology and Mind, 24, 130–139. https://doi.org/https://doi.org/10.17454/pam-2410
Mumtazah, M. N., Muslimah, H., & Khadam, B. M. (2025). Integrasi Nilai Hadis ‘Thalabul ‘Ilmi Faridhatun ‘Ala Kulli Muslim’ dalam Kurikulum Sains Berbasis Islam. NAWASENA, 1(03), 1–10. https://educationalresearchjournal.com/index.php/njmste/article/view/18
Popper, K. (1959). The Logic of Scientific Discovery. Routledge. https://www.routledge.com/The-Logic-of-Scientific-Discovery/Popper-Popper/p/book/9780415278447
Schroeder-Heister, P. (2002). Popper, Karl Raimund 1902-1994. International Encyclopedia of the Social & Behavioral Sciences, 2, 11727–11733. https://doi.org/https://doi.org/10.1016/B0-08-043076-7/00322-3
Smith, D. W. (2018). Phenomenology. In E. N. (Ed. . Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2018 Edition). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/entries/phenomenology
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