It cannot be denied that looking at the learning process and also every scenario that occurs in this country is something that must be closely related to what and how one should know from the perspective of Islamic philosophy. Therefore, the essence of education which is based on Islam itself has a very significant contribution to human life. Discussing Islamic Philosophy of Education will focus on what philosophy is as the core of every theoretical and practical element of all aspects and knowledge. In this regard, this paper also looks at the relevance of the branches of philosophy (such as metaphysics and axiology) and philosophical schools of thought (such as pragmatism) in the discussion of Islamic Education Philosophy. Ultimately, this was seen as essential to achieving holistic learning. So this understanding of Islamic Philosophy proves to be important in understanding any current scenario in our context or society in this country, among other things about the importance of implementing aspects of Islamic Education Philosophy in looking at social problems; the application of aspects of Islamic Philosophy Education in Viewing Environmental Problems; and Educational Aspects of Islamic Philosophy in Viewing Emotional and Spiritual Intelligence in today's society. Kata Kunci: Islamic philosophy, learning, holistic Abstrak Tidak dapat dipungkiri bahwa melihat proses pembelajaran dan juga setiap skenario yang terjadi di negeri ini merupakan sesuatu yang harus berkaitan erat dengan apa dan bagaimana seharusnya seseorang mengetahui dari perspektif filsafat Islam. Oleh karena itu hakikat pendidikan yang berlandaskan Islam itu sendiri memiliki kontribusi yang sangat berarti bagi kehidupan manusia. Pembahasan Filsafat Islam Pendidikan akan menitikberatkan pada apa itu Filsafat sebagai inti dari setiap unsur teoritis dan praktis dari segala aspek dan ilmu. Berkaitan dengan hal tersebut, makalah ini juga melihat relevansi cabang-cabang filsafat (seperti metafisika dan aksiologi) dan aliran pemikiran filsafat (seperti pragmatisme) dalam pembahasan Filsafat Pendidikan Islam. Pada akhirnya, ini dipandang penting untuk mencapai pembelajaran holistik. Maka pemahaman Filsafat Islam ini terbukti menjadi penting dalam memahami setiap skenario terkini dalam konteks kita atau masyarakat di negeri ini, antara lain tentang pentingnya penerapan aspek Filsafat Pendidikan Islam dalam memandang masalah sosial; penerapan aspek Pendidikan Filsafat Islam dalam Melihat Masalah Lingkungan; dan Aspek Pendidikan Filsafat Islam dalam Memandang Kecerdasan Emosional dan Spiritual dalam masyarakat saat ini.Kata Kunci: filsafat islam, pembelajaran, holistik

Listened more closely, Sachiko's cosmological and theological approach of murata flourished from the view of men and women, the word of Allah: "and everything we created in pairs". Couples who are often called dalm al-Qur'an that can be interpreted as a picture of the cosmos is the sky and earth. A number of verses imply that everything in the universe is covered by both of these. In this discussion, we can find the special feature of Sachiko Murata's thinking lies in the approach that uses cosmological and theological approach, followed by Chinese cosmology which focuses on the thinking of Chinese and Islamic philosophy which depicts the universe within the boundaries of Yin and Yang principles. In an easily digestible language, Sachiko murata attempts to analyze gender relations through cosmological theory in Islam, by emphasizing the concept of Tajalliyat Ibn 'Arabi, which is similar to Emotion's emancipation theory. In the Qur'an, there are 99 names of Allah that show these two attributes. He concludes that the Feminine Masculine mapping of gender differences of identity when associated with God as a source of human and natural existence, then every human being has masculine and feminism, as the phenomenon of day and night, darkness, and so on.The product of his thinking about gender relations became clearer, when Sachiko murdered the argument in the form of an analogy of the creation of the heavens and the earth (male and female relationships such as the relationship of heaven and earth), the degree of men to women and in marriage, all of which came from reality cosmology. A woman in relation to a man is like Nature in relation to divine command, because woman is the locus for the existence of children. Nature in relation to the divine command is the locus of the embodiment for the entities of the physical bodies. Through the laws of nature they are born and from themselves they become manifest. There is no command without the laws of nature and there is no law of nature without command. Understanding the degree of men over women, men are superior to one level above women in terms of cosmological justification, not merely based on the text of the Qur'an. While the woman's degree is elevated when the position of women as the recipient of the activity of men, means women have the advantage over the uterus as a manifestation of the survival of natural reproduction and women are made alluring so that men give love, affection to women because women are part of men. Here is where God makes men and women equal in the case of Shari'a.

Pengaturan diri dalam belajar merupakan upaya yang harus dilakukan seorang pelajar untuk mempermudah dan memperlancar setiap proses belajarnya guna mencapai tujuan yang telah ditetapkan. Artikel ini membahas tentang pengaturan diri dalam belajar (Self Regulation Learning) pada kalangan mahasiswa. Adapaun tujuan penelitian ini untuk mengeksplorasi pengaturan diri dalam belajar mahasiswa melalui metode analisis situasional. Melalui metode ini semua elemen yang mempengaruhi pengaturan diri dalam belajar dapat terpetakan dengan sistematis. Berdasarkan tujuan yang ditetapkan, data diperoleh dari tujuh kelompok pilihan. Sampel penelitian terdiri dari 48 peserta mahasiswa. Adapaun temuan utama penelitian ini berupa dua peta situasional, analisis relasional dan posisi. Hasil penelitian menunjukkan kegunaan analisis situasional serta membuktikan bahwa pengaturan diri dalam belajar tidak dapat dipisahkan dari proses kognitif dan metakognitif.