Integrasi Neuroembriologi dan Pendidikan Islam dalam Pengembangan Kerangka Neuro-Pedagogi Berbasis Perkembangan Otak

Bukhari; Muksinin; Almawadi; Deby Habja Musdalifa

Authors

Bukhari Universitas Muhammadiyah Sumatera Barat Author
Muksinin Universitas Muhammadiyah Sumatera Barat Author
Almawadi Universitas Muhammadiyah Sumatera Barat Author
Deby Habja Musdalifa Universitas Muhammadiyah Sumatera Barat Author

Keywords:

neuroembryology, Islamic education, neuro-pedagogy, brain-based learning, educational neuroscience

Abstract

This study aims to analyze the integration of neuroembryology and Islamic education in developing a brain development-based neuro-pedagogical framework. The study is motivated by the limited research connecting neuroembryology as the biological foundation of human development with Islamic educational practices, which have traditionally emphasized normative, moral, and spiritual dimensions. A qualitative approach employing the Systematic Literature Review (SLR) method was used, following the PRISMA 2020 guidelines. Data were collected from Scopus, ScienceDirect, SpringerLink, DOAJ, and Google Scholar, covering publications from 2019 to 2025. Of the 126 identified articles, 42 met the inclusion criteria and were analyzed through content analysis and thematic synthesis techniques. The findings reveal that brain development from the embryonic stage significantly influences learning readiness, emotional regulation, cognitive growth, and character formation. Furthermore, key principles of brain-based learning, including positive emotions, contextual learning, reinforcement, and multisensory stimulation, are closely aligned with Islamic educational values such as fitrah, tarbiyah, ta’dib, and tazkiyah. The principal contribution of this study lies in the development of an Islamic neuro-pedagogical framework that integrates neuroembryology, brain-based learning, and Islamic spiritual values into a holistic educational model. This framework extends the discourse on the integration of neuroscience and Islamic education while providing a theoretical foundation for designing more adaptive, humanistic, and evidence-based curricula and instructional strategies.

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