ISSN: 2222-6990
Open access
Due to the presence of abundant technological and informative advancements in today's world, the current generation should embrace logical knowledge in shaping their skills especially in becoming critical thinkers. With respect to this, logical knowledge is known as one of the branches of knowledge that functions in directing an individual’s thoughts by carefully filtering the information received before making credible decisions or conclusions. Therefore, the present study seeks to discover the importance of understanding logical knowledge from the context of the Philosophy and Current Issues course, a university core course that is taught at all higher learning institutions in Malaysia. The data for this qualitative study was collected through documentation and content analysis methods involving the syllabus of the Philosophy and Current Issues course. The findings, there are five importance of logical knowledge to students which are i) drives students’ thoughts towards a systematic way of thinking ii) as a foundation for students to understand other types of knowledge iii) as a foundation for students in academic research iv) as a guide for students to distinguish between the truth and falsehood v) Logical Knowledge trains students to think critically.
Course Information Academy of Contemporary Islamic Studies. (2021). Course Information CTU552 Philosophy and Current Issues. Shah Alam:UiTM.
Hamat, M. F. (2002). Ketokohan Al-Ghazali Dalam Bidang Mantik: Suatu analisis terhadap Muqaddimah al-Kitab dalam Kitab al-Mustasfa min Ilm al-Usul. Tesis Ijazah Kedoktoran, Akademi Pengajian Islam, Universiti Malaya.
Hamat, M. F. (2005). Ketokohan al-Ghazzali dalam Bidang Logik. Kuala Lumpur: Penerbit Universiti Malaya.
Hamid, M. A. A. (2001). Pengenalan Pemikiran Kritis dan Kreatif. Skudai: Universiti Teknologi Malaysia.
Husin, B. (2018). Perbahasan epistemologi dalam wacana kalam al-Asha’irah: Analisis terhadap Pemikiran al-Baqillani (m. 403H) dan al-Baghdadi (m.429H). Tesis Doktor Falsafah (tidak diterbitkan). Akademi Pengajian Islam, University Malaya, Kuala Lumpur.
Ibn Khaldun. (2004). Muqaddimah. Kaherah: Dar al-Fajr.
Ibn Manzur. (2003). Lisan al-Arab. Qaherah: Dar al-Hadith.
Ismail, K., & Azhar, M. H. M. (2021). Falsafah Logik Aristotle: Implikasi, reaksi dan interaksi terhadapnya dalam dunia keintelektualan Islam. MANU. 32 (1), 93-124.
Dewan, K. (2010). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Marinsah, S. A. (2021). Pengajaran Kursus Falsafah Dan Isu Semasa (Fis) Dalam Membentuk Pemikiran Kritis: Penelitian Terhadap Modul Kursus Fis Di Pusat Penataran Ilmu Dan Bahasa (Ppib), Universiti Malaysia Sabah. International Journal Of Education, Psychology And Counselling,Volume 6 Issue 39 (May 2021), PP. 137-149.
Marinsah, S. A. (2022). Signifikan Kursus Falsafah Dan Isu Semasa (Fis) Dalam Pembentukan Akhlak Dan Moral Di Universiti Malaysia Sabah. International Journal of Education, Psychology and Counselling Volume 7 Issue 45, PP. 127-136.
Razak, D. A., & Hashim, R. (2019). Pentafsiran Baharu Falsafah Pendidikan Kebangsaan dan Pelaksanaannya Pasca 2020. Gombak: IIUM Press.
The Enyclopedia of Religion, (1987). New York: Macmillan Publishing Company.
Wahab, M. R., & Hamat, M. F. (2018). Peranan Ilmu Mantik Terhadap Pembinaan Cara Berfikir Ummah Masa Kini. Prosiding Ilmuwan Usuluddin Di Malaysia: Memperkasa Pembangunan Negara dan Perpaduan Ummah. Kuala Lumpur: Pertubuhan Kearifan Islam Malaysia.
Wahab, M. R., & Hamat, M. F. (2020). Kedudukan ilmu Mantik dalam pemikiran Islam. Jurnal Afkar, 22(2), 1-42.
In-Text Citation: (Hamid et al., 2022)
To Cite this Article: Hamid, N. binti A., Zabidi, M. binti M., Hashim, S. N. I. binti, Wahab, N. A. binti A., & Atan, M. A. bin. (2022). Logical Knowledge in The Philosophy and Current Issues Course At Malaysian Tertiary Education Institutions: A Conceptual Paper. International Journal of Academic Research in Business and Social Sciences, 12(11), 2036 – 2044.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode