Learning Taxonomy of Islamic Education

The hierarchical thinking concept in the Islamic education field is based on theological and philosophical beliefs. Up to now, this not yet proven scientifically neurobiologically. As a result, does have learning taxonomy that accommodates effective spiritual aspects of developing students' intellectual potential. Consequently, it forced its system apply Bloom’s which focuses only cognitive part. With rising new theories, especially neuro-theology, neuro-philosophy, neuro-education, emerge opportunities connect with these three theories. This research aims compile neuroscience, accommodating emotional, intellectual, aspects. systematic review, integrates, interprets, synthesizes neuro-education. result shows has neuro-physiological six brain components: temporal lobe, parietal association cortex-temporal-occipital, limbic system, cingulate gyrus, prefrontal context, cortex. These components relevance bloom taxonomy, namely remember (dzikir), understand (nazhr), (‘ilm-amal), evaluate (muhasabah); analyze (fikr), create (ijtihad). Thus, brain's can be narratively synthesized into education. In future, finding could become theoretical discourse because thinking, neuro-education further development