PEMIKIRAN PENDIDIKAN ISLAM MENURUT M. AT}IYAH AL-ABRA>SYI DALAM KITA>B AT-TARBIYAH AL-ISLA>MIYYAH WA FALA>SIFATUHA

<div class="Section1">Kajian ini mendeskripsikan pemikiran pendidikan Islam Al Abras> yi dalam kitab> At Tarbiyah Al-Islam> iyyah wa Falas> ifatuha dan relevansinya dengan konsep pendidikan kekinian yang meliputi tujuan, metode, kurikulum, dan juga menyangkut pendidik dan anak didik sangat relevan dengan pendidikan dewasa ini. Pendekatan dalam peneltian ini adalah penelitian kepustakaan. Al-Abra>syi adalah seorang cendekiawan, tokoh pendidikan, ulama dan seorang guru besar yang hidup pada abad XX di Mesir. Pemikirannya tentang pendidikan Islam banyak dipengaruhi oleh pemikiran Ibnu Sina, Imam al-Ghazali dan Ibnu Khaldun. Hasil dari kajian ini menyimpulkan bahwa pendidikan Islam memang mengutamakan pendidikan akhlak yang merupakan ruhnya, tetapi tidak mengabaikan masalah mempersiapkan seseorang untuk hidup, mencari rizki dan tidak pula melupakan pendidikan jasmani, akal, hati, kemauan, cita-cita, keterampilan tangan, lisan dan kepribadian.</div>Kata kunci: pendidikan Islam, al Abra>syi, Kita>b at-Tarbiyah al- Isla>miyyah wa Fala>sifatuhaTHE ISLAMIC EDUCATION THOUGHT ACCORDING TO M. At}iyah AL-Abra>syi IN AL-TARBIYAH AL-ISLA>MIYYA WA FALA>SIFATUHA. This study aims to describe the Al Abra>syi Islamic educational thought in the book At Tarbiyah Al-Islamiyyah wa Falasifatuha and relevance to the educational concept of the present. The thinking of M. At}iyah al-Abra>syi in al-tarbiyah al-Islamiyah wa Falasifatuha book about education that includes the purpose, methods, curriculum, and also concerns to the educators and students are very relevant to education today. The approach of this study is library research. Al-Abra>syi was a scholar, an education personage, scholars and a great teacher who lived in the XX century in Egypt. His thoughts on the Islamic education thought much influenced by Ibn Sina, al- Ghazali and Ibn Khaldun. The result of this study show that Islamic education was indeed prioritizes the morals education which is their true meaning, but not neglecting the issue prepare a person for life, seeking rizqi nor forget the physical education, intellect, heart, will, goals, skills, and personality.Keywords: Islamic education, al Abra>syi, Kitab at-Tarbiyah al- Islamiyya wa Falasifatuha.

Download Full-text

PEMBELAJARAN KONTEKSTUAL PENDIDIKAN AGAMA ISLAM : PERSPEKTIF IBNU KHALDUN

Tarbiyatuna : Kajian Pendidikan Islam ◽

10.29062/tarbiyatuna.v4i2.421 ◽

2020 ◽

Vol 4 (2) ◽

pp. 157

Author(s):

Sari Wulandari ◽

Amaliyah Amaliyah ◽

Andy Hadiyanto

Keyword(s):

Analytical Method ◽

Research Method ◽

Human Life ◽

Human Person ◽

Contextual Learning ◽

Islamic Education ◽

Ibn Khaldun ◽

Educational Thought ◽

Human Personality ◽

Library Research

This study aims to describe: 1) the objectives of Islamic Education according to Ibn Khaldun, 2) the concept of contextual learning according to Ibn Khaldun, 3) the relevance of Ibn Khaldun's educational thought to modern contextual learning. The research method used in this study is library research. While the analytical method used is descriptive qualitative. The results of this study indicate that, 1) the purpose of Ibn Khaldun's contextual learning is to form a perfect human person, while at the same time forming a human personality to be able to live in society, 2) the concept of contextual learning according to Ibnu Khaldun is practically realistic, namely the concept of learning oriented to experience and realistic towards the needs of human life, 3) Ibn Khaldun's educational thought is relevant to modern contextual learning.

Download Full-text

The Ibn Sina Perspective on Education Concept

Jurnal Kajian Peradaban Islam ◽

10.47076/jkpis.v4i2.78 ◽

2021 ◽

Vol 4 (2) ◽

pp. 71-80

Author(s):

Minten Apriani ◽

Syahidin Syahidin

Keyword(s):

Islamic Education ◽

Educational Goals ◽

Educational Thought ◽

Ibn Sina ◽

Modern Times ◽

Library Research ◽

Research Theme ◽

Data Collection Technique ◽

The Many ◽

Education Concept

In essence, education wants students besides they have extensive knowledge, they also have noble morals and have skills based on their interests. Of the many figures of Islamic education, this study will focus more on Ibn Sina’s thoughts on education. This study aims to identify education from Ibn Sina’s perspective, especially concerning ideal teachers. The research also is expected to give an alternative solution to all kinds of problems in the education world. This research uses a qualitative approach with a library research method. The data collection technique in this research is based on the information contained in literature sources, both in books and journals relevant to the research theme. The journals used in this study amounted to twenty-one journals from 2014 to 2020. At the same time, the books used in this study amounted to two books spanning 2015 to 2017. The research results indicate that Ibn Sina’s thoughts on the concept of education emphasize the achievement of a perfect human. According to Ibn Sina, there are four main points of educational thought, including educational goals, curriculum concepts, learning methods, and educator concepts. These concepts are still very relevant to current education. Based on this, according to Ibn Sina, the concept of education should be emulated and developed by education practitioners in modern times, especially in the development of Islamic education in Indonesia.

Download Full-text

Konsep Pendidikan Islam dalam Surah Al-Mujadalah

Nazhruna Jurnal Pendidikan Islam ◽

10.31538/nzh.v2i3.813 ◽

2019 ◽

Vol 2 (3) ◽

pp. 350-362

Author(s):

Achyar Zein ◽

Syamsu Nahar ◽

Muchlis Muchlis

Keyword(s):

Educational Material ◽

Islamic Education ◽

Primary Data ◽

Research Approach ◽

Educational Method ◽

Ibn Khaldun ◽

Ibn Sina ◽

Library Research ◽

Making Friends

This study aims to analyze: 1) What is the concept of Islamic education according to experts of eduction, and 2) How is the concept of Islamic education contained in surah al-Mujadalah. This study uses qualitative methods, using a library research approach (library research). Primary data sources in this study are Tafsir al-Misbah by M. Quraish Shihab and Tafsir al-Wasith by Wahbah Zuhaili. Research results show that: 1) The concept of Islamic education according to Ibn Khaldun, Ibn Sina, and Al-Ghazali is not the same. In the curriculum, the three experts have different classifications in the translation of knowledge. The classification of knowledge from Al-Ghazali's thought is very detailed, in addition he also added five aspects of education related to science. 2) The concept of Islamic education in Al-Mujadalah letter consists of: educational objectives, educational material, and educational methods. The purpose of Islamic education contained in surah al-Mujadalah is that humans should be obedient to Allah. Educational material consists of: Secret Adab talks, Courtesy (Attending the Assembly of the Prophet), and Prohibition of Making Friends with People Who Are Hostile to Islam, while the Educational method consists of: Story Method, Targhib and Tarhib Method, Advice Method, and Writing Method.

Download Full-text

Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)

PALAPA ◽

10.36088/palapa.v9i1.1065 ◽

2021 ◽

Vol 9 (1) ◽

pp. 137-181

Author(s):

Nurhadi Nurhadi ◽

Muhammad Irhamuddin Harahap

Keyword(s):

Physical Education ◽

Moral Education ◽

Religious Education ◽

Secondary Data ◽

Islamic Education ◽

Data Sources ◽

Primary Data ◽

Social Education ◽

Psychiatric Education ◽

Library Research

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

Download Full-text

Nilai-Nilai Pendidikan Tasawuf dalam Film “99 Kali Rindu” Karya Azhari Zain

Bestari | Jurnal Studi Pendidikan Islam ◽

10.36667/bestari.v17i1.468 ◽

2020 ◽

Vol 17 (1) ◽

pp. 1

Author(s):

Fahri Aldin ◽

Yosep Farhan Dafik Sahal

Keyword(s):

Data Collection ◽

Descriptive Analysis ◽

Islamic Education ◽

Educational Institutions ◽

Analysis Method ◽

Educational Values ◽

Library Research ◽

Education Today ◽

Definition Of ◽

Unit Processing

This study aims to (1) determine the meaning of Sufism education; (2) knowing the values of Sufism education contained in the film "99 Kali Rindu"; (3) to determine the relevance of the values of Sufism education in the film "99 Kali Rindu" with Islamic education today. The method used in this data analysis is descriptive analysis method, while the data collection techniques used in this data collection are documentation techniques and library research. The collected data were then analyzed by unit processing. In the film 99 Kali Rindu, after doing the research it can be concluded that: (1) the definition of sufism is the teaching or belief that knowledge of truth and Allah can be achieved by means of mental vision of reflection, (2) the film has sufism educational values that can be applied to students. these values are: (a) divine value (deity), (b) insaniyah (human) values, (c) natural value (nature), (3) the relevance of sufism education in islamic education is that it has a relevant relationship, which is applied to schools and educational institutions. The dialogue excerpt made by Azhari Zain in his film 99 Kali Rindu, contains the values of Sufism education which are in accordance with the material taught at schools and educational institutions such as Akidah Akhlak, Al-Quran Hadith, and other Islamic education. The values in it are very important to be instilled in students, so that they can become a generation that fights for and advances this nation with knowledge and morals

Download Full-text

PARADIGMA KRITIS PANCASILA DALAM DIMENSI PENDIDIKAN ISLAM

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i1.788 ◽

2015 ◽

Vol 10 (1) ◽

Author(s):

Arif Rahman

Keyword(s):

The Other ◽

Islamic Education ◽

Research Institutions ◽

Important Thing ◽

Other Hand ◽

Library Research ◽

Education Today ◽

The Difference ◽

The One

<div class="Section1">Kajian ini bertujuan untuk mengkaji pancasila dalam dimensi pendidikan Islam. falsafah Pancasila belum dijadikan primadona utama dalam setiap diskusi pendidikan. Pendekatan dalam peneltian ini adalah penelitian kepustakaan. Lembaga-lembaga pendidikan belum begitu banyak memaknai Pancasila bagian hal terpenting dan menjiwainya secara sadar. Apa yang digagas kemudian adalah bagaimana falsafah Pancasila selayaknya dijadikan paradigma kritis dalam kondisi pendidikan saat ini. Hal yang demikian bisa jadi akan melahirkan sebuah pandangan yang genuine yang menawarkan sebuah gerakan dan kesadaran untuk menyelesaikan berbagai problem pendidikan. Perbedaan kondisi di bagian negara lain memberikan kita kesempatan menampilkan sebuah gagasan paradigma kritis pancasila. Dalam kehidupan masyarakat yang lebih luas Pancasila yang menggema hanya sebatas nama kurang terlihat bentuknya seperti apa jika menjadi penawar obat kesembuhan pendidikan saat ini. Hasil dari studi ini menunjukkan bahwa posisi pancasila seharusnya memang mendapat ruang yang berarti, di satu sisi karena prinsip-prinsip Pancasila terilhami dari Islam, disisi lain Islam memberikan legitimasi yang kuat bagi terlaksananya prinsip Pancasila yang sejalan dengan landasan Islam.Kata kunci: paradigma, kritis, Pancasila, pendidikan, Islam</div>CRITICAL PARADIGM OF PANCASILA IN THE DIMEN- SIONS OF ISLAMIC EDUCATION. This study aims to examine the Pancasila in the Islamic educational dimension.The philosophy of Pancasila has not made a prima donna in any discussion of education. This study uses library research. Institutions have not so many interpret Pancasila as the most important thing and make it as the spirit consciously. What was conceived then is how the philosophy of Pancasila should be made as a critical paradigm in the condition of education today. Such things could be going to deliver a view that offers a genuine movement and awareness to resolve various problems in education. The difference of conditions in others countries gives us a chance to display a critical paradigm of Pancasila. In the life of the wider community, Pancasila that echoes only as the name. Its shape is less visible if it be the antidote to cure a disease of the current education. The result of tihis articel shows that the position of Pancasila indeed should get a meaning space, on the one hand it because the principles of Pancasila was inspired from Islam, on the other hand Islam gave strong legitimacy to the implementation of the principles of Pancasila which is in line with Islam.Keywords: critical, paradigm, Pancasila, Islamic, education

Download Full-text

Konsep Pendidikan Rumah Tangga dalam Perspektif Cahyadi Takariawan

SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) ◽

10.21093/sy.v3i1.240 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Ernawati Ernawati

Keyword(s):

Descriptive Analysis ◽

Secondary Data ◽

Islamic Education ◽

Primary Data ◽

Library Research ◽

Educational Concept ◽

Qualitative Descriptive ◽

Data Collection Technique ◽

Modern Era ◽

Education Concept

Forming an ideal household requires spiritual mental, intellectual, and physical preparation to go through the life in order to achieve harmony of the family which aresakinah, mawaddah, warrahmah. Therefore, Islamic education in the household is very necessary, as it is stated in the works of Cahyadi Takariawan about applicative household. Problem of this research is, How is Islamic education concept in the household? How is household educational concept in the perspective of Cahyadi Takariawan? Is there any relevance between Islamic education in the household and Cahyadi persepectives in the modern era? This is a library research. The approach used is qualitative descriptive analysis. Primary data of this research is some works of Cahyadi Takariawan which have something to do with household. Secondary data is some other books which are relevant to the main problem. Data collection technique was done by using documentation. Meanwhile, data analysis was done by using descriptive analysis, content analysis, and symmetric association analysis.This research reveals three conclusions: Firstly, Islamic education concept in the household is dealing with meaning and scope of education, urgency of education, foundation of education, goal of education, and target of education. Secondly, household educational concept in the perspective of Cahyadi Takariawan related to meaning and scope of education, urgency of education, foundation of education, goal of education, and target of education. Thirdly, relevance between Islamic education in the household and Cahyadi perspectives in the modern era, they are pre marriage, marriage, and post marriage, harmonic couple, and samara family (sakinah mawaddah wa rahmah).

Download Full-text

Pemikiran Filosofis Pendidikan Ibnu Sina Dan Implikasinya Pada Pendidikan Islam Kontemporer

LITERASI (Jurnal Ilmu Pendidikan) ◽

10.21927/literasi.2015.6(2).191-201 ◽

2016 ◽

Vol 6 (2) ◽

pp. 191

Author(s):

Aris Try Andreas Putra

Keyword(s):

Educational Philosophy ◽

Growth And Development ◽

Muslim World ◽

Islamic Education ◽

Central Issue ◽

Ibn Sina ◽

Education Today

Abstract The central issue faced by the Muslim world, especially Islamic education today is the inception of secular science. Science is presented in the form of dichotomy. To pave the issue of Islamic education, the required reconstruction of the educational philosophy of Islam. In order to answer this question the author tries to present the ideas of Ibn Sina were rational religious scented. Ibn Sina is a figure of Islamic education which produces a lot of work in various fields of science, especially medicine and education, Ibn Sina emphasizes education was held by non-dichotomous. Educational purposes thinks should be directed towards preparing a person to be able to live in the community together with the conduct of expertise chosen according to their talents and potentials. Therefore, the curriculum is conceived by Ibn Sina conceived and developed based on the stage of growth and development of the Child. Keywords: Thinking Education, Ibnu Sina, and Implications

Download Full-text

MANUSIA DAN PENDIDIKAN MENURUT PEMIKIRAN IBN KHALDUN DAN JOHN DEWEY

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v15i2.582 ◽

2015 ◽

Vol 15 (2) ◽

pp. 222

Author(s):

T. Saiful Akbar

Keyword(s):

John Dewey ◽

Learning By Doing ◽

Traditional Teaching ◽

Human Beings ◽

Control Logic ◽

Ibn Khaldun ◽

Educational Thought ◽

Library Research ◽

The Individual ◽

The Mind

This study aims to understand the concept of human and Ibn Khaldun's ideas of education; to understand the concept of human and educational thought of John Dewey; to know the similarities and differences between the ideas of Ibn Khaldun and John Dewey on the concept of human and education. Various problems have been addressed through the library research method. The study produced several findings: First, human beings according to Ibn Khaldun as a creation of God with all the potential fitted to the five senses and intellect become intellect. The purpose of education opens the mind and maturity of the individual to the advancement of religious, industrial and social system. Material teaching is as educational planning. The method is to advocate phasing method, repetition, widya-tours and training (practice). Secondly, according to John Dewey man is a subject that has the ability, strength, personality, and existence who are capable of changing realities. The goal of education is only to gain happiness in the world life. The method of education is including problem solving, learning by doing and discipline. Third, the thought of Ibn Khaldun is much more religious because it is influenced by its control logic in religious knowledge, so that emphazises more on human spirituality in building civilization. While John Dewey is more radical and extreme, He proposed progressive education which strives against traditional teaching authority. Both Ibn Khaldūn dan Dewey are arise from inhuman socio-cultural environment and recognize the existence of human existence with nature and humanity impulse.

Download Full-text

MORAL PESERTA DIDIK DAN PENDIDIKAN ISLAM MENURUT PEMIKIRAN ‘ATHIYAH AL-ABRASYI

el-Tarbawi ◽

10.20885/tarbawi.vol13.iss1.art3 ◽

2020 ◽

Vol 13 (1) ◽

pp. 45-64

Author(s):

Fikri Abdul Aziz ◽

Keyword(s):

Moral Education ◽

Learning Process ◽

Research Method ◽

Islamic Education ◽

Educational Thought ◽

The Real ◽

Library Research ◽

Adult Humans

Basically, the real purpose of Islamic education is to produce moral students. The problem is that in Islamic Education there are still many moral deviations committed by people of various backgrounds and ages in Indonesia. Islamic education has not fully led to moral education. The purpose of this study was to determine the biography and thoughts of 'Athiyah al-Abrashyi in education, and the concept of moral education for students. This research method is library research. The results of this study indicate that the educational basis of 'Athiyah Al-Abrasyi brings the concept of a learning process that leads students to become adult humans. To achieve the true goal of Islamic education, 'Athiyah al-Abrashyi offers a concept of educational thought that can be used as a reference for education in Indonesia today.

Download Full-text