scholarly journals TUJUAN PENDIDIKAN ISLAM DAN GERAKAN IKHWANNUL MUSLIMIN MENURUT HASAN AL-BANNA

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Iin Mas Niyah
Keyword(s):  
Muslim Brotherhood ◽  
Islamic Education ◽  
Final Goal ◽  
The Mind

ABSTRAKHasan al-Banna sebagi tokoh yang terkemuka di zamannya. Menurut Hasan al-Banna aspek ketuhanan atau keimanan merupakan segi terpenting dalam pendidikan Islam. Yang demikian itu karena tujuan pertama dari pendidikan Islam adalah membentuk manusia yang beriman kepada Allah. dalam Islam, iman bukanlah sekedar ucapan atau pengakuan belaka. Iman merupakan kebenaran yang jika masuk ke dalam akal akan memberi kepuasan akli, jika masuk ke dalam  perasaan akan memperkuatnya, jika masuk ke dalam iradah atau keinginan (will) akan membuatnya dinamis dan mampu menggerakkan. Tiang pendidikan berdasar ketuhanan adalah hati yang hidup dan salalu berhubungan dengan Allah SWT, meyakini pertemuan dengan-Nya dan hisab-Nya, mengharapkan rahmat-Nya dan takut akan siksa-Nya. Hat adalah satu-satunya pegangan yang dapat ditunjukkan oleh seorang hamba kepada Tuhannya pada hari kiamat sebagai sarana bagi keselamatannya. Menurut al-Banna, secara garis besar tujuan pendidikan Islam dibagi menjadi dua bagian: tujuan akhir (permanen) dan tujuan antara (kontekstual).Kata kunci: Hasan Al-Banna, Ikhwanul Muslimin,pendidikan Islam,[WU1] ABSTRACTHasan al-Banna was a prominent figure in his day. According to Hasan al-Banna the aspect of divinity or faith is the most important aspect of Islamic education. That is because the first goal of Islamic education is to shape people who believe in Allah. in Islam, faith is not just a mere speech or confession. Faith is a truth that if it enters into the mind will give satisfaction, if it enters the feeling it will strengthen it, if it enters into the iradah or desire (will) will make it dynamic and able to move. Godhead-based education poles are hearts that live and are always in touch with Allah SWT, believe in meeting Him and His reckoning, expecting His mercy and fearing His punishment. Hat is the only handle that can be shown by a servant to his Lord on the Day of Judgment as a means for his salvation. According to al-Banna, broadly the aim of Islamic education is divided into two parts: the final goal (permanent) and the intermediate goal (contextual). Keyword : Hasan Al-Banna, Muslim Brotherhood, Islamic education, 

scholarly journals Ethics and science: between logical positivism and Islamic education - A comparative study -: الأخلاق والعلم بين الوضعية المنطقية والتربية الإسلامية - دراسة مقارنة -

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Smyah Ghazi M Allihyani
Keyword(s):  
Social Life ◽  
Scientific Method ◽  
Science Research ◽  
Logical Positivism ◽  
Islamic Education ◽  
Comparative Approach ◽  
Natural Phenomena ◽  
Human Beings ◽  
Human Needs ◽  
The Mind

The research aims to study and analyze the perception of the logical positivism of ethics and science, and study and analyze the perception of Islamic education for ethics and science, in addition to monitoring similarities and differences between the perception of logical positivism and Islamic education for ethics and science, and finally draw the most important conclusions from the comparison between the logical positivism perception and Islamic education of ethics and science. Research Methodology: George Bereday Curriculum's four-step comparative approach: description – interpretation – juxtaposition – comparison. The research reached several results, the most prominent of which are: 1- Islamic education was distinguished from logical positivism in its belief that benign morals are a fixed source; it derives from Islamic sources the Noble Qur’an and pure Sunnah, at a time when morals are considered relative as perceived by logical positivism. 2- Islamic education was distinguished in its view of Islamic morals as absolute and does not change with the change of time or place, at a time when the logical positivism considered ethics as separate from social life and its criterion of human needs, will and choice. 3- Islamic education was distinguished from the logical positivism in its conception of science where its view was more general and more comprehensive in the source of knowledge, for God Almighty is the source of knowledge and to him all things are returned, then nature and its facts and laws that come from the arrangement of God Almighty and the Creator and its use of human beings come. 4- Islamic education was distinguished from the logical positivism in its belief in the unseen and the testimony, so the mind and the senses are all tools by which the believer inferred the net belief on the existence of a creator and mastermind of this great universe. The great. 5- Islamic education was distinguished by the comprehensiveness of its view of the mind, because it is based on sincere faith and common sense, on which sound thinking is based. 6- Islamic education was more comprehensive than the logical positivism in the steps of the scientific method (research) in studying natural phenomena and various fields of knowledge, due to its dependence mainly on the divine (revelation) source which is from God Almighty being the source of knowledge and knowledge.

scholarly journals Metode dan Materi Pendidikan Islam dalam Hadis Jibril

2021 ◽  
Vol 17 (1) ◽  
pp. 25-49
Author(s):  
Agusri Fauzan ◽  
Ilham Syukri ◽  
Syahidin Syahidin
Keyword(s):  
Role Models ◽  
Islamic Education ◽  
Educational Context ◽  
Teaching Materials ◽  
Current Generation ◽  
Knowledge Transformation ◽  
Hermeneutic Approach ◽  
Teachers And Parents ◽  
The Mind

As a process of knowledge transformation that will underlie the attitude of life of a Muslim, a qualified strategy is needed to teach the true teachings of Islam to the younger generation. The challenge for the current generation (millennial) is the opening of all channels of information that are very easy to obtain but not accompanied by good assistance from teachers and parents, so they are prone to absorb wrong information or even information that is not suitable for the size of the mind and soul. The next problem that occurs at this time is the reduced role of a teacher in shaping character and providing teaching materials that they should receive. This paper will invite to explore how the process of transformation of Islamic education was exemplified by the Prophet Muhammad and the Archangel Jibril before his companions regarding the methods used and what materials should be taught as the basis of Islamic knowledge. This research will use the literature method through the hadith literature and books that recite the hadith. The author also uses a philosophical and hermeneutic approach in understanding this hadith to get a new understanding but not out of an educational context. The research results from the understanding of this hadith are that a teacher plays a central role in the process of Islamic education so that teachers are expected to be able to appear as role models in front of their students, not display disgrace and personal ugliness, show friendly behavior to their students, have healthy scientific interactions, and teach basic things that are important in Islam according to the capacity of the soul and mind of the student.

‘Yet in my flesh I will see God’ : Robert Grosseteste on the body’s claim for ultimate happiness1

2020 ◽  
Vol 74 (4) ◽  
pp. 337-353
Author(s):  
Nico den Bok
Keyword(s):  
Human Life ◽  
The Body ◽  
Final Goal ◽  
The Mind ◽  
Theological Vision

Abstract In Christianity the final goal of human life has usually been indicated as seeing God, but not in the sense of really seeing, with bodily senses. From Christology, however, the idea of the body’s desire for ultimate happiness received a new impulse. This article focuses on a crucial moment in its history: the theology of Robert Grosseteste. The appearance of God in the flesh, he claims, was not only needed for saving man, but also fulfilling man, and for fulfilling not only the mind, but also the body. Starting from his innovating argument this article points out how this idea is sustained in his wider theological vision.

Islamic Education and Islamic Affinities in Precolonial West Africa

2020 ◽  
pp. 164-177
Author(s):  
Ibrahima Diallo
Keyword(s):  
West Africa ◽  
Significant Role ◽  
Muslim Brotherhood ◽  
Islamic Education ◽  
Learning Centers ◽  
Way Of Life ◽  
West Africans

Evidence shows that in pre-colonial West Africa, Islamic education played a significant role following conversion of West Africans to Islam because of its impact on all spheres of life. With the establishment of theocratic states and communities, Islamic learning centers emerged to spread Islamic education and consolidate the Islamic way of life in West Africa. In this vast region where people of different ethnic, linguistic, and religious backgrounds lived and interacted for trade and commerce, Islamic education fostered Islamic affinities constructed on the universalism of Islam and Islamic injunction to form Muslim brotherhood and create the Ummah.

scholarly journals NILAI-NILAI PENDIDIKAN ISLAM DALAM NOVEL SURGA YANG HARUS KU JAGA KARYA SEAN HASYIM (PENDEKATAN PRAGMATIK RESEPTIF)

EDU-KATA ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 77-86
Author(s):  
Syamsul Ma’arif
Keyword(s):  
Qualitative Method ◽  
Islamic Education ◽  
The Novel ◽  
Pragmatic Approach ◽  
Natural Data ◽  
Muslim Communities ◽  
The Mind ◽  
Fundamental Values ◽  
Descriptive Qualitative

This research is based on Islamic education, namely education that developed from the fundamental values contained in the Al-Qur'an and Al-Hadith. Thisstudy is using novel media. While Novel which can be a medium of education is a novel that contains values that educate humans. That is a story that able to educate the mind, imagination and ethics of a child, and develop the potential of knowledge possessed. The purpose of this study are (1) to describe the values of Islamic Education contained in Novel Surga Yang Harus Ku Jaga By Sean Hasyim; (2) to find out the relevance of the values of Islamic Education contained in the Novel Surga Yang Harus Ku Jaga By Sean Hasyim on the education of Muslim communities. The design of this study uses a descriptive qualitative method with a receptive pragmatic approach. The descriptive qualitative method gives attention to natural data, data in relation to the context of its existence. The result of this research is the discovery of the values of Islamic education. First, Tafakur/ remember Allah. Second patience, patience will give someone a chance to read life issues.Third, devote to parents.

scholarly journals Isomorphic Learning Model Based on the Qur'an in Early Childhood

2021 ◽  
Vol 13 (2) ◽  
pp. 1452-1463
Author(s):  
Made Saihu
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Parental Support ◽  
Qualitative Method ◽  
Learning Model ◽  
Islamic Education ◽  
Model Based ◽  
Surrounding Environment ◽  
Worship Education ◽  
The Mind

This study discusses the isomorphic learning model based on the Qur'an in early childhood Islamic education. This study uses a descriptive qualitative method which was confirmed by three educators at PIAUD Amanah Bunda Tangerang during December 2019 to February 2020 through deep interviews. Research shows that in applying the isomorphic learning model, educators have several obstacles, namely: lack of parental support, lack of support from the surrounding environment, and lack of ability of educators to explore educational concepts in the Qur'an. Some of these obstacles can be overcome by conducting home visits, educational partners, and upgrading the study of the Qur'an. This study also shows that to foster noble character, it is carried out by introducing moral education, worship education and monotheism education. If associated with the isomorphic learning model, moral education is related to the disciplines of psychology, sociology, anthropology. While worship education is closely related to the science of health, nutrition and physiology. Finally, monotheism education is related to the science of neuroscience, aiming to optimize the work of the mind to study all of Allah's creations that exist on earth and in the sky. Thus, the isomorphic learning model based on the Qur'an which focuses on aspects of faith and morality as the foundation for early childhood Islamic education becomes an obligation to be implemented.

scholarly journals Paradigma Kritis-Konstruktif:Ijtihad Pengembangan Paradigma Pendidikan Islam Muhammadiyah dan Nahdatul Ulama

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Human Nature ◽  
Islamic Education ◽  
Human Beings ◽  
The Law ◽  
The Mind

This study offers a constructive-critical paradigm as an effort to develop Islamic education in Muhammadiyah and Nahdatul Ulama. Development of Islamic education paradigm of Muhammadiyah and Nahdatul Ulama whose goal ultimately directs the learners into pious human beings to God. Freedom here is limited by the line of demarcation of the law and the teachings of the Shari'ah that are determined by God in line with the philosophy that underlies human nature. Learners are added by Muslims is a smart, meticulous, and able to think by using the mind well and responsible. This critical-constructive paradigm is used as a reference in developing Islamic education in Muhammadiyah and Nahdatul Ulama in the future.Keywords: Critical-Constructive Paradigm, Islamic Education, Muhammadiyah and Nahdatul Ulama AbstrakStudi ini menawarkan paradigma kritis-konstruktif sebagai upaya pengembangan pendidikan Islam yang ada di Muhammadiyah dan Nahdatul Ulama. Pengembangan paradigma pendidikan Islam Muhammadiyah dan Nahdatul Ulama yang tujuan akhirnya mengarahkan agar peserta didik menjadi manusia yang bertaqwa kepada Tuhan. Kebebasan di sini di batasi oleh garis demarkasi hukum dan ajaran syariat yang ditentukan oleh Tuhan yang sejalan dengan filsafat yang mendasari fitrah manusia. Peserta didik didambahkan oleh umat Islam adalah yang cerdas, cermat, dan mampu berfikir dengan menggunakan akalnya dengan baik dan bertanggung jawab. Paradigma kritis-konstruktif inilah yang dijadikan acuan dalam mengembangkan pendidikan Islam yang ada di Muhammadiyah dan Nahdatul Ulam ke depan.Kata Kunci: Paradigma Kritis-Konstruktif, Pendidikan Islam, Muhammadiyah dan Nahdatul Ulama

scholarly journals POTENSI PEMBELAJARAN MANUSIA : PERSPEKTIF NEUROSAINS DAN ISLAM

2021 ◽  
Vol 1 (1) ◽  
pp. 64-77
Author(s):  
Himayatul Izzati
Keyword(s):  
Human Brain ◽  
Brain Activity ◽  
Human Life ◽  
Human Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Nerve Function ◽  
Theological Foundations ◽  
The Mind ◽  
The Brain

The verses of the Al-Quran which talk about the potential of learning and neuroscience, describe the activity of the mind and the brain as a learning instrument to understand, study and analyze, these signals can be traced through key terminology related to human brain activity. The terms tafakkur, tadabbur, ta'aqqul are theological foundations that describe the potential for human learning in a Neouroscience perspective. The brain is the center of human intelligence which controls the entire nervous system in capturing learning activities. with the power of the human brain can find various things that can facilitate human life. Cues of potential learning by maximizing brain nerve function (Neuroscience) can be traced to, QS Asy-Shams Verses 7-9, QS. An-Nahl 78, QS Ar-Rum 8, QS Al-Baqarah 219 and QS. Muhammad 24. The potential for human learning that is implemented in Islamic education, must develop a variety of potentials, so that the implementation of Islamic education can maximize the development of a comprehensive potential, such as Tarbiyah Imaniyah, Khuluqiyah, Tarbiyah, Jismiyah, Tarbiyah Aqliyah, Nafsiyah Ijtima'iyah. By maximizing the development of the potential, it will produce quality Islamic education output.

scholarly journals STUDI PEMIKIRAN PENDIDIKAN KH. AHMAD DAHLAN

2017 ◽  
Vol 1 (2) ◽  
pp. 94-102
Author(s):  
Amirah Mawardi
Keyword(s):  
Public Space ◽  
Qualitative Data ◽  
Public Life ◽  
Phenomenological Approach ◽  
Islamic Education ◽  
Research Subjects ◽  
External Threats ◽  
The Mind ◽  
Collection Methods ◽  
Qualitative Data Collection

Jenis Penelitian yaitu  penelitian  kualitatif menggunakan  pendekatan  sosiologis dan historis. Selain itu juga pendekatan fenomenologis, karena itu data yang dikumpulkan lebih banyak merupakan data-data kualitatif, yaitu penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami subyek penelitian, misalnya perilaku persepsi, motivasi dan lain-lain. Berdasarkan sasaran penelitian untuk mendapatkan data kualitatif,maka digunakan beberapa metode pengumpulan data kualitatif antara lain: Observasi, wawancara dan dokumentasi. Dalam penelitian ini penulis mengumpulkan data dengan menggunakan    instrumen/alat penelitian berupa pedoman obsevasi,pedoman wawancara dan catatan dokumentasi. Muhammadiyah telah berkiprah khususnya dibidang pendidikan sejak lahirnya tahun 1912 untuk kemajuan bangsa indonesia antara lain: membangun sistem pendidikan islam moderen, memperbarui paham islam, memperbarui alam pikiran ke arah kemajuan atau kemoderenan, gerakan al-maa’un (penyantu-nan) dan penolong kesengsaraan umum, membentengi umat islam dalam berbagai ancaman luar, memodernisasi kehidupan masyarakat dan mempelopori kemajuan perempuan islam ke ruang public. Kata Kunci: Studi Pemikiran, Pendidikan Type of study is a qualitative study using sociological and historical approach. In addition, the phenomenological approach, because the more data collected is qualitative data, the research aims to understand the phenomenon of what is experienced research subjects, such as the behavior of perception, motivation and others. Based on the research objectives to obtain qualitative data, then used some qualitative data collection methods include: observation, interviews and documentation. In this study the authors collected data using an instrument / tool of research in the form of guidelines for observation, interview and record documentation. Muhammadiyah has been acting especially in the field of education since its inception in 1912 to the nation's progress Indonesia, among others: building a modern Islamic education system, update the understanding of Islam, renew the mind in the direction of progress or modernity, the movement of al-maa'un (penyantu-nan) and helper woes Generally, fortify Muslims in various external threats, modernize public life and pioneered the advancement of women Islam into public space. Keywords: Thinking Studies, Education

scholarly journals FILSAFAT YOGA Ashtānga-yoga Menurut Yoga-Sūtras Pātañjali

2010 ◽  
Vol 9 (2) ◽  
pp. 177-208
Author(s):  
Matius Ali
Keyword(s):  
Indian Philosophy ◽  
Hatha Yoga ◽  
Exact Methods ◽  
Yoga Sutras ◽  
Final Goal ◽  
Methods And Techniques ◽  
Ashtanga Yoga ◽  
Self Transcendence ◽  
The Mind ◽  
The Way

Abstract: What is Yoga? How is Self-realization achieved through Yoga? The great Sage Pātañjali (3rd Century B.C.) defined yoga in the Yoga-Sūtras as “the restraint of the modifications of the mind” (yogaś-citta-vritti-nirodah). In his Yoga-Sūtras (196 sutras), Pātañjali systematically laid down the exact methods and techniques for attaining Self-realization through the Eight Limbs of Pātañjali’s Yoga (Ashtānga-yoga). This system is commonly known as Rāja-yoga (Royal yoga). This Eight Steps is the way to attain self-transcendence. It consists of yama, niyama, āsanas, prānāyāma, pratyāhāra, dhāranā, dhyāna and samādhi. This article will focus on Ashtānga-yoga in the practical and philosophical contexts. Other systems of yoga also use this Eight Steps, but each yoga may start from and emphasize different aspects of yoga. However all systems of yoga accept and practice the Eight Steps of yoga to achieve the final goal, that is liberation (kaivalya, moksha, mukti). Yoga also reconciles the six systems of Indian Philosophy (Shadh Darśana).   Keywords:  Rāja-yoga  (Royal  yoga),  Hatha-yoga  (Hard  yoga), Bhakti-yoga (Yoga of Devotion), Jñāna-yoga (Yoga of Knowledge), Ashtānga-yoga (Eight limbs of Yoga), Citta-vritti-nirodha (Restraint of  modification of  the  mind),  Purusha  (Spirit),  Prakriti  (Matter), Iśvara-pranidhāna (Surrender to God), Moksha (Liberation).

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