scholarly journals Urgensi Islamisasi Ilmu Syed Naquib Al-Attas dalam upaya Deskonstruksi Ilmu Hermeneutika Al-Qur’an

2019 ◽  
Vol 21 (2) ◽  
pp. 125
Author(s):  
Muhammad Sakti Garwan
Keyword(s):  
Islamic Education ◽  
Key Concepts ◽  
Islamic Science ◽  
High Level

This paper seeks to uncover the urgency of the Islamization of science according to the thoughts of Syed Muhammad Naquib Al-Attas, as someone who wants to transmit Western product science with an Islamic element. From these arguments, the authors apply the science of hermeneutics of the Koran as the process of Islamization of hermeneutics, which so far has been considered an un-Islamic science and is even called infidels, which gets some consideration but through several steps offered by Naquib namely: alienating the elements including key concepts that shape the culture and civilization, fill them with key elements and concepts of Islam, inclusion or transfer with Islamic science and principles and finally, formulate and integrate elements The main Islam and key concepts so as to produce a content that embraces core science and then placed in Islamic education from elementary to high level. Abstrak: Tulisan ini berusaha mengungkap urgensi Islamisasi ilmu menurut pemikiran Syed Muhammad Naquib Al-Attas, sebagai sosok yang ingin mentransmisi ilmu produk Barat dengan unsur keislaman.. Usaha yang dilakukannya ternyata mendapat sambutan baik sehingga berdampak baik kepada perbaikan lembaga pendidikan dan kemaslahatan umat. Dari argumentasi tersebut kemudian penulis aplikasikan ilmu hermeneutik al-Qur’an sebagai proses Islamisasi ilmu hermeneutik, yang selama ini dari beberapa kalangan dianggap sebagai ilmu yang tidak islami bahkan disebut kafir, yang mana hal tersebut mendapat konsiderans namun melalui beberapa langkah yang ditawarkan oleh Naquib yakni: mengasingkan unsur-unsur itu termasuk konsep-konsep kunci yang membentuk kebudayaan dan peradaban itu, mengisinya dengan unsur-unsur dan konsep-konsep kunci Islam, pencantuman atau pemindahan dengan sains dan prinsip-prinsip Islam dan yang terakhir, merumuskan dan memadukan unsur-unsur Islam yang utama serta konsep-konsep kunci sehingga menghasilkan suatu kandungan yang merangkumi ilmu teras untuk kemudian ditempatkan dalam pendidikan Islam dari tingkat dasar hingga tingkat tinggi.

scholarly journals Impak Pemikiran Islah dan Tajdid Terhadap Pendidikan Tinggi Wanita Islam di Malaysia Selepas Merdeka

2018 ◽  
Vol 10 (3-4) ◽  
Author(s):  
Wahibah Twahir@Hj Tahir ◽  
Kamaruzzaman Yusof ◽  
Abu Hassan Abdul
Keyword(s):  
20Th Century ◽  
Women's Education ◽  
Muslim Women ◽  
Female Students ◽  
Islamic Education ◽  
Late 20Th Century ◽  
Secondary Sources ◽  
Education Network ◽  
High Level ◽  
The Impact

The study aims to identify the development of the Islah and Tajdid movements in Malaya and the impact on Islamic education for women starting at the madrasah level to the high level in the late 20th century. This study discusses the movement of Islah and Tajdid which appeared at the beginning of the 20th century in Malaya and analyzed the influence of thinking on Islamic women's education. This study was conducted using a qualitative study, where all data information from primary and secondary sources was scrutinized and analyzed by taking an inductive approach. The study found that the characters involved in this movement in Malaya since the very beginning of their return from their studies in Egypt have supported the thought of Sheikh Muhammad Abduh and Sheikh Rasyid Ridha in the case of women's education. They wrote and worked on publications through newspapers and magazines that voiced the importance of Muslim women to be given freedom of education to engage in society. In order to realize these thoughts and awareness, they also set up special madrasah for female students in Penang, Melaka and Singapore. The influence of their thinking has led to the awareness of the Malay community with the establishment of madrasah in the states of Kelantan, Kedah, Perlis, and Johor and opened the widest opportunities for female students to receive education. Until the Independence era of Malaya, these madrasah have expanded to whole land of Malay as the efforts and awareness of group of religionist that support the thinking of Islah and Tajdid. In 1952 Malaya Islamic College was established and followed by Yayasan Pengajian Tinggi Islam Kelantan (YPTIK) in 1956 as a result of this group's efforts. Women's students also have the opportunity to pursue higher levels of education until there is an Islamic women's education network between Malaysia, Indonesia and Egypt. At the end of the 20th century, Muslim women had succeeded in occupying various career fields, especially in Islamic education as teachers in schools, as a lecturer at higher learning centers that offering various fields of Islamic studies and as civil servants in government departments.

scholarly journals Rekontekstualisasi Pemikiran Seyyed Hossein Nasr tentang Bangunan Ilmu Pengetahuan dan Pendidikan Islam

2017 ◽  
Vol 11 (2) ◽  
pp. 420
Author(s):  
Asfa Widiyanto
Keyword(s):  
History Of Science ◽  
Islamic Education ◽  
Distinctive Character ◽  
The Third ◽  
Philosophical Basis ◽  
History Of ◽  
Islamic Science ◽  
East And West ◽  
Compe Tence

This article discusses the conception of science and its significance for the reconstruction of Islamic educat-ion, by analyzing and contextualizing the thoughts of Seyyed Hossein Nasr. Nasr is considered a figure who has compe-tence in history of science and philosophy with special emphasis on Islamic science and philosophy. In the earlier phase of his life, he acquainted himself with the thoughts of prominent thinkers both from East and West, and with the very issue of the encounter between East and West. This position makes the thoughts of Nasr on science having their distinctive character. The first part of this paper investigates the construct and characteristics of Islamic science as well as the hierarchy and the idea of unity in Islamic science. The second part of this paper is dealing with the reformulation of philosophical basis of Islamic education, most specifically in the domain of ontology, epistemology and axiology. The third is dealing with the attempts of reconstructing the system of Islamic education, most notably pertaining to the aim of education, educator, student, means of education, and milieu of education.

scholarly journals Peran K.H. Saifuddin Zuhri Sebagai Menteri Agama Pada Masa Orde Lama (1962 – 1967)

2020 ◽  
Vol 4 (2) ◽  
pp. 303-312
Author(s):  
Elya Faridah ◽  
Ajid Hakim
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Islamic Education ◽  
Teaching Staff ◽  
Quality Of Teaching ◽  
Religious Books ◽  
Biographical Approach ◽  
High Level

This study deals with the role of KH. Saifuddin Zuhri as Minister of Religion using biographical approach by describing his passion in improving the quality of Islamic education, particularly the Islamic university. He plays a vital role in the development of Islamic universities, namely the State Islamic Institute (IAIN). IAIN is a center for high-level teaching and education activities for Muslim youth. During a period of leadership of KH Saifuddin Zuhri at the Ministry of Religious affair, he succeeded in inaugurating the IAIN at the provincial level by naming the universities according to figures from the region and 14 IAIN branches at the district level. / city. To support the improvement of the quality of teaching staff and infrastructure for higher education, K.H. Saifuddin Zuhri seeks to make a policy, namely by sending students to study abroad on scholarships, establishing a translation and publishing agency for the Qur'an, managing the distribution of religious books to schools and Islamic boarding schools. In addition, he also made policies to appoint honorary religious teachers and the equivalent of madrasa diplomas. For his efforts, IAIN Sunan Kalijaga Yogyakarta gave a sign of honor for a professor in the field of da'wah with the title "professor" to K.H. Saifuddin Zuhri.

scholarly journals CONCEPT “DEATH” IN STIG DAGERMAN’S POEM “AUTUMN”

2020 ◽  
Vol 17 (4) ◽  
pp. 34-40
Author(s):  
Mariia Konovalova ◽  
Ekaterina Kobko
Keyword(s):  
The Other ◽  
Global Culture ◽  
Key Concepts ◽  
The One ◽  
High Level ◽  
Linguistic Means

The article is devoted to the representation of the concept death in poem “Autumn” («Höst») written by Stig Dagerman in 1954. Author wrote it 10 days before suicide. Thus, poem may be considered as occurring before death. This writing is one of a number works where Stig Dagerman addresses himself to a topic death. Concept death is one of the key concepts for humanity: philosophers, painters and writers have been studying it for centuries. Death concept realization can be found in language with the help of various linguistic means: direct and indirect naming units (on the form of metonymic and metaphorical transfers), conventional epithets, colours and images which can be either culture-universal or authorial. In poem of interest concept death is present mostly by metaphorical transfers and colour epithets and one realization through the use of metonymic transfer. The poem includes traditional, universal cultural as well as authorial images. On the one part these speak about importance of studying the concept in global culture, on the other part these speak about Stig Dagerman’s high level of excellence as a poet.

scholarly journals PENGUATAN LITERASI BARU PADA GURU MADRASAH IBTIDAIYAH DALAM MENJAWAB TANTANGAN ERA REVOLUSI INDUSTRI 4.0

2018 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Elementary Education ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Islamic Education ◽  
Technology Literacy ◽  
New Literacy ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
High Level

Abstract: In answering the fourth industrial revolution era, basic Islamic education institutions did not adequately apply old literacy (reading, writing, arithmetic), but had to apply new literacy (data literacy, technology literacy and human resource literacy or humanism). This article discusses the challenges and opportunities of basic Islamic education in the era of the fourth industrial revolution. Strengthening new literacy in Islamic elementary education teachers as a key to change, revitalizing literacy-based curriculum and strengthening the role of teachers who have digital competencies. The teacher plays a role in building competency generation, character, having new literacy skills, and high-level thinking skills. Islamic elementary education as a basis for determining intellectual, spiritual, and emotional intelligence in children must strengthen 21st century literacy skills. Start creative aspects, critical thinking, communicative, and collaborative. Islamic elementary education is urgently needed to strengthen new literacy and revitalize digital-based curriculum. Curriculum revitalization refers to five basic values of good students, namely resilience, adaptability, integrity, competence, and continuous improvement. Islamic elementary education educators must be digital teachers, understand computers, and be free from academic illness. The goal is to realize high competency generation, character and literacy to answer the challenges of the fourth industrial revolution era. Abstrak: Dalam menjawab era Revolusi Industri 4.0, lembaga pendidikan dasar Islam tidak cukup menerapkan literasi lama (membaca, menulis, berhitung), tetapi harus menerapkan literasi baru (literasi data, literasi teknologi dan literasi sumber daya manusia atau humanisme). Artikel ini membahas tantangan dan peluang pendidikan dasar Islam di era Revolusi Industri 4.0. Penguatan literasi baru pada guru pendidikan dasar Islam sebagai kunci perubahan, revitalisasi kurikulum berbasis literasi dan penguatan peran guru yang memiliki kompetensi digital. Guru berperan membangun generasi berkompetensi, berkarakter, memiliki kemampuan literasi baru, dan keterampilan berpikir tingkat tinggi. Pendidikan dasar Islam sebagai dasar penentu kecerdasan intelektual, spiritual, dan emosional pada anak, harus memperkuat keterampilan literasi abad 21. Mulai aspek kreatif, pemikiran kritis, komunikatif, dan kolaboratif. Pendidikan dasar Islam urgen memperkuat literasi baru dan revitalisasi kurikulum berbasis digital. Revitalisasi kurikulum mengacu pada lima nilai dasar dari peserta didik yang baik, yaitu ketahanan, kemampuan beradaptasi, integritas, kompetensi, dan peningkatan berkelanjutan. Pendidik pendidikan dasar Islam harus menjadi guru digital, paham komputer, dan bebas dari penyakit akademis. Tujuannya mewujudkan generasi berkompetensi tingkat tinggi, karakter dan literasi untuk menjawab tantangan era Revolusi Industri 4.0.

Tahap Pengetahuan Islam dan Penghayatan Akhlak Pelajar Semester 1, Satu Kajian di Politeknik Banting Selangor

2018 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Nor Hayati Fatmi Talib ◽  
Adibah Hasanah Abd Halim ◽  
Bani Hidayat Mohd Shafie
Keyword(s):  
Formal Education ◽  
Secondary Level ◽  
Islamic Education ◽  
Knowledge Level ◽  
First Semester ◽  
Strong Relation ◽  
Level Of Knowledge ◽  
The Mean ◽  
High Level ◽  
Basic Course

Students who enter polytechnics system are students who have completed their formal education at primary and secondary level. These students have been exposed to Islamic education including KAFA (Fardhu Ain Basic Course). This study aims to look at Islamic Education knowledge level in the aspect of Faith, Shari’a, Muamalat and appreciation of morality through 11 years of schooling. This study was carried out involving a total of 104 students in the first semester. This study used questionnaire by Ab Halim et al. (2011) and analyzed using SPSS 18.0 in a descriptive and inferential manner. This study discovers that the extent to all aspects studies is high, namely Faith at the mean score of 4.31 (sp=0.28), Shari’a at the mean score of 4.41 (sp=0.38) and Muamalat at the mean score of 4.31 (sp=0.38). The degree of morality appreciation is also at a high level at the mean score of 4.29 (sp=0.40). All aspects being studied also has a significant relationship with the appreciation of morality which is a strong relation to the aspect of Faith r=.578 and Muamalat r=.528, meanwhile Shari’a has a moderate strong relation r=.437. This study shows a good level of knowledge among the students and all aspects studied and directly related to students’ behavioral appreciation. It is recommended that the knowledge of education in Islam can be enhanced in education system of Polytechnics by emphasizing the aspect of appreciation and using it as a living practice. This is at the same time enhancing morality as it is interconnected. Abstrak Pelajar yang memasuki sistem politeknik adalah pelajar yang telah melalui pendidikan formal di peringkat sekolah  rendah  dan  menengah.  Pelajar ini  diberikan  banyak  pendedahan  terhadap  Pendidikan  Islam termasuk  KAFA  (Kursus  Asas  Fardhu  Ain).  Tujuan  kajian  ini  adalah  untuk  melihat  tahap  pengetahuan Pendidikan  Islam  aspek  Akidah,  Syariat  serta  Muamalat  dan  penghayatan  akhlak  setelah  melalui  alam persekolahan  selama  11  tahun.  Kajian  berbentuk  tinjauan  ini  melibatkan  keseluruhan  populasi  pelajar semester 1 seramai 104 orang. Kajian  ini menggunakan  instrumen soal selidik Ab Halim et al. (2011) dan dianalisis menggunakan SPSS 18.0 secara deskriptif dan inferensi. Kajian mendapati tahap kesemua aspek yang dikaji adalah tinggi iaitu Akidah pada skor min 4.60 (sp=0.28), Syariat pada skor min 4.41 (sp=0.38) dan aspek Muamalat pada skor min 4.31 (sp=0.38). Tahap penghayatan akhlak juga secara keseluruhannya berada pada tahap tinggi  iaitu pada skor Min 4.29 (sp=0.40). Kesemua aspek yang dikaji  juga mempunyai hubungan yang signifikan dengan penghayatan akhlak iaitu hubungan yang kuat bagi aspek Akidah r=.578 dan  Muamalat  r=.528,  manakala  Syariat  mempunyai  hubungan  yang  sederhana  kuat  iaitu  r=.437.  Kajian menunjukkan  tahap  pengetahuan  yang  baik  dalam  kalangan  pelajar  dan  kesemua  aspek  yang  dikaji  dan berkait  langsung  dengan  penghayatan  akhlak  pelajar.  Disarankan  agar  pengetahuan  Pendidikan  Islam digarapkan  lagi  dalam  sistem  pendidikan  di  politeknik  dengan  menekankan  aspek  penghayatan  serta menjadikannya  sebagai  amalan  dalam  kehidupan.  Ini  sekaligus  lebih  memantapkan  penghayatan  akhak kerana ianya saling berkait.  

D DEMOCRACY, DEMOCRATISATION AND DEVELOPMENT IN NIGERIA: AN OVERVIEW

2020 ◽  
Vol 7 (9) ◽  
pp. 451-469
Author(s):  
Ebele Udeoji
Keyword(s):  
Sustainable Development ◽  
Rule Of Law ◽  
Liberal Democracy ◽  
National Development ◽  
Institutional Reforms ◽  
Key Concepts ◽  
Effective Operation ◽  
Election Rule ◽  
High Level ◽  
Descriptive Method

ABSTRACT Democracy and development are key concepts in the developmental discourse, and they are considered crucial to a sustainable developmental strategy. This study thus appraised the nexus between democracy and development in Nigeria. The study utilized content analysis and descriptive method to actualize the objectives of the research. This study revealed that absence of democratic paraphernalia like free and fair election, rule of law, constitutionalism among others, have constituted series of misunderstandings in the tenets and principles of liberal democracy, especially in Nigeria. The study further ascertained that factors such as: poor state of economy, high level of unemployment, illiteracy, ignorance, ethnicity, tribalism, ethno-religious crises, and poverty have coalesced to constitute impediments to the smooth and effective operation of democracy in Nigeria, with serious implications for democratization and sustainable development. Among others, the study recommends political, structural and institutional reforms of the Nigerian state in a manner that promote and deepen democracy and national development.

scholarly journals KARAKTERISTIK PENDIDIKAN DAN UNSUR-UNSUR KELEMBAGAAN DI PESANTREN

2016 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Abu Anwar
Keyword(s):  
General Pattern ◽  
Islamic Education ◽  
Global Era ◽  
Modern Age ◽  
High Level

Pesantren is basically a traditional Islamic education where the students lived with and studied under the guidance of one (or more) teachers are better known as kyai. Although pesantren was considered traditional, but still exist and survive in modern age and global era. Obviously because this institution has its own characteristics and maintain institutional elements that have formed since former. The characteristics of education in pesantren classified to two: (1) the general pattern of education, which are pesantren institutions introducing levels, from that teach simple texts until sublime pesantren that teach high level texts. (2) Teaching systems are the sorogan system and bandongan system. As for the institutional elements in pesantren are cottage, mosques, students, kyai, classical islamic books

scholarly journals Pemikiran Islam Modern Syed Muhammad Naquib Al-Attas

2020 ◽  
Vol 22 (1) ◽  
pp. 73
Author(s):  
Makhfira Nuryanti ◽  
Lukman Hakim
Keyword(s):  
Knowledge System ◽  
Islamic Education ◽  
Living Systems ◽  
Western Civilization ◽  
Western Science ◽  
Human Being ◽  
Relationship With God ◽  
Current Discussion ◽  
Islamic Science

Al-Attas is one of the figures whose ideas continue to be the current discussion and reference in highlighting Islam as a worldview in this contemporary time. Broadly speaking, the underlying thought of al-Attas is about the condition of the decline of Muslims in various living systems, especially in the educational sector and the development of science. In his works, al-Attas is generally focus on the idea of restoring the value of Islam as a worldview (re-actualization of Islamic teachings), carrying the independence of Islam from the dependency on the  Western civilization (westernization) and from the idea of de-secularization. This is an effort to integrate Islamic science and restore the harmony between Islam and science.  Therefore, al-Attas offers several renewal concepts such as: First, the Islamization of science, that is the process of deconstruction of Western science and then reconstruct into the Islamic knowledge system. Second, the concept of Islamic education that aims to create a perfect human being, a person who is aware of their individuality and relationship with God, society, and nature. Both are the embodiments of the re-actualization of the rise of Islamic civilization.Abstrak: Al-Attas adalah salah satu tokoh yang pemikirannya terus menjadi perbincangan dan acuan dalam menyoroti Islam sebagai pandangan dunia di era kontemporer ini. Secara garis besar, yang melandasi pemikiran al-Attas adalah situasi kemunduran umat Islam dalam berbagai sistem kehidupan, terutama dalam dunia pendidikan dan perkembangan ilmu  pengetahuan. Maka dari itu, memang dalam karya-karyanya, al-Attas secara umum memfokuskan pemikirannya dalam mengembalikan nilai Islam sebagai pandangan dunia (reaktualisasi ajaran Islam), mengusung kemandirian Islam dari jeratan peradaban Barat (dewesternisasi) dan gagasan desekularisasi, suatu upaya mengintegrasikan ilmu-ilmu keislaman, mengembalikan keharmonisan antara agama (Islam) dengan sains. Untuk itu, al-Attas menawarkan beberapa konsep pembaharuan, seperti islamisasi ilmu yang merupakan proses dekonstruksi terhadap ilmu pengetahuan Barat untuk kemudian direkonstruksi ke dalam sistem pengetahuan Islam, dan konsep pendidikan Islam yang bertujuan menciptakan manusia paripurna, yaitu manusia yang sadar akan individualitasnya dan hubungannya yang tepat dengan Tuhan, masyarakat, dan alam. Keduanya adalah perwujudan dari reaktualisasi kebangkitan peradaban Islam.

scholarly journals Humanized Collective Awareness in Islamic Education for Public Prosperity: A Cross-Cultural and Religious Psychological Study

2021 ◽  
Vol 8 (1) ◽  
pp. 33-45
Author(s):  
Kana Safrina Rouzi ◽  
Fitriah M. Suud ◽  
Moh. Toriqul Chaer
Keyword(s):  
Religious Diversity ◽  
Cross Cultural ◽  
Islamic Education ◽  
Self Awareness ◽  
Psychological Study ◽  
Cultural Approach ◽  
The People ◽  
Teaching Religion ◽  
High Level ◽  
Present Text

Islamic education is essential even as the spearhead for the development of religion, culture, and humanity because the aim of Islamic education, in general, is to be rahmatan lil alamin, which means non-discrimination through understanding the meaning of Al-Hujurât: 13. This meaning exists in the offer of teaching solutions with an interfaith and cultural approach with a reflective method. It produces self-awareness that is Islamic education requiring not only teaching religion is essential, but also how to explore and understand more substantive religious values so that one day can become a more spiritual and humanist human being. The purpose of this research is to present text studies as a solution to the current cultural and religious diversity. The result found that collective awareness in the frame of religiosity needs to be in Islamic education for the benefit of the people in a country with a high level of diversity.

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