scholarly journals PENDIDIKAN ANAK DALAM TRILOGI KEILMUAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 11 (2) ◽  
pp. 151-164
Author(s):  
Muhammad Nur Asmawi
Keyword(s):  
Religious Education ◽  
Development Process ◽  
Human Life ◽  
Human Being ◽  
Mental Attitude ◽  
Daily Lives ◽  
Whole Person ◽  
History Of ◽  
Islamic Civilization

Religion (Islam) and education are two things which are interrelated. Through religion, humans are formed into whole people in accordance with the values of Islamic teachings. The development process is through education because through education, children will become more mature and more capable both in terms of intelligence and mental attitude. Religion is intended to form a complete human being by directing children to become people of faith and piety. The implementation of scientific trilogy of Islamic Religious Education is described in five aspects of Islamic Religious education, namely: aspects of the Koran-Hadith, aspects of aqidah/faith, aspects of morals, aspects of fiqhi/worship, and aspects of history/history of Islamic civilization. Aqeedah material emphasizes the formation of the belief that God is the origin and purpose of human life. Moral material is directed to prepare students to have Islamic morals and ethics as a whole person of Muslims and put into practice in their daily lives.

scholarly journals REORIENTASI KURIKULUM PAI DI MADRASAH: STUDI ANALISIS LANDASAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

Reflektika ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 38
Author(s):  
Muhammad Arbain ◽  
Badrut Tamam
Keyword(s):  
Religious Education ◽  
Development Process ◽  
Descriptive Analysis ◽  
Philosophical Foundation ◽  
Analysis Method ◽  
Education Curriculum ◽  
Theological Foundation ◽  
Islamic Civilization ◽  
Psychological Foundation ◽  
Technology Foundation

Islamic religious education curriculum must have a strong foundation in its development process. The foundation plays important role to maintain the curriculum. Therefore, the curriculum developers need to establish a firm foundation in curriculum development used in madrasahs. This paper employs descriptive-analysis method in finding the foundations of the curriculum. Result shows that there are seven basic foundations in developing the curriculum, theological foundation (religion), philosophical foundation, ideological foundation, psychological foundation, sociological foundation, science and technology foundation and organizational foundation. With those foundations, madrasahs now have the firm base to foundation in determining the direction for their institutions and remain upright from the onslaught of globalization. The foundations will at least make madrasahs future-oriented in the development of Islamic civilization both nationally and internationally.

Mrzonki o pokoju. Wojna nemezis ludzkości

1970 ◽  
Vol 23 (301) ◽  
pp. 175-191
Author(s):  
Justyna Grażyna Otto
Keyword(s):  
Political Philosophy ◽  
Genetic Code ◽  
Human Life ◽  
Building Blocks ◽  
Human Being ◽  
Human Race ◽  
Political Sciences ◽  
The Federalist ◽  
History Of ◽  
Research Goal

The main thesis of the article is as follows: war shares a lasting and unbreakable bond with human life and state politics and, despite the Utopian dreams of never-ending peace, conflicts are the sine qua non building blocks of a country’s policy and the development of the human race. Why? Because a state is an imperfect, yet the most perfect among the civilisationally achievable means of organising the lives of people who, for various reasons, display war inclinations. This paper is a political sciences analysis of the problem from the perspective of history of political philosophy. To achieve the research goal, the author first analyses the Utopian visions of peace ruling over war and the designs of eternal peace, putting forward subtheses on the primate of peace over war and the human drive towards peace which was to be determined by 1). religion, 2). proper upbringing and education as well as the new organisation of a society and its reflection in the federalist project. These theses are debunked and proven to be wishful thinking as each human being and each state have violence in their genetic code.

scholarly journals Peningkatan Kemampuan Berfikir Reflektif untuk Meningkatkan Retensi pada Mata Pelajaran Pendidikan Agama Islam di SMP Islam Brawijaya Mojokerto

2019 ◽  
Vol 2 (2) ◽  
pp. 79
Author(s):  
Muhammad Budi Arief
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Planning Problem ◽  
Moral Principles ◽  
History Of ◽  
Qualitative Descriptive ◽  
Islamic Civilization ◽  
Scientific Value

When students study Islamic religious education, there are several problems that cannot be solved easily by students using the usual procedures used, students must understand at least being able to read the Qur'an, students must understand the science of jurisprudence, morals, and even the history of Islamic civilization and Arabic almost simultaneously. Often students find it difficult to determine the steps to be taken. For this reason, students need to recall the knowledge that has been held and stored in their memories. The purpose of this study was to describe reflective thinking skills to improve retention in Islamic Religious Education subjects at the Mojokerto Student Islamic Middle School. This research is a qualitative descriptive study, carried out in class IX students of Brawijaya Islamic University in Mojokerto in the academic year 2017/2018. The data collection method used is the interview method. The data obtained are then analyzed based on predetermined reflective thinking indicators. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded: 1) Reflective thinking that must be developed by the teacher so that students can carry out activities that include activities: observing, reflecting, collecting data, considering moral principles, making estimates, considering strategies and actions. 2) At the stage of absorbing and storing learning outcomes (retention) with the knowledge possessed to interpret the problem at hand. At the stage of planning problem solving, students can determine the strategies or steps that will be used to answer test questions or problems in life

scholarly journals Historicism and the beginning of interdisciplinarity in the intellectual history of the 19th – early 20th century human being in time

2021 ◽  
pp. 45-60
Author(s):  
М.С. Киселева
Keyword(s):  
Social Sciences ◽  
Intellectual History ◽  
20Th Century ◽  
Early 20Th Century ◽  
Human Being ◽  
Absolute Idealism ◽  
Whole Person ◽  
History Of ◽  
History Of Culture ◽  
The University

В статье исследуется становление междисциплинарности в интеллектуальной истории XIX – начала ХХ в. Методологическим основанием историзма этого периода, соединяющего различные области исторических, филологических, социальных наук и психологии, стала идея связи человека со временем его жизни и рефлексивно со временем культуры и социума (концепт «человек во времени»). Философия абсолютного идеализма Гегеля принимала человека только как «чистую» природу, как рациональность. Показана трансформация понимания человека от «великого характера» в гегелевской философии истории к человеку времени ренессансной культуры Я. Буркхардта, сверхчеловеку будущего в философии Ф. Ницше и к целостному человеку во времени социума и культуры в науках о духе В. Дильтея. При всем различии трех концепций выявлено сходство методологических оснований в установлении связи человека со временем его жизни и историческим временем культуры и в принятии идеи человека как фундаментальной для различения эпох или типов в истории культуры. Автор считает, что Дильтей дал первый опыт философского обоснования наук о духе как междисциплинарного гуманитарного проекта, в центре которого находилась идея целостного человека времени своего «жизнеосуществления», и определил историзм как смысл гуманитарного знания в целом. The article examines the formation of interdisciplinary in intellectual history in the 19th – early 20th century. The methodological basis of the historicism of this period, which unites various areas of historical, philological, social sciences and psychology, was the idea of a person's connection with the time of his life and reflexively with the time of culture and society (the concept of “human being in time”). Historicism of the philosophy of absolute idealism by G.V.F. Hegel accepted human being only as "pure" nature, as rationality. In the 1860s at the University of Basel J. Burckhardt, F. Nietzsche and W. Dilthey developed the idea of human being in time in the history of culture, philosophy and hermeneutics. The transformation of understanding of a person is traced from a "great character" in Hegel's philosophy of history to a person of the time of the Renaissance culture developed by Burckhardt, to the Übermensch of the future in the philosophy of Nietzsche and to an integral person in the time of society and culture in the sciences of the spirit of Dilthey. The present study reveals the similarity of methodological foundations of the three concepts in establishing a connection between a person with the time of his life and the historical time of culture; and in accepting that the idea of ​​man was fundamental for distinguishing between eras or types in the history of culture. The author believes that Dilthey was the first to produce philosophical substantiation for the sciences of the spirit as the basis of an interdisciplinary humanitarian project, in the center of which is the idea of a whole person of the time of his "life-fulfillment", аnd defined historicism as the meaning of humanitarian knowledge in general.

scholarly journals Konsep penalaran bayani, irfani dan burhani pada pembelajaran aqidah ahlak dalam pendidikan islam

2020 ◽  
Vol 3 (2) ◽  
pp. 89-97
Author(s):  
Yayuk Purwati ◽  
Aulia Diana Devi
Keyword(s):  
Religious Education ◽  
Modern Architecture ◽  
Islamic Education ◽  
Muslim Community ◽  
Global Issues ◽  
The Third ◽  
History Of ◽  
The Times ◽  
Islamic Civilization ◽  
Curriculum Organization

This paper aims to describe the concept of reasoning bayani, irfani and burhani on the learning of Aqidah Akhlak in Islamic education. aqidah akhlak learning innovations in Islamic education in schools to overcome the growth of children. The direction and purpose of Islamic education is to foster students with early integrity and national loyalty, so that it is necessary to multiply its efforts in the field of science. Some aspects of science that need attention include: First, updating the epistemological method of the history of Islamic civilization and learning from the relevant curriculum organization. Second, the epistemological paradigm reform of Bayani's reasoning aims to be Abid al-Jabiri's trilogy of reasoning, namely Bayani reasoning, Irfani reasoning and Burhani reasoning in the learning of Aqidah Akhlak. All three are very linear reasoning that goes hand in hand but still only bayani is made a top priority. And the third circular linking between the three and all reasoning can complement each other. And thirdly in accordance with the value of global issues in the learning materials aqidah Akhlak, as well as the progress of the times and the complexity of the issues faced by mankind, especially the Muslim community, the issue must be acted on locally but globally. This is a response to the progress of modern architecture, so Islamic religious education in the school is very necessary and needs to be considered its existence.

scholarly journals Keluarga Sebagai Dasar Pendidikan Bagi Anak

2013 ◽  
Vol 18 (1) ◽  
pp. 49-62
Author(s):  
M. Nur Kholis Al Amin
Keyword(s):  
Everyday Life ◽  
Religious Education ◽  
Human Life ◽  
Human Being ◽  
Education Society ◽  
Human Personality ◽  
The Family

Abstract: Development is a thing that will happen to human life in its various aspects to complement the needs of human being as individual and social beings. Therefore, necessary to establish religious education human personality perfectli capable of mastering technology and science by sticking to religious doctrines as a measure of ethics in everyday life. However, it will not be separated from the role of the family as an institution beggining in shaping a person’s character. Thus, the formation of one’s character to be the perfect man ( insan kamil) is inseparable from the process of religious education in the family. Keywords : Family, Religious Education, Society.

scholarly journals Goethe’s contribution to philosophy: the morphology of individuality

SATS ◽  
2019 ◽  
Vol 20 (1) ◽  
pp. 35-52
Author(s):  
Steen Brock
Keyword(s):  
Twentieth Century ◽  
Human Life ◽  
Human Being ◽  
Chronological Order ◽  
Cultural Formation ◽  
Nature And Culture ◽  
History Of ◽  
The Individual ◽  
Natural Child ◽  
Individual Human

Abstract In this essay, I will discuss a variety of considerations that Goethe expressed in his writings. I will with few exceptions address these writings in chronological order. I include both literary and scientific-philosophical works. In this way I hope to show that a certain theme is at the heart of Goethe’s thinking, and that Goethe’s later works expresses a sophisticated and “deep” account of this theme. In addition, I will try to explain how one can ascribe this Goethean theme to major philosophers of the twentieth century – Cassirer, Merleau-Ponty, and Wittgenstein. The theme in question concerns the individuality of a human life in a metaphysical sense, characterizing the individual as situated “in between” Nature and Culture. By being both a child of Nature and a child of Culture, the fate of individuals is the transformation of previously given human concerns and practices. There never is a natural child nor a cultural formation securing human individuality. In Goethe’s words: The history of an individual human being is the individual human being. “Die Geschichte der Wissenschaft ist die Wissenschaft selbst, die Geschichte des Individuums, das Individuum”. See Hamacher (2010, 182). Hamacher’s book has been a major source for me!

scholarly journals FILOSOFI PENDIDIKAN KATOLIK DALAM PERSPEKTIF FILSAFAT ARISTOTELIAN

2019 ◽  
Vol 12 (6) ◽  
pp. 3-18
Author(s):  
Agustinus Wisnu Dewantara
Keyword(s):  
Catholic Education ◽  
Religious Education ◽  
Middle Ages ◽  
Human Life ◽  
Communication Education ◽  
Daily Lives ◽  
Modern Times ◽  
The One ◽  
Almost All

The progress of human civilization today is inseparable from the role of science. The dynamics of the pattern of our daily lives from time to time it runs in line with the dynamics of the development of science. The development of science and human civilization running together since from classical times, the middle ages, modern times, and so on. Novelty found in a period becomes an essential ingredient for other discoveries in the next period. One thing that is difficult to argue is that almost all sides of human life today has been entered by the various effects of the development of science and technology, ranging from economic, political, social and cultural, communication, education, health, and so on. All this progress is the fruit of the development of science that never recede from human studies. This paper on the one hand want to observe the philosophical basis for the world of Catholic education, and on the other hand, this article seeks to contribute a little reflection, especially for teachers of religious education in STKIP Widya Yuwana and Catholic families today. There wilderness philosophy that is so tempting to dive, but the limitations of time and space makes this paper should choose to focus. Perspective selected is Aristotelian philosophy.

scholarly journals The Literature of Teacher of Islamic Education at the Senior High School in Bogor City

Intizar ◽  
1970 ◽  
Vol 24 (1) ◽  
pp. 161-184
Author(s):  
Zulkarnain Yani
Keyword(s):  
High School ◽  
Religious Education ◽  
Civil Servant ◽  
Senior High School ◽  
Islamic Education ◽  
Religious Literature ◽  
History Of ◽  
Islamic Civilization ◽  
Reading Interest ◽  
Selection Of

This paper describes the interest of reading Islamic education teachers at senior high school in the city of Bogor - West Java. This study was conducted in August - September 2016. The focus of the discussion on the urgency of reading religious literature according to Islamic education Teachers at senior high school in Bogor City and a wide selection of literature that the teachers are interested in. The targets are senior high school of Islamic education teachers that have been certified, both civil servant teachers and non-civil servant teachers. The purpose of this research is to know more deeply about reading interest through the urgency of reading religious literature according to Islamic education teachers at senior high school in Bogor City and a wide selection of literature that interest teachers and used in teaching Islamic Religious Education materials in schools. Based on the results of research, overall, interest in reading owned by Islamic education teachers  in Bogor city is still very good. As many as 94% or 34 Islamic education teachers at senior high school who say the importance of reading religious literature is essential. The variety of literature that is preferred by Islamic education teachers at senior high school in Bogor more on the material Aqidah followed by the material fiqh, morals and history of Islamic civilization

scholarly journals Reorientasi Pendidikan Agama Di Sekolah

2018 ◽  
Vol 4 (1) ◽  
pp. 89-94
Author(s):  
M. Zainuddin
Keyword(s):  
Religious Education ◽  
Human Being ◽  
History Of

It is not false to be said that the history of civilization is the history of human being, because in the reality, human being is the civilized creature that has ethics. Therefore, he needs education and teaching to make himself mature and developed, but he must get religious education to make himself mature. In other words, the importance of religion is not merely the letters compiled into law, but, the spirit of its religion, namely faith and affection is more important. Through that education, it is expected that the learners will have ideal personality, high solidarity, honesty, justice, harmony and get far from disintegration, violence, conflict and tension among the followers of religion.

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