PENDIDIKAN HUMANISME DALAM DALAM PERSFEKTIF PENDIDIKAN MUHAMMADIYAH

2020 ◽  
Vol 10 (2) ◽  
pp. 1-15
Author(s):  
Lazuardi Lazuardi
Keyword(s):  
Islamic Education ◽  
Educational Practices ◽  
Humanistic Education ◽  
Technical Problems ◽  
Humanist Education ◽  
Internal Education ◽  
Education Model ◽  
Implementation Level

This paper contains about humanist education in the perspective of Muhammadiyah education. The humanist education meant in this paper is Muhammadiyah's effort in providing space for students to develop their potential both physically and spiritually which is facilitated through Muhammadiyah educational practices. Conceptually the Humanistic idea was born from the exploration of the source of Islam, namely the Koran and the Sunnah as a source of Islamic education. Furthermore, this organization has systematized it as a humanistic education model. However, at the implementation level, this humanistic education has not received serious attention due to technical problems in the internal education of Muhammadiyah mass organizations.

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

PENDIDIKAN BERMASYARAKAT MODEL NABI MUHAMMAD SEBAGAI SOLUSI ALTERNATIF KEHIDUPAN BERMASYARAKAT DI INDONESIA

2020 ◽  
Vol 5 (1) ◽  
pp. 136-149
Author(s):  
Gunawan Efendi
Keyword(s):  
Social Life ◽  
Community Education ◽  
Islamic Education ◽  
Curriculum Materials ◽  
Education Curriculum ◽  
Education Model ◽  
Alternative Solutions

The model of community education in the form of the prophet Muhammad is community education modeled on the ways of education carried out by the prophet Muhammad SAW. Among the models of the prophet Muhammad SAW education. namely the development of Islamic education, curriculum, materials, methods, institutions, guidance during the time of the Prophet Muhammad SAW. Alternative solutions for social life in Indonesia include Indonesian education that must be designed in such a way as to enable students to develop their potential naturally and creatively in an atmosphere of freedom, togetherness, and responsibility. In addition, education must produce graduates who can understand their community with all the factors that can support success or obstacles that cause failure in social life. One alternative that can be done is to develop an education model of the Prophet Muhammad SAW.

scholarly journals PESANTREN MANHAJ SALAFI: PENDIDIKAN ISLAM MODEL BARU DI INDONESIA

2016 ◽  
Vol 17 (1) ◽  
pp. 1 ◽  
Author(s):  
Irham Irham
Keyword(s):  
Boarding School ◽  
Islamic Education ◽  
New Model ◽  
Education Change ◽  
Library Research ◽  
Education Model

<p>This article explains the devolopment of Islamic education in Indonesia, especially in pesantren (Islamic Boarding School) which is salafi manhaj. It aims at finding islamic education model developed at salafi manhaj pesantren. It uses library research. This article concludes that salafi manhaj pesantren currently becomes new model of Islamic education in Indonesia. This model differs from those applied in most pesantrens in Indonesia. The factor triggering its development is the effect of the transnational of Islam. This factor can further complete the theory of Islamic education change in Indonesia proposed by Karel Steenbrink.</p><p>Artikel ini menjelaskan tentang perkembangan pendidikan Islam di Indonesia. Fokus pembahasannya adalah pesantren yang bermanhaj salafi. Artikel ini bertujuan untuk menemukan bentuk pendidikan Islam yang berkembang pada pesantren yang berideologi salafi (manhaj salafi). Kajian ini menggunakan metode kepustakaan. Artikel ini menyimpulkan bahwasanya pesantren bermanhaj salafi merupakan bentuk pendidikan Islam model baru di Indonesia saat ini. Model pesantren ini berbeda dengan pesantren pada umumnya yang sudah lama berkembang di Indonesia. Faktor pemicu perkembangannya adalah pengaruh dari Islam arus global, dan faktor ini dapat melengkapi teori perubahan pendidikan Islam di Indonesia menurut Karel Steenbrink.</p>

scholarly journals Pemikiran Pendidikan Humanistik dalam Islam

2017 ◽  
Vol 13 (2) ◽  
pp. 111
Author(s):  
Musthofa Rahman
Keyword(s):  
Islamic Education ◽  
Human Values ◽  
Humanistic Education ◽  
Humanitarian Mission

Since its birth, Islam has brought a humanitarian mission as it is manifested in the apostolate of Muhammad with the main vision of mercy and kindness to humankind. Islamic education is built on the humanitarian mission with a goal to humanize humans (humanization). In other words, Islamic education is very close to human values. The thought about education that humanizes humans brings to the concept of humanistic education. The concept of humanistic education is strongly influenced by three philosophical thoughts namely pragmatism, progressivism, and existentialism. Each of them contributes a lot to the thoughts of humanistic education. Humanistic is interpreted more asone approach of education that uses humanism approach. This paper explores the process of humanizing humans (humanization) in the concept of humanistic education as an issue and the main goal since the birth of Islam. The process of humanizing people in Islamic education is manifested in the process of humanization, liberation, and transcendence which have strong roots in the teachings of Islam. Keywords: Islam, education, humanistic, and humanization. Sejak kemunculannya, Islam membawa misi kemanusiaan sebagaimana termanifestasi dalam kerasulan Muhammad dengan visi utama memberikan rahmat dan kebaikan kepada seluruh umat manusia. Pendidikan Islam dibangun di atas misi kemanusiaan tersebut dengan tujuan memanusiakan manusia (humanisasi). Dengan kata lain, pendidikan Islam sangat dekat dengan nilainilai kemanusiaan. Pemikiran mengenai pendidikan yang memanusiakan manusia itulah yang melahirkan konsep pendidikan humanistik. Konsep pendidikan humanistik sangat dipengaruhi oleh tiga pemikiran filsafat yaitu pragmatisme, progresivisme, dan eksistensialisme. Masing-masing dari ketiga pemikiran tersebut memberi kontribusi besar bagi bangunan pemikiran pendidikan humanistik. Humanistik lebih dimaknai sebagai salah satu pendekatan pendidikan yang menggunakan kacamata humanisme. Tulisan ini mengetengahkan proses memanusiakan manusia (humanisasi) dalamkonseppendidikanhumanistiksebagaipersoalan yang sudah sejak kemunculan Islam menjadi tujuan utama.Proses memanusiakan manusia dalam pendidikan Islam termanifestasikan dalam proses humanisasi, liberasi, dan transendensi yang memiliki akar kuat dalam ajaran-ajaran Islam. Kata kunci: Islam, pendidikan, humanistik, humanisasi

scholarly journals The Development Of Religious Humanistic Education In Tegalrejo Datinawong, Babat Lamongan

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Khotimatus Sholikhah ◽  
Sulhatul Habibah ◽  
Khoirotun Ni'mah
Keyword(s):  
Community Development ◽  
Religious Communities ◽  
Community Leaders ◽  
Human Society ◽  
Mutual Respect ◽  
Humanistic Education ◽  
The People ◽  
Humanist Education ◽  
Moral Crisis ◽  
The Village

Indonesia Society is currently faced with a moral crisis, whether it occurs in young children, adults up to the parents. Morale is greatly needed by the community, in the form of religious humanist communities that are far from the attitude of rebellion, criminality, and selfishness. However, the reality as it is still far from the expectations of society. This is due to many things one of which is a lack of awareness in education, parenting parents are not good, and the bad environment. This is contrary to the notion of humanistic education. Humanistic Education upholds human values capable mencipkan dynamic society there is no issue that destroys human dignity. In this case, the author want to learn about the development of the religious humanist education in the community. The point of this study was Tegalrejo Datinawong district, Tripe regency, Lamongan. Community development humanist religious: first, the people who develop humanity values (honesty, compassion, fairness and mutual respect) and remain in a religious framework in accordance with religious values (habluhablum, hablu minal nature and habluminallah), Second, deciding religious humanist communities were starting from community leaders or leaders who were in the village Tegalrejo, among other village leaders, clerics, religious teacher/cleric as a motivator. Third, measures to develop human society among other religious communities develop positive values, teach moral message to the community, until finally awakened humanist and religious communities.

scholarly journals PENDEKATAN HUMANISTIK PENDEKATAN HUMANISTIK DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 LUMAJANG

2021 ◽  
Vol 7 (2) ◽  
pp. 59-67
Author(s):  
Muhammad Hendra Firmansyah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Character Education ◽  
Research Method ◽  
Negative Impact ◽  
Islamic Education ◽  
School Students ◽  
Humanistic Education ◽  
Humanistic Approach

ABSTRACT The concept of humanistic education is education that has principles to humanize humans such as education that explores, respects, serves, and helps students develop their potential with the aim of making students a generation that is intelligent, religious and has good character. Education has many obstacles and very complex problems. Various factors including the development of science and technology have led to changes in the behavior of adolescents, especially high school students, who commit crimes such as immoral crimes and so on. This moral degradation causes PAI teachers to try to educate students not to be carried away by the current of modernization which has a negative impact by instilling religious values. However, in reality, many people think that PAI is not important. A different phenomenon occurs in one high school in Lumajang City, namely SMAN 1 Lumajang. Where students really like PAI lessons because learning PAI at school is carried out with a humanistic approach. This journal discusses the implementation of the humanistic approach in Islamic Education lessons and also the constraints and reasons for using humanistic theory in Islamic Education learning. The research method used is qualitative research methods. Keywords: Approach, Humanistic, Pendidikan Agama Islam ABSTRAK Konsep pendidikan humanistik adalah pendidikan yang memiliki prinsip untuk memanusiakan manusia seperti pendidikan yang menggali, menghargai, melayani, dan membantu siswa mengembangkan potensi yang dimiliki dengan tujuan agar siswa menjadi generasi yang cerdas, religius dan berakhlakul karimah. Pendidikan banyak mengalami kendala dan permasalahan yang amat komplek. Berbagai faktor termasuk perkembangan IPTEK menyebabkan perubahan tingkah laku remaja khususnya siswa/siswi SMA banyak melakukan tindak kriminalitas seperti kejahatan asusila dan sebagainya. Degradasi moral inilah yang menyebabkan guru PAI berusaha untuk mendidik murid agar tidak terbawa dengan arus modernisasi yang membawa dampak negatif dengan menanamkan nilai-nilai keagamaan. Namun pada kenyataannya banyak yang menganggap pelajaran PAI itu tidak penting. Fenomena berbeda terjadi pada salah satu SMA di Lumajang yaitu SMA Negeri 1 Lumajang. Dimana para siswa sangat menyukai pelajaran PAI karena pembelajaran PAI disekolah tersebut dilakukan dengan pendekatan humanistik. Jurnal ini membahas mengenai implementasi pendekatan humanistik pada pelajaran PAI dan juga kendala serta alasan menggunakan teori humanistik dalam pembelajaran PAI. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Kata Kunci : Pendekatan, Humanistik, Pendidikan Agama Islam

scholarly journals Islamic Education in Supporting De-radicalization: A Review of Islamic Education in Pondok Pesantren

Nadwa ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 259
Author(s):  
Muhammad Ikhsanul Amin ◽  
Tiyas Nur Haryani ◽  
Nur Hidayatul Arifah ◽  
Arina Mardhiyana Husna
Keyword(s):  
Significant Role ◽  
Qualitative Data ◽  
Boarding School ◽  
School Education ◽  
Islamic Education ◽  
Islamic Religion ◽  
Education Model

<p>This article present of the result of research about <em>pondok pesantren</em> (Islamic religious boarding school) education in confronting radicalism, focusing in researching the efforts of Pondok Pesantren Darusy Syuhadah in confronting radicalism. Collecting qualitative data through observation, documentation, and purposively sampled interviews. The result shows that <em>pesantrens </em>have a significant role in overcoming radicalism through its management of education model and curricula. Pondok Pesantren Darusy Syuhadah with Salaf education model build teaching and education to create generation of <em>da’i</em> (Islamic missionaries) and teachers of Islamic religion, so the curriculum prioritizes politeness and away from radicalism.</p><p> </p><p><strong>Abstrak</strong></p><p>Artikel ini mempresentasikan hasil penelitian tentang pendidikan pondok pesantren dalam menghadapi radikalisme, memfokuskan pada upaya yang dilakukan pesantren Salaf di Pondok Pesantren Darusy Syuhadah dalam menghadapi radikalisme. Data kualitatif dikumpulkan melalui observasi, dokumentasi, dan wawancara purposive sampeling. Hasilnya menunjukkan bahwa pesantren memiliki peran yang signifikan dalam mengatasi radikalisme melalui pengelolaan model pendidikan dan kurikulumnya. Pondok Pesantren Darusy Syuhadah dengan model pendidikan Salaf membangun pengajaran dan pendidikan untuk menciptakan generasi da'i dan guru agama Islam, sehingga kurikulumnya mengutamakan kesantunan dan jauh dari radikalisme.</p><p> </p>

scholarly journals KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS LINGKUNGAN SEBAGAI PENGUATAN PENDIDIKAN HUMANISTIK DI SEKOLAH ADIWIYATA

2017 ◽  
Vol 12 (2) ◽  
pp. 285
Author(s):  
Layly Atiqoh ◽  
Budiyono Saputro
Keyword(s):  
Islamic Education ◽  
Education Curriculum ◽  
Humanistic Education ◽  
School Committee ◽  
Education Environment ◽  
Teachers And Students ◽  
Special Quality ◽  
Planning Development ◽  
Annual Planning

<p><em>ISLAMIC EDUCATION CURRICULUM BASED ON ENVIRONMENT AS A REINFORCEMENT FOR HUMANISTIC EDUCATION IN ADIWIYATA SCHOOL. The main objectives of this study are to describe planning, development,   implementation, a success and special quality of Islamic education environment based curriculum on Adiwiyata school SMPN 6 &amp; SMPN 7 Salatiga</em><em>. </em><em>The research method is qualitative research. This research was conducted at Adiwiyata school SMPN 6 &amp; SMPN 7 Salatiga. The main subjects of this study are the headmaster, the school committee, the vice principal, areas of curriculum, Head of Adiwiyata, teachers, and students. The technique of collecting data is by observating, interviewing, and documenting. The results of this study are the school has been: (1) planning  the  Islamic  education  environment  based  curriculum  by conducting mapping of basic</em><em> </em><em>c</em><em>ompetencies</em><em> </em><em>to be an indicator,</em><em> </em><em>(2) carried out the development of the Islamic education environment based curriculum is integrated to the material and the   environment,  (3)   implemented   the   Islamic   education   environment</em><em> </em><em>based curriculum by creating an annual planning, communicating to other stakeholders and teachers design the implementation of learning and assessment, (4) the special quality of the students is that they care about the environment around</em><em> </em><em>a</em><em>s a strengthening of humanistic education</em><em>.</em></p>

scholarly journals HUMANISME DALAM PENDIDIKAN ISLAM: KONSEPSI PENDIDIKAN RAMAH ANAK

2017 ◽  
Vol 5 (1) ◽  
pp. 94
Author(s):  
Abd. Azis
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Islamic Education ◽  
Educational Institutions ◽  
Effective Learning ◽  
Study Results ◽  
Education Model ◽  
Child Friendly ◽  
Teachers Attitudes ◽  
Feeling At Home

<p><strong>Bahasa Indonesia:</strong></p><p>Tulisan ini mendeskripsikan humanisme dalam pendidikan Islam melalui model pembelajaran ramah anak. Melalui kajian literatur diperoleh hasil bahwa konsep pembelajaran ramah anak menjadi penting seiring masih maraknya kekerasan terhadap anak baik di dalam ataupun di luar institusi pendidikan. Dalam model pendidikan ini, pendidikan Islam menjadi katalis untuk mewujudkan humanisasi dalam pendidikan. Konsep ramah anak berupaya menciptakan pembelajaran yang menyenangkan dan membuat siswa merasa betah dan nyaman di sekolah. Hal tersebut dapat dilihat dari sikap guru yang ramah terhadap siswa, proses pembelajaran efektif, pengelolaan kelas efektif dan lingkungan belajar kondusif, serta motivasi belajar siswa. Dalam hal internalisasi nilai-nilai keislaman, guru menanamkan sikap sabar dan mampu menjadi teladan bagi siswa, menggunakan metode yang bervariatif, menerapkan pengelolaan kelas yang menyenangkan dan didukung lingkungan belajar yang kondusif.</p><p> </p><p><strong>English:</strong></p><p>This paper describes humanism in Islamic education through child-friendly education model. Literary study results in the importance of such education model along with the increase of violence towards children either in educational institutions or in outside the area. In the child-friendly education, Islamic education is a catalyst to achieve humanism in education.  The education model focuses on creating fun interaction and makes students feeling at home and safe at school. This can be seen from friendly teachers’ attitudes, effective learning processes, effective classroom management, conducive learning environment, and students’ motivation. In terms of Islamic values internalization, teacher cultivates patient attitudes and becomes model for students, implementing variety of learing methods, implementing positive classroom management within conducive learning environment.</p>

scholarly journals Strengthening Students’ Character through Tahfidz Quran in Islamic Education Curriculum

2019 ◽  
Vol 8 (1) ◽  
pp. 69-94
Author(s):  
Muhammad Kosim ◽  
Martin Kustati ◽  
Ahmad Sabri ◽  
Mujahidil Mustaqim
Keyword(s):  
High Schools ◽  
Character Education ◽  
Qualitative Methodology ◽  
Islamic Education ◽  
Education Curriculum ◽  
Islamic Studies ◽  
Extra Curricular Activities ◽  
West Sumatra ◽  
Education Model ◽  
Life Philosophy

This article related to a character education model aims to link the orientation of intra-curricular activities and extra-curricular activities, which are typically conducted separately. In this context, the built model is not to reproduce what has been taught in intra-curricular activities, which leads to inefficiencies. It is also not as a substitution where extra-curricular activities replaced intra-curricular activities based on the assumption of distrust in the process of character formation in intra-curricular activities. The model in the form of extra-curricular activities has a role in strengthening character education efforts performed in intra-curricular activities. This rises within the Islamic studies subject and Tahfidz Quran extra-curricular activity. By building the spirit of character education, the model creates the Quran as the primary foundation to the life philosophy of Minangkabau people in West Sumatra, “Adat Basandi Syara, Syara Basandi Kitabullah.” This model is derived from the research conducted in two senior high schools: SMAN 1 Padang Panjang and SMAN 1 Padang. The research uses qualitative methodology, and data are collected through observation, interview, and documentation. The results of the study are thematically analyzed in three main categories: the reinforcement patterns of the curriculum of Islamic Studies through Tahfidz Quran activities; students’ efforts in memorizing the Quran; and the impacts of Tahfidz program initiation on students’ character.

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