scholarly journals MULTIPLE INTELLIGENCES ANAK USIA DINI MENURUT AL-QUR’AN SURAT LUQMAN AYAT 12-19 (Kajian Filsafat Pendidikan)

Generasi Emas ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Nurhadi Nurhadi
Keyword(s):  
Early Childhood ◽  
Multiple Intelligences ◽  
Golden Age ◽  
Islamic Education ◽  
Human Beings ◽  
Parents As Teachers ◽  
Islamic History ◽  
Education Philosophy ◽  
To Receive

Multiple Intelligences and spiritual, emotional and intellectual intelligence in the study of Islamic education philosophy are called Imaniyah, Amaliyah and Fikriyah intelligence. This term the author (researcher) concludes from Islamic history about the intelligence of the servants of the Shari'a bearers (the Prophets and the Apostles), the intelligence of the companions of the Prophet and the Messenger of Allah and the intelligence of the ulama (mujtahid fiqh). In Surah Luqman verses 12-19, it contains the subjects of Faith, Aqeedah, Tawheed is Ottoman intelligence. Thanks to Allah Almighty, Prayers, Devotion to Parents is Amaliyah's intelligence. Responsible, Tolerance, Patience, Tawaduk, Amar Ma'ruf, Nahi Mungkar, Ta'at Ibadah are Intellectual intelligence. In accordance with their nature, even though early childhood children are required to receive comprehensive teaching on multiple intelligences because early childhood is naturally fit, therefore parents as teachers must first express that intelligence to their children. In order to wake up and be aware of the potential of our human beings as a servant of Allah SWT. Because early childhood is a golden age for children for the revival of the soul of the afterlife world.

scholarly journals Teaching Islamic Education in Early Childhood by Instilling Values Islamic Aqidah

2019 ◽  
Vol 3 (2) ◽  
pp. 16-25
Author(s):  
Arina Dewi Masithoh
Keyword(s):  
Early Childhood ◽  
Religious Education ◽  
Golden Age ◽  
Islamic Education ◽  
Early Age ◽  
Large Share ◽  
Childhood Education ◽  
The Times ◽  
Islamic Values ◽  
Effect Learning

The golden age for children at an early age is the growth of intelligence in children because this age child started to vulnerable to increased them in faith and the development and growth physical mental out of the ordinary in phase which gradual. This day and age is a period of the formation of the nature of, personality and the character of a child. Early age is the most important because of the creation of the children the most important personality. Very important start instruction and correction of the child by religion give education from an early age. If religious education is not the doctrine taught to a child in effect learning early childhood, but education by changing civilization to embody the generation who excels in intellectuals religious by instilling religious values and sticks to young kids. In the planting of Islamic values sticks teaching Islamic education having a very large share. Especially for the developments of the times sure. Keywords: Early Childhood; Education; Values Aqidah. Abstrak Golden age bagi anak-anak Usia dini merupakan masa tumbuh kembang kecerdasan pada anak, karena rentan pada usia ini anak-anak mulai mengalami masa perkembangan dan pertumbuhan fisik mental yang luar biasa dalam fase yang bertahap. Masa ini merupakan periode pembentukan watak, kepribadian dan karakter anak. Usia dini merupakan masa yang terpenting, karena masa untuk pembentukan kepribadian anak yang paling utama. Sangat penting memulai didikan kepada anak dengan memberikan pendidikan agama sejak dini. Bukanlah doktrin jika Pendidikan agama diajarkan kepada anak dalam mempengaruhi pembelajaran anak usia dini, melainkan pendidikan dengan mengubah peradaban untuk mewujudkan generasi yang unggul dalam intelektualis serta religius agamis dengan menanamkan nilai-nilai Aqidah kepada anak sejak dini. Dalam penanaman nilai-nilai Aqidah Islam Pengajaran Pendidikan agama Islam memiliki andil yang sangat besar. Terutama bagi perkembangan zaman tentunya berbeda dalam metode pengajarannya, tetapi nilai-nilai Aqidah harus tetap ditanamkan sejak anak berada pada tahapan usia dini. Pendidikan Agama diperkenalkan sejak dini kepada anak berarti telah membentuk pribadi anak yang religius, terutama dalam nilai-nilai keagaamaan yakni Aqidah dan syariat agama. Kata Kunci: Anak Usia Dini; Pendidikan; Nilai-nilai Aqidah.

scholarly journals Konsep Manusia dalam Pandangan Filsafat Pendidikan Islam

2019 ◽  
Vol 7 (2) ◽  
pp. 264-273
Author(s):  
Muhammad Adnan
Keyword(s):  
Female Partner ◽  
Islamic Education ◽  
Human Beings ◽  
Positive Potential ◽  
Male And Female ◽  
Education Philosophy

Humans are the most perfect creatures of God. In running life, human beings are often faced with the reality of life that is not ideal. Some people do negative activities and bad things that are not in accordance with the potential good they have. This paper offers human concepts in the view of Islamic education philosophy, namely: Al-basyar, Al-insan and Al-naas. The concept of Al-Basyar tends to the human concept which can be understood that humans are creatures that have all the characteristics of humanity that are limited, such as eating, drinking, security, happiness, and so forth. The concept of Al-insan understands that humans basically have a positive potential to grow and develop both physically and mentally. The concept of Al-Naas is related to the function of humans as social beings. Humans were created as social creatures that began as a male and female partner and then developed into a tribe and nation to get to know each other "interact".   Abstrak Manusia adalah mahluk ciptaan Tuhan yang paling sempurna. Dalam menjalankan kehidupan, seringkali manusia dihadapkan pada realita kehidupan yang tidak ideal. Sebagian manusia melakukan aktivitas negatif serta keburukan yang tidak sesuai dengan potensi kebaikan yang dimilikinya.  Tulisan ini menawarkan konsep manusia dalam pandangan filsafat pendidikan Islam, yaitu: Al-basyar, Al-insan dan Al-naas. Konsep Al-basyar cenderung pada konsep manusia yang dapat dipahami bahwa manusia merupakan makhluk yang memiliki segala sifat kemanusiaan yang terbatas, seperti makan, minum, keamanan, kebahagiaan, dan lain sebagainya. Konsep Al-insan memahami bahwa manusia pada dasarnya memiliki potensi yang positif untuk tumbuh serta berkembang secara fisik maupun mental spritual. Konsep Al-naas dihubungkan dengan fungsi manusia sebagai makhluk sosial. Manusia diciptakan sebagai makhluk bermasyarakat yang berawal dari pasangan laki-laki dan wanita kemudian berkembang menjadi suku dan bangsa untuk saling kenal mengenal “berinteraksi”.

The Philosophy and Ideals of Islamic Education

2021 ◽  
Author(s):  
Mujadad Zaman
Keyword(s):  
Islamic Education ◽  
Human Beings ◽  
Islamic History ◽  
Moral Exemplar ◽  
Wide Range ◽  
Islamic Thought ◽  
Self Actualization ◽  
Definition Of ◽  
The Individual ◽  
Individual Self

The philosophy of Islamic education covers a wide range of ideas and practices drawn from Islamic scripture, metaphysics, philosophy, and common piety, all of which accumulate to inform discourses of learning, pedagogy, and ethics. This provides a definition of Islamic education and yet also of Islam more generally. In other words, since metaphysics and ontology are related to questions of learning and pedagogy, a compendious and indigenous definition of “education” offers an insight into a wider spectrum of Islamic thought, culture, and weltanschauung. As such, there is no singular historical or contemporary philosophy of Islamic education which avails all of this complexity but rather there exists a number of ideas and practices which inform how education plays a role in the embodiment of knowledge and the self-actualization of the individual self to ultimately come to know God. Such an exposition may come to stand as a superordinate vision of learning framing Islamic educational ideals. Questions of how these ideas are made manifest and practiced are partly answered through scripture as well as the historical, and continuing, importance of Muhammad, the Prophet of Islam; as paragon and moral exemplar in Islamic thought. Having said “I was sent as a teacher,” his life and manner (sunnah) offer a wide-ranging source of pedagogic and intellectual value for his community (ummah) who have regarded the emulation of his character as among the highest of human virtues. In this theocentric cosmology a tripart conception of education emerges, beginning with the sacred nature of knowledge (ʿilm), the imperative for its coupling with action (ʿamal), in reference to the Prophet, and finally, these foundations supporting the flourishing of an etiquette and comportment (adab) defined by an equanimous state of being and wisdom (ḥikma). In this sense, the reason for there being not one identifiable philosophy of Islamic education, whether premodern or in the modern context, is due to the concatenations of thoughts and practices gravitating around superordinate, metaphysical ideals. The absence of a historical discipline, named “philosophy of education” in Islamic history, infers that education, learning, and the nurturing of young minds is an enterprise anchored by a cosmology which serves the common dominators of divine laudation and piety. Education, therefore, whether evolving from within formal institutional arenas (madrasas) or the setting of the craft guilds (futuwwa), help to enunciate a communality and consilience of how human beings may come to know themselves, their world, and ultimately God.

scholarly journals IMPLEMENTATION OF AL-GHAZALI�S ISLAMIC EDUCATION PHILOSOPHY IN THE MODERN ERA

2019 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Ahmad Muflihin ◽  
Muna Yastuti Madrah
Keyword(s):  
General Education ◽  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Human Beings ◽  
Modern Education ◽  
Education Philosophy ◽  
Material Benefits ◽  
Modern Era ◽  
Value Of Education

ABSTRACTPhilosophy and education are two things that cannot be separated. Philosophy is the basic foundation or direction for achieving the implementation and goals of education. Education aims to shape human beings in achieving complete humanity. Even Islam offers a concept of human beings, namely the prototype of humans who carry out their duties as khalifatullah fil ardh; humans who not only have intellectual intelligence (IQ), but also spiritual (SQ) and emotional intelligence (EQ). The problems that arise, complaints about the increasingly widespread individualist, materialist, and pragmatic nature of the community are allegedly because the modern education system ignores the basics of the value of education and only pursues material benefits. This article offers a solution to answer the challenges of education in the modern era which refers to the philosophical value of education. Especially the concept of the philosophy of Islamic education taught by al-Ghazali. In his education philosophy, al-Ghazali did not recognize the separation between religious education and general education without linking of them. There is no aqliyah term without including syar'iyyah. Cognitive aspects are not developed without involving affective and psychomotor aspects at once. Because faith, knowledge, and charity always go side by side.�Keywords: Philosophy, al-Ghazali, Education, Modern Era, Islamic Education

scholarly journals Qur’an Law’s Perspectives: Surah Al-Baqarah Verse 83 in Early Childhood Education

2019 ◽  
Vol 3 (2) ◽  
pp. 26-40
Author(s):  
Nur Rofiq ◽  
Titik Mus'idah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Life ◽  
Primary Source ◽  
Secondary Source ◽  
Human Beings ◽  
Literature Study ◽  
Childhood Education ◽  
Library Research ◽  
To Receive

Children in early childhood is the golden age in a completely human life, they start to sense the environment and ready to receive the education. They ready to get an enhancement of physical function and their psychic is ready to respond and actualized. Problem; 1. How is the concept of Early Childhood Education in the interpretation of the Qur’an Surah Al-Baqarah verse 83? 2. How is the actualizing of Early Childhood Education in the interpretation of the Qur’an Surah Al-Baqarah verse 83? This research aims to analyze the concept and actualization of Early Childhood Education in the interpretation of Surah Al-Baqarah verse 83. The research method is a literature study that based on the book research, notes, and the result of previous research, magazine, and journal. The primary source is Qur’an especially in Surah Al-Baqarah verse 83 and the Prophet’s hadith about Early Childhood Education. The secondary source is the interpretation of the Qur’an about Early Childhood Education and relevant books. Based on the results of the study it found that in Early Childhood Education based on the Qur'an of Surah Al-Baqarah verse 83. Students must be inculcated in an attitude of keeping promises, worshiping God, doing good to parents, doing good with relatives, do good to orphans, say good words to fellow human beings, establish prayer, give alms and not break promises. Kata Kunci: Al-Baqarah verse 83; Early Childhood Education; PAUD. AbstrakTujuan penelitian yaitu untuk mengurai tema konsep dan aktualisasi Pendidikan Anak Usia Dini (PAUD)  dalam tafsir Al-Qur’an Surat Al-Baqarah ayat 83. Metode penelitiannya studi kepustakaan (library research) yaitu  penelitian berbasis buku, baik berupa buku catatan, hasil penelitian terdahulu, majalah, artikel dan jurnal. Sumber primernya Al-Qur’an khususnya Surat Al-Baqarah ayat 83 dan Hadist Nabi yang berkaitan Pendidikan Anak Usia Dini (PAUD).  Sumber sekundernya tafsir Al-Qur’an tentang Pendidikan Anak Usia Dini (PAUD) dan buku yang berkaitan. Berdasarkan hasil penelitian ditemukan bahwa pada Pendidikan Anak Usia Dini (PAUD) berdasarkan Al-Qur’an Surat Al-Baqarah ayat 83 maka peserta didik harus ditanamkan sikap selalu menepati janji, menyembah Allah, berbuat baik terhadap orang tua, berbuat baik dengan kaum kerabat, berbuat baik kepada anak yatim,  mengucapkan perkataan yang baik kepada sesama manusia, mendirikan sholat, mengeluarkan zakat dan tidak mengingkari janji       Kata Kunci: Sumber Hukum; Al-Baqarah: 83, PAUD.

scholarly journals EPISTEMOLOGICAL VIEWS OF ISLAMIC EDUCATION PHILOSOPHY AS A ISLAMIC EDUCATION BASIS

2018 ◽  
pp. 1
Author(s):  
Haris Zubaidillah
Keyword(s):  
Primary Source ◽  
Islamic Education ◽  
Primary Sources ◽  
Human Beings ◽  
Paper Briefly ◽  
Education Philosophy ◽  
Epistemological Views ◽  
Scientific Aspect

<p>This paper briefly discusses one of the foundations of Islamic education, the epistemological view of Islamic education philosophy. Islamic education as an effort in shaping humanity and civilization must have a firm foundation upon which all activities are connected or propped up. In terms of epistemological, the foundation of Islamic education is the epistemological philosophy of Islamic education sourced from the Qur'an and As-Sunnah as the primary source, as well as the Ijtihad and the intellect that became the branch (<em>furu'</em>) of the development of these two primary sources. So that Islamic education really serves as a medium of influencing others toward a better direction in order to live better in accordance with the teachings of Islam and obey all that is ordered and away from all the banned with the awareness of human beings are firmly planted with the scientific aspect so that the result is not just obedient blindness but scholarly servitude, all done within the scope of God's rule. In the end the foundation of education itself is none other than the source of the teachings of Islam that is Al Quran and As-Sunnah.</p>

scholarly journals Metode Pendidikan Islam untuk Generasi Millennial

FENOMENA ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 55-76
Author(s):  
Andi Hidayat
Keyword(s):  
Learning Outcomes ◽  
Religious Education ◽  
Efficient Method ◽  
Islamic Education ◽  
Human Beings ◽  
Dynamic Approach ◽  
Effective Learning ◽  
Descriptive Approach ◽  
To Receive

Method of education is very fundamental to the achievement of learning outcomes, effective learning and will actively encourage the learners to be able to better develop their potential, ranging from intelligence, personality, attitude and skills that are useful to themselves and society.Islamic studies and human beings have a dynamism that is very fast, where Islamic religious education will be valid for all times so that whenever and whoever learned it will be able to receive the same understanding and the whole of the sources of Islamic religious education, while humans when attached as a social creature will formed a challenge for him to be able to accept the changes of the era.The method of this paper is the study of literature with descriptive approach and explorative where it can be concluded that the method of Islamic education is a method of education by working regularly and systematically and reflect on all the factors that exist to achieve the objectives of Islamic religious education, to deliver material Islamic religious education in an effective and efficient method and a dynamic approach, including hiwar methods (conversation) Qur'anic and Prophet, stories of Qur'anic and Prophet, Amtsal Qur'anic and Prophet, Exemplar, habituation and practice, ibroh and Mau'izoh, Targheeb and tarhib.

Pemikiran Pendidikan Islam Abdurrahman Mas’ud

2018 ◽  
Vol 10 (2) ◽  
pp. 313-323
Author(s):  
Muhammad Rusdi Rasyid
Keyword(s):  
General Assumption ◽  
Islamic Education ◽  
Educational Goal ◽  
Human Beings ◽  
General Science ◽  
Western Education ◽  
Religious Aspect

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'udseems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects.

TEORI KECERDASAN, PENDIDIKAN ANAK, DAN KOMUNIKASI DALAM KELUARGA

1970 ◽  
Vol 6 (1) ◽  
Author(s):  
Muskinul Fuad
Keyword(s):  
Multiple Intelligences ◽  
Educational Activity ◽  
Howard Gardner ◽  
Human Beings ◽  
Brain Functions ◽  
Starting Point ◽  
The Family ◽  
Education Today ◽  
The Brain ◽  
Spatial Logics

The education system in Indonesia emphasize on academic intelligence, whichincludes only two or three aspects, more than on the other aspects of intelligence. For thatreason, many children who are not good at academic intelligence, but have good potentials inother aspects of intelligence, do not develop optimally. They are often considered and labeledas "stupid children" by the existing system. This phenomenon is on the contrary to the theoryof multiple intelligences proposed by Howard Gardner, who argues that intelligence is theability to solve various problems in life and produce products or services that are useful invarious aspects of life.Human intelligence is a combination of various general and specific abilities. Thistheory is different from the concept of IQ (intelligence quotient) that involves only languageskills, mathematical, and spatial logics. According to Gardner, there are nine aspects ofintelligence and its potential indicators to be developed by each child born without a braindefect. What Gardner suggested can be considered as a starting point to a perspective thatevery child has a unique individual intelligence. Parents have to treat and educate theirchildren proportionally and equitably. This treatment will lead to a pattern of education that isfriendly to the brain and to the plurality of children’s potential.More than the above points, the notion that multiple intelligences do not just comefrom the brain needs to be followed. Humans actually have different immaterial (spiritual)aspects that do not refer to brain functions. The belief in spiritual aspects and its potentialsmeans that human beings have various capacities and they differ from physical capacities.This is what needs to be addressed from the perspective of education today. The philosophyand perspective on education of the educators, education stakeholders, and especially parents,are the first major issue to be addressed. With this step, every educational activity andcommunication within the family is expected to develop every aspect of children'sintelligence, especially the spiritual intelligence.

Paradigma Baru Konsep Pendidikan Islam Perspektif Syeikhul Islam Ibn Taimiyah

KUTTAB ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 126-133
Author(s):  
Achmad Fageh
Keyword(s):  
Human Resources ◽  
Philosophy Of Education ◽  
Islamic Education ◽  
Education Students ◽  
Islamic Studies ◽  
Education Philosophy ◽  
Complex Problems ◽  
Purpose Of Education ◽  
Strategic Role ◽  
Islamic Society

Islamic education is one field of Islamic studies who received a lot of attention from scientists. This is because in addition to a very strategic role in order to enhance human resources, as well as in Islamic education there are a variety of complex problems. Ibn Taymiyyah for example, he was known as a scholar, thinker and politician. The thinking in the field of education is a response to the various problems facing the Islamic society that demands split logically through education. Philosophy of education, he said, should be built on the foundation of monotheism, the belief in the oneness of God. Monotheism which is the basis of education include; rububiyah monotheism, monotheism asthma wa uluhiyah and nature. Based on the insights of faith is then Ibn Taymiyyah describes the purpose of education, students, teachers, curriculum and so on.

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