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

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

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PENDIDIKAN ISLAM DI MESIR DAN MALAYSIA DI ERA GLOBALISASI KAJIAN PSIKOLOGI POSITIF

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v13i1.3252 ◽

2018 ◽

Vol 13 (1) ◽

pp. 127

Author(s):

Saliyo Saliyo

Keyword(s):

Positive Psychology ◽

Qualitative Study ◽

Religious Education ◽

Education System ◽

Islamic Education ◽

Positive Thinking ◽

Modern Education ◽

Secular Education ◽

Muslim Majority

AbstrakPenelitian ini dilakukan untuk mengetahui pelaksanaan pendidikan Islam di Mesir dan Malaysia di era globalisasi dalam kajian psikologi positif. Penelitian ini merupakan penelitian kualitatif mengkaji literatur dengan cara mereview sumber bacaan buku dan jurnal. Metode yang digunakan untuk menganalisis penelitian ini menggunakan pola berpikir deduktif induktif. Hasil penelitian menunjukan bahwa seiring dengan tantangan zaman di era globalisasi Negara yang mayoritas muslim di Mesir melaksanakan pendidikan di Negaranya dengan menganut sistem pendidikan sekuler dan sistem Islam. Begitu juga di Malaysia yang memiliki warga Negara multi ras, multi budaya dan multi agama menganut sistem pendidikan tradisional dan pendidikan modern. Kedua Negara tersebut dalam melaksanakan pendidikan Islam dilaksanakan dengan baik. Sebagai penyelenggara pemerintahan baik di Mesir maupun di Malaysia yang mampu melaksanakan pendidikan Islam yang baik, berarti pelaku orang tersebut dalam kajian psikologi positif merupakan orang-orang yang memiliki kepribadian positif dan berpikir positif dalam perspektif psikologi positif. AbstractThis research was done to investigate the implementation of Islamic education in Egypt and Malaysia in the globalization era in the study of positive psychology. This study is a qualitative study reviewing the literature by way of reviewing the source of reading books and journals. The method used to analyze this study using inductive deductive thinking patterns. The results showed that along with the challenges of the age of globalization muslim-majority state in Egypt carry out education in the country by embracing the secular education system and the Islamic system. So also in Malaysia that has a multi-racial citizens, multi-cultural and multi-religious education system adheres to both traditional and modern education. The two countries in implementing Islamic education properly implemented. As organizers of governance both in Egypt and in Malaysia, capable of performing a good Islamic education, meaning that the actors in the study of positive psychology are people who have a positive personality and positive thinking in the perspective of positive psychology.

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Pendidikan Agama Berbasis Kerukunan

ULUL ALBAB Jurnal Studi Islam ◽

10.18860/ua.v4i1.6141 ◽

2018 ◽

Vol 4 (1) ◽

pp. 95-101

Author(s):

Roibin Roibin

Keyword(s):

General Education ◽

Religious Education ◽

Education System ◽

Islamic Education ◽

Religious School ◽

Moral Attitude ◽

Secular Education

The Islamic education has ever been sociologically and historically regarded as Islamic religious education. It is intended to differentiate it from general (secular) education. This view is considered as the reason for the presence of Islamic religious school (madrasah diniyah) and the dichotomy between religious education and general (secular) education. Since then, the treatment for students'. characters, moral, attitude, personality or what commonly known as affective aspects is relied on religious education. On the contrary, the treatment for students 'psychometrics and cognitive aspects is charged to general education system.

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Islamic Education Institutions in Singapore

10.31219/osf.io/392ae ◽

2019 ◽

Author(s):

Laila Fariha Zein ◽

Adib Rifqi Setiawan

Keyword(s):

International Education ◽

Religious Education ◽

Education System ◽

Tertiary Education ◽

The Other ◽

Islamic Education ◽

Full Time ◽

Positive Potential ◽

Secular Education ◽

Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

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State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽

10.24260/alalbab.v1i1.1330 ◽

2019 ◽

Vol 1 (1) ◽

pp. 83

Author(s):

Mujiburrahman Mujiburrahman

Keyword(s):

Religious Education ◽

Education System ◽

Government Regulation ◽

Islamic Education ◽

Socialization Process ◽

National Education ◽

National Education System ◽

The Government ◽

State Relations ◽

To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

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SIKAP TASĀMUH DALAM PENDIDIKAN MULTIKULTURAL

Jurnal Ilmiah Islam Futura ◽

10.22373/jiif.v13i1.569 ◽

2013 ◽

Vol 13 (1) ◽

pp. 12

Author(s):

Rahma Maulida

Keyword(s):

Elementary School ◽

Multicultural Education ◽

Religious Education ◽

Education System ◽

Free Variable ◽

Islamic Education ◽

Inhibiting Factors ◽

Mutual Care ◽

Diversity Of Life ◽

Banda Aceh

This research was conducted at International Elementary School Bunga Matahari,Banda Aceh for its homogeneity, both tribes, nations and religions. This diversity is interesting to have a further study in order to know the process of tolerance guiding in multicultural education. The results of the study show that there are some tasāmuh (tolerance) attitudes in multicultural education as mutual helps, mutual respects, mutual communications, mutual care, not to blame others, not to be selfish and inclusive. The tolerance attitudes which have been conducting at International Elementary School Bunga Matahari,Banda Aceh is in accord with the Islamic education system, but in the teaching of religious education for non-Muslims, not in accordance with the perspective of Islamic the education, the learning process is still discriminatory. The leading factors in supporting the tolerance implementation in multicultural education at National Elementary Bunga Matahari, Banda Aceh are dialogue, egalitarianism, impartiality, the 1945 Constitution, Article 29, 2nd paragraph, multicultural education which contains the values of pluralism and tolerance attitudes towards diversity. The inhibiting factors in developing tolerance attitudes are exclusiveness, learning model which tends to be dogmatic, religion is directed into not free variable, the solution of developing tolerance is that the educational implementation should be oriented on the value that will provide pressure point on how students see, understand, and face the diversity of life in multicultural education.

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Praxis Education Perspective of Integration of Science and Islam

Halaqa Islamic Education Journal ◽

10.21070/halaqa.v4i1.542 ◽

2020 ◽

Vol 4 (1) ◽

pp. 61-66

Author(s):

Khozin Khozin

Keyword(s):

Organizational Structure ◽

Religious Education ◽

Education System ◽

School System ◽

Islamic Education ◽

Islamic Studies ◽

The Subject

Commonly, practice of islamic education implementation is dichotomic. Muhammadiyah as a pioneer of modern islamic education in Indonesia in its implementation has tried to pair up science and Islam, both institutionally and scienctifically. Scientifically proven that school system in past was only taught science, whereas islamic boarding taught only Islam.Muhammadiyah through its education system offers the integration of science and Islam through religious education which is now popularly called al-Islam and Kemuhammadiyahan education. At PTMA there are also Islamic Studies which are carried out by FAI in almost every Muhammadiyah university. While institutionally generally Muhammadiyah universities provide mushalla or mosques to complement their school infrastructure, even in the organizational structure there are officials who are directly in charge of al-Islam and Kemuhammadiyahan. It all is still not integrated as a whole that benefits both science and institutions. Science has not been integrated in the subject of the study of al-Islam and Kemuhammadiyahan, and viceversa.

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INTERNALIZATION OF QUR'ANIC VALUES IN THE ISLAMIC MULTICULTURAL EDUCATION SYSTEM

Didaktika Religia ◽

10.30762/didaktika.v9i1.3241 ◽

2021 ◽

Vol 9 (1) ◽

pp. 19-38

Author(s):

Mukh Nursikin ◽

Muhammad Aji Nugroho

Keyword(s):

Multicultural Education ◽

Education System ◽

Monitoring Program ◽

Islamic Education ◽

Human Beings ◽

Religious Activities ◽

Daily Lives ◽

Central Java ◽

Educational Staff ◽

Depth Interviews

Islamic education is an Islamic institution focusing on forming human beings who have noble traits, such as good personality and behaviors according to Al-Qur’an values as life dogma on theological, norms, cultural, social, political, and economic aspects as knowledgeable, mature, humanist, and virtuous human beings. The purpose of this research is to understand comprehensively how the internalization of Al-Qur’an values in the Islamic education system at State Islamic High School (MAN) of Semarang Regency, Central Java. The method used is qualitative. Meanwhile, the data were collected with observation, in-depth interviews, and documentation. The data obtained in this study were then followed by stages, namely description, data reduction, data selection, data analysis, discussion, and conclusions. The results showed that, the internalization of Al-Qur’an values in the Islamic education system at MAN Semarang Regency, Central Java is to form the Al-Qur’an spirit. Consist in exemplary values (uswatun hasanah) in the framework of religious activities in Islamic boarding schools, discipline in various activities both in learning activities and in their daily lives, creating a conducive atmosphere in the school. Integration and internalization of Islamic values in the school coaching and problem solving for students, educators, and educational staff. While the efforts to internalize the Al-Qur’an values are, (1) The guidance conducted by the head of the madrasah regularly every Friday (2) the application of deliberation, fairness, honesty, and responsibility to the madrasah community (3) The enthusiasm of the madrasah community on implementing and obeying the madrasah regulations and avoiding detrimental actions. Madrasah as morality workshop emphasizes the habituation in behavior that illustrates the Al-Qur’an values and the goodness that students must have and become a habit of in their daily lives with a madrasah monitoring program involving various elements.

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INCLUSIVISM AND EXCLUSIVISM AS WELL AS THEIR EFFECT ON ISLAMIC EDUCATION BASED MULTICULTURAL

International Journal of Islamic Education, Research and Multiculturalism (IJIERM) ◽

10.47006/ijierm.v1i1.3 ◽

2019 ◽

Vol 1 (1) ◽

pp. 18-29

Author(s):

Dhikrul Hakim

Keyword(s):

Qualitative Methods ◽

Cultural Differences ◽

Religious Education ◽

Real Life ◽

Scientific Work ◽

Islamic Education ◽

Research Approach ◽

Human Beings ◽

Multicultural Society ◽

Library Research

Abstract. The majority of Indonesia's population embraces Islam, there are some of other religions and beliefs that are also recognized and adhered to by residents in this country, Christians, Catholics, Hindus, Buddhists and Confucians. Indonesian society is a society with a very complex level of diversity, the diversity is known as a multicultural society. This implies that without media in the form of education, plural theology will be difficult to develop in Indonesia. With education, we can have strong basics in understanding differences because essentially education is a process of "an effort to humanize humans". This method of scientific work uses qualitative methods with a library research approach. The results of this scientific work are, Religious education based multicultural that is a process of awareness based on tolerance which is intended as a comprehensive effort to prevent conflicts between religions, prevent religious radicalism, while at the same time foster the realization of positive appreciative attitudes towards plurality, inclusivism in dimensions and any perspective does not promote exclusivism. Religion should be able to be a promoter for humanity to always uphold the peace and improve the welfare of all human beings on this earth. Unfortunately, in real life, religion is often been one of the causes of humanity's violence and destruction. Thus, the fulcrum of religious education based multicultural inclusivism actually lies in the understanding and the effort to live together in the context of religious and cultural differences.

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PESANTREN DALAM POLITIK DAN KEBIJAKAN PENDIDIKAN DI INDONESIA

MA'ALIM: Jurnal Pendidikan Islam ◽

10.21154/maalim.v1i02.2628 ◽

2020 ◽

Vol 1 (02) ◽

Author(s):

Kharisul Wathoni

Keyword(s):

General Education ◽

Religious Education ◽

Government Policy ◽

Basic Education ◽

Boarding Schools ◽

Islamic Education ◽

Educational Institutions ◽

Religious Activities ◽

Political Policy ◽

The Government

A political policy that is carried out within a certain period of time seems to encourage the development of a social system as an effort to maintain the security of the system and political policies. As the government policy given to pesantren as Islamic educational institutions in Indonesia, has had an impact on the development of Islamic education institutions in Indonesia from basic education institutions and even to the formation of higher education institutions that are able to compete with general education institutions. There are 5 characteristics inherent in Islamic boarding schools, namely: pondok, mosque, teaching of classical Islamic books, santri, and kyai. Islamic boarding schools in Indonesia have a very big role, both for the progress of Islam itself and for the Indonesian nation as a whole. Based on existing records, religious education activities in the archipelago have been started since 1596. These religious activities are later known as Islamic boarding schools. Ulama began to realize that the traditional Islamic boarding schools and education systems were no longer suited to the Indonesian climate at that time. Therefore, an idea emerged about the need to develop and renew Islamic education in Indonesia.

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PENDIDIKAN ISLAM DI ERA MILENIAL

Conciencia ◽

10.19109/conciencia.v18i1.2436 ◽

2018 ◽

Vol 18 (1) ◽

pp. 10-28

Author(s):

Abuddin Nata

Keyword(s):

Education System ◽

Digital Technology ◽

Islamic Education ◽

Human Being ◽

Human Beings ◽

National Education ◽

Global Era ◽

National Education System ◽

The Face ◽

New Challenges

Today humans live in the millennial era. The era that is a continuation of this global era has created new challenges that must be transformed into opportunities that can be put to good use, so that challenge brings a blessing for everyone to do. Since the millennial era besides having similarities also has differences, especially in the use of digital technology that goes beyond the computer era, this kaeadaan has invited a number of experts to speak out and at the same time offer a number of thoughts and ideas in dealing with it. Islamic education with various types and levels, ranging from traditional pesantren that is non-formal, hinggapesantren modern with various programs, ranging from kindergarten to college, is institutionally part of the national education system. With such a position, Islamic education will inevitably have to contribute, even responsible menak prepare human beings in the millennial era. That is a human being who is able to change challenges into opportunities, and can use them for his own material and spiritual welfare. This paper seeks to explore the potential contained in Islamic education with various types and levels in the face of challenges in the millennial era. This paper begins by presenting the characteristics and challenges of the millennial era, social problems and their impact on life.

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