scholarly journals KONSEP PENDIDIKAN HUMANIS DALAM PENGEMBANGAN PENDIDIKAN ISLAM

2020 ◽  
Author(s):  
muh. idris
Keyword(s):  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Main Concern ◽  
Education Development ◽  
Global Village ◽  
Humanistic Education ◽  
The World

Abstrak: Tulisan ini mengkaji konsep pendidikan humanis dalam pengembangan pendidikan Islam. Dalam kancah pergulatan global dewasa ini kekhawatiran yang muncul adalah hancurnya rasa kemanusiaan dan terkikisnya semangat religius serta kaburnya nilai-nilai kemanusiaan. Globalisasi menjadikan dunia tampak lebih transparan dan terbuka, yang diibaratkan seperti kehidupan desa yang tidak mengenal jarak. Untuk mengantisipasi hal ini, diperlukan pendidikan humanis dalam pengembangan pendidikan Islam. Penulis berkesimpulan bahwa pendidikan humanis dalam bingkai pendidikan Islam, merupakan suatu sistem pemanusiaan manusia yang unik, mandiri, dan kreatif. Dengan kata lain, memandang manusia sebagai makhluk ciptaan Tuhan dengan potensi yang dimilikinya, dan membangun karakter dalam diri manusia yang menghargai martabat manusia sebagai makhluk yang paling sempurna.Abstract: The Concept of Humanistic Education in the Development of Islamic Education.This research examines the concept of humanistic education in the development of Islamic education. What is the main concern of today’s global struggle is the degrading humanity and diminishing the spirit of religiosity and human values. Globalization turns the world to be more transparent and widely open, which is akin to global village without limited by any boundary. To anticipate this situation, humanistic education is urgently required in Islamic education development. The author concludes that humanistic education in the framework of Islamic education is a unique, independent and creative system of humanizing human. In other words, it views humans as creature of God with all potentials, and construct human character that respect human dignity as being the perfect human creatures.

scholarly journals KONSEP PENDIDIKAN HUMANIS DALAM PENGEMBANGAN PENDIDIKAN ISLAM

2014 ◽  
Vol 38 (2) ◽  
Author(s):  
Muh. Idris
Keyword(s):  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Main Concern ◽  
Education Development ◽  
Global Village ◽  
Humanistic Education ◽  
The World

<p>Abstrak: Tulisan ini mengkaji konsep pendidikan humanis dalam pengembangan pendidikan Islam. Dalam kancah pergulatan global dewasa ini kekhawatiran yang muncul adalah hancurnya rasa kemanusiaan dan terkikisnya semangat religius serta kaburnya nilai-nilai kemanusiaan. Globalisasi menjadikan dunia tampak lebih transparan dan terbuka, yang diibaratkan seperti kehidupan desa yang tidak mengenal jarak. Untuk mengantisipasi hal ini, diperlukan pendidikan humanis dalam pengembangan pendidikan Islam. Penulis berkesimpulan bahwa pendidikan humanis dalam bingkai pendidikan Islam, merupakan suatu sistem pemanusiaan manusia yang unik, mandiri, dan kreatif. Dengan kata lain, memandang manusia sebagai makhluk ciptaan Tuhan dengan potensi yang dimilikinya, dan membangun karakter dalam diri manusia yang menghargai martabat manusia sebagai makhluk yang paling sempurna.</p><p><br />Abstract: The Concept of Humanistic Education in the Development of Islamic Education.This research examines the concept of humanistic education in the development of Islamic education. What is the main concern of today’s global struggle is the degrading humanity and diminishing the spirit of religiosity and human values. Globalization turns the world to be more transparent and widely open, which is akin to global village without limited by any boundary. To anticipate this situation, humanistic education is urgently required in Islamic education development. The author concludes that humanistic education in the framework of Islamic education is a unique, independent and creative system of humanizing human. In other words, it views humans as creature of God with all potentials, and construct human character that respect human dignity as being the perfect human creatures.</p><p><br />Kata Kunci: pendidikan, humanis, Islam, globalisasi.</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 Kepentingan Pendidikan Humanistik dalam Pengembangan Psikologi

2020 ◽  
Vol 12 (1) ◽  
pp. 33
Author(s):  
Khairul Nizam Bin Zainal Badri
Keyword(s):  
Human Nature ◽  
Human Dignity ◽  
Psychological Development ◽  
Human Values ◽  
Humanistic Education ◽  
True Meaning ◽  
Human Intellect

This article aims to analyze the importance of humanistic education from a psychological standpoint. Humanistic education can be considered as a form of education that promotes positive psychological development. Through humanistic education, human dignity is elevated as much as human intellect can be, and thinking can be further developed. Humanistic education also enlivens human nature through the realization of one's existence. However, humanistic education must be in line with religion so that students will not be confused by the true meaning of freedom. True human values must be based on religion and not on mere logic

scholarly journals Pendidikan Islam Dalam Karya Sastra (Telaah Kritis Atas Buku La Tahzan Karya ‘Aidh Al-Qarni Perspektif Filsafat Pendidikan Islam)

AKADEMIKA ◽  
2020 ◽  
Vol 14 (01) ◽  
Author(s):  
Lusia Mumtahana
Keyword(s):  
Religious Education ◽  
Sex Education ◽  
Educational Programs ◽  
Islamic Education ◽  
Human Values ◽  
Standard Of Living ◽  
Step Process ◽  
Library Research ◽  
The World ◽  
Value Of Health

Abstract: The world of education in Indonesia indeed faces very complex problems and requires careful reform. To realize quality and efficient education, it is necessary to arrange and implement educational programs that are able to educate students in a sustainable manner. In this case the values of Islamic education are needed to improve the standard of living through all its aspects, which may not be able to reach the intended goals without going through a step-by-step process. By choosing the book titlled la tahzan as a scientific writing because in it the writer found the values of Islamic education that are absolutely needed in dealing with such problems. This is a library research and is a qualitative one. Data sources are then analyzed and the results are recorded and classified in accordance with the planned framework. The results of this study are: 1). to find out the values of Islamic education in the perspectives of education experts which include the value of religious education (aqidah islamiyah), the value of health education, the value of religious education, the value of sex education. 2). To find out the values of Islamic education in the book of Tahzan written by 'Aidh Al-qarni that includes both divine and human values. 3). to find out the differences and similarities of the values of Islamic education in the perspectives of education experts with the values of Islamic education in the book.Keywords: Values, Islamic education, La Tahzan

Statement at the Regional Meeting for Asia for the World Conference on Human Rights

2018 ◽  
pp. 197-204
Author(s):  
L.M. Singhvi
Keyword(s):  
Human Rights ◽  
Cultural Heritage ◽  
Human Dignity ◽  
New World ◽  
World Order ◽  
Human Values ◽  
World Conference ◽  
New World Order ◽  
The World ◽  
Human Rights Norms

Dr Singhvi argues that Asia has shared cultural heritage going back to many centuries and rooted in basic human values which should inspire a passionate striving for peace and a compassionate commitment to human rights and human obligations. These values have a profound contemporary relevance and they have a significant and enduring contribution to make in advancing the cause of human dignity and happiness everywhere and in building a new world order. The Asian human rights perspective must reflect the universality of human rights norms as well as the particular perceptions and aspirations of Asia which is home to more than half the population of the world, states Dr Singhvi.

scholarly journals INTEGRASI UNSUR HUMANISASI, LIBERASI DAN TRANSIDENSI DALAM PENDIDIKAN AGAMA ISLAM

2016 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Masbur Masbur
Keyword(s):  
Social Sciences ◽  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Human Being ◽  
Social Unrest ◽  
Community Needs ◽  
Personal Community ◽  
The Right ◽  
Islamic Values

Islam is a religion of tolerance for adherents and giving attitude to provide benefit to the nation in various dimension of life. Humanization is the planting of Islamic values towards the human nature through education. Humanization of education means the whole element in education that reflects the integrity of the human being and to help people become more humane. Liberalism as a doctrine of freedom is the right of every human being. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Liberalism as a doctrine of freedom is the right of every human being. Nobody is willing pressed or deprived of his rights. Therefore, every human being has the right to get freedom. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Implementation of education it is impossible to reach the goal or target if they do not give freedom. transcendental dimension of transcendence is to grow in culture. Such social sciences, then Muslims will be able to straighten out steps the development of science that's happening now and can dampen social unrest and other criminal acts that currently characterizes the lives of many. Islam contributes good activity, but in accordance with the Shari'a should implementation predetermined.

Does Literature Matter Today? Thoughts of the Outside

CounterText ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 98-113
Author(s):  
Shaobo Xie
Keyword(s):  
Aesthetic Education ◽  
The Other ◽  
Human Values ◽  
Literary Texts ◽  
Lost Cause ◽  
Western Tradition ◽  
The World

The paper celebrates the publication of Ranjan Ghosh and J. Hillis Miller's Thinking Literature across Continents as a significant event in the age of neoliberalism. It argues that, in spite of the different premises and the resulting interpretative procedures respectively championed by the two co-authors, both of them anchor their readings of literary texts in a concept of literature that is diametrically opposed to neoliberal rationality, and both impassionedly safeguard human values and experiences that resist the technologisation and marketisation of the humanities and aesthetic education. While Ghosh's readings of literature offer lightning flashes of thought from the outside of the Western tradition, signalling a new culture of reading as well as a new manner of appreciation of the other, Miller dedicatedly speaks and thinks against the hegemony of neoliberal reason, opening our eyes to the kind of change our teaching or reading of literature can trigger in the world, and the role aesthetic education should and can play at a time when the humanities are considered ‘a lost cause’.

KONTRIBUSI PENDIDIKAN ISLAM DALAM REPORDUKSI IDENTITAS SOSIAL MUSLIM INDONESIA

2020 ◽  
pp. 13-22
Author(s):  
Saifudin Asrori ◽  
Ahmad Syauqi
Keyword(s):  
Social Reform ◽  
Significant Contribution ◽  
Political Identity ◽  
Islamic Education ◽  
Educational Institutions ◽  
New Order ◽  
Religious Institutions ◽  
Muslim Community ◽  
The World ◽  
Main Figure

Abstract. The Islamic education, Islamic boarding schools and madrasas, have made a very significant contribution to the implementation of education and social reform. Through the teaching process, in which the kyai as the main figure and the use of the ‘yellow book’, traditional Islamic ideas colored the early days of growing awareness as a nation and a State. When the New Order government carried out the development and modernization of society, there was a revival of a Muslim group called the “new middle class santri”, which took place in line with the modernization that occurred in the traditional Islamic educational institutions of the pesantren. Then in the era of democratization, the world of Islamic education experienced growth and development in various religious institutions and styles. Most of the pesantren are still committed to maintaining a moderate religious style, recognized as the foundation for the development of civil society and the formation of a ‘distinctive’, friendly, moderate, and tolerant social-political identity of Indonesian society. The Muslim character is different from other regions, especially the Middle East which is the axis of the Islamic world. However, a small proportion of pesantren are thought to promote the growth of religious chauvinism, teach a ‘narrow’ interpretation of Islam and provide a framework of thought and action in responding to socio-political change which often takes the form of a ‘jihad’. This article tries to explore the contribution of Islamic education to social change in the Indonesian Muslim community. Abstark. Dunia pendidikan Islam, pesantren dan madrasah, memberikan kontribusi sangat berarti dalam penyelenggaraan pendidikan dan reformasi kemasyarakatan. Melalui proses pengajaran, di mana kyai sebagai figur utama dan penggunaan ‘kitab kuning’, gagasan Islam tradisional mewarnai masa-masa awal tumbuhnya kesadaran sebagai bangsa dan Negara. Ketika pemerintah Orde Baru melakukan pembangunan dan modernisasi masyarakat, terjadi kebangkitan kelompok Muslim yang di sebut “kelas menengah santri baru”, berlangsung sejalan dengan modernisasi yang terjadi dalam lembaga pendidikan Islam tradisional pesantren. Kemudian pada era demokratisasi, dunia pendidikan Islam mengalami pertumbuhan dan perkembangan dalam beragam kelembagaan dan corak keagamaan. Sebagian besar pesantren masih tetap istiqomah dalam mempertahankan corak keagamaan yang moderat, diakui sebagai pondasi berkembangnya masyarakat sipil dan pembentukan identitas sosial-politik masyarakat Indonesia yang ‘khas’, ramah, moderat, dan toleran. Karakter Muslim yang berbeda dengan kawasan lainnya, khususnya Timur-Tengah yang merupakan poros dunia Islam. Namun ada sebagian kecil pesantren dianggap mendorong tumbuhnya chauvinisme keagamaan, mengajarkan penafsiran Islam yang ‘sempit’ dan memberikan kerangka pemikiran dan aksi dalam merespons perubahan sosial-politik yang seringkali berbentuk panggilan ‘jihad’. Artikel ini mencoba mengeksplorasi kontribusi pendidikan Islam dalam perubahan sosial masyarakat Muslim Indonesia.

Embracing multiculturalism of Canada: the roots & the present-day realities

2017 ◽  
pp. 32-41
Author(s):  
Valentyna Bohatyrets
Keyword(s):  
National Identity ◽  
Human Dignity ◽  
Public Support ◽  
Immigrant Integration ◽  
Mutual Understanding ◽  
Positive Outcomes ◽  
The World ◽  
The One ◽  
Digital Diplomacy ◽  
Equality And Diversity

The paper provides the framework for embracing multiculturalism as a source of national identity, a political ‘profession de foi’, and an engine for a government to gain positive outcomes, leading to better immigrant integration and economic advantages for any country in the world. Noteworthy, Canadian federal policy of multiculturalism, since its official adoption in 1971, is witnessed to work stunningly and in contrast to developments elsewhere – in Canada, public support for multiculturalism is seeing unprecedented growth. Currently, the diversity of the Canadian populace is increasing faster than at any time in its history; Canada’s ethnic makeup has notably altered over the time due to changing immigration patterns. According to the latest poll findings, 84% of Canadians agree with the statement that ‘Canada’s multicultural makeup is one of the best things about this country’; 61% of Canadians believe multiculturalism ‘strengthens national identity’. Moreover, released data from Environics reveals that 27% of Canadians believe ‘multiculturalism is the one characteristic about Canada that most deserves to be celebrated on its upcoming 150thanniversary. Undeniably, people around the world tend to view Canada as “good”. Importantly, the election of Justin Trudeau is viewed as an excellent opportunity to invigorate brand Canada. Noteworthy, brand Justin Trudeau is currently composed of his belief in and promotion of the values of tolerance, equality and diversity. While recognizing the value for society of the human dignity inherent in each individual, Trudeau’s government aims to push beyond mere tolerance to mutual understanding and respect. Keywords: Multiculturalism of Canada, immigration, digital diplomacy, brand, national identity, poll, ethnic groups

UNSUR MANAJEMEN DALAM PENGELOLAAN LEMBAGA PENDIDIKAN ISLAM DI INDONESIA

2018 ◽  
Vol 6 (1) ◽  
pp. 675-695
Author(s):  
FAJRI DWIYAMA
Keyword(s):  
Staff Development ◽  
Management Education ◽  
Poor Quality ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Management ◽  
Classic Problem ◽  
The World ◽  
Education Personnel

Abstract: Islamic education institutions in Indonesia face two challenges, namely; internal and external. Internally, Islamic education is faced with the classic problem of the low quality of human resources in education management. The causes include poor quality and education staff development and selectivity of education personnel. Furthermore externally, Islamic education institutions faced three major issues; globalization, democratization, and liberalization. The issue of globalization that is identical with market orientation and mechanism also affects the world of education. That way in education also includes awareness about how to attract and convince the community of the type and model of education. From here, the education world is ready or not ready to be involved in competition to gain public trust. To face these challenges Islamic Education institutions must maximally manage and empower all elements of management in the management of educational institutions. A good understanding of the elements of management can have an impact on the readiness of educational institutions to manage their institutions well in any condition to be the best and foremost. Keywords: Elements of Management, Management, Education, Islam

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