Islamic Education: A Contrastive Analysis of Ibn SÊnÉ’s and Al- GhazÉlÊ’s views

2012 ◽  
Vol 8 ◽  
pp. 457-476 ◽  
Author(s):  
Adlina Hj Ariffin
Keyword(s):  
Islamic Education ◽  
Contrastive Analysis ◽  
Sources Of Knowledge

Ibn SÊnÉ and al-GhazÉlÊ were two great philosophers in the Muslim history. They shared in their ideas, among others, on man, society, and education. Their views on these subjects are to some extent different from each other. This paper is devoted to carry out a contrastive analysis of the ideas concerning Islamic education conceptualized by these two scholars, besides referring to their biography, their views on man, morality, society, and man’s sources of knowledge; and highlighting their contributions towards Islamic Education.

scholarly journals EPISTEMOLOGI PENDIDIKAN ISLAM

At-Tuhfah ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 121-135
Author(s):  
Yogi Prana Izza
Keyword(s):  
Islamic Education ◽  
Knowledge Sources ◽  
Epistemological Foundation ◽  
Sources Of Knowledge ◽  
Education Today ◽  
Five Senses

“One of the problems of Islamic education today is the issue of dichotomy between “the relegious science” oriented to the hereafter happiness and “the non relegious science” oriented to worldly happiness. In fact, Islam does not distinguish between the two. This problem is directed from the formulation of an inaccurate Islamic education epistemology. Therefore, this paper seeks to unravel the epistemological foundation of Islamic education by discussing the essence of Islamic education, knowledge sources of Islamic education, the methodology of Islamic education and the alternative paradigm of integralism in religious sciences with non-religious sciences. The conclusion of this discussion explains that the essence of Islamic education is the process of adab cultivation, the process of transferring knowledge and the process of purification of the soul. These processes are actually related to the sources of knowledge in Islamic education, namely the five senses, ratios, intuition, and revelation (wahyu). The functions of these sources are complementary or integral. But in reality, the source of intuition, for example, has not yet gotten an adequate portion in Islamic education”.

scholarly journals Pandangan al-Nadwi Tentang Kepentingan al-Sirah al-Nabawiyyah dalam Pendidikan Kanak-Kanak

2021 ◽  
Vol 5 (1) ◽  
pp. 227-242
Author(s):  
Mohd Shahrizal Nasir ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Role Models ◽  
Islamic Education ◽  
Analysis Method ◽  
Islamic History ◽  
Authoritative Knowledge ◽  
Reading Material ◽  
Sources Of Knowledge ◽  
Islamic Thought ◽  
Reading Materials ◽  
Similar Theme

Abu al-Hasan ‘Ali al-Nadwi (later al-Nadwi) was a famous Islamic scholar during his life in the 90s. He is known for his efforts to solve the problems faced by Muslims. Among al-Nadwi’s approaches is the call for Muslims to reappreciate the sources of Islamic history, especially al-sirah al-nabawiyyah (biography of the prophet). Al-Nadwi’s efforts to produce literary works on al-sirah al-nabawiyyah highlighted his thought that al-sirah al-nabawiyyah should be considered as one of the important sources of knowledge. Al-Nadwi was not only produced the work of al-sirah al-nabawiyyah for adults but also wrote several works on the similar theme for children. Based on these facts, this article will unravel al-Nadwi’s views which highlights the importance of al-sirah al-nabawiyyah in the process of educating children. This article analyses al-Nadwi’s views on al-sirah al-nabawiyyah through textual analysis method. As a result, this article discovers that al-Nadwi’s views of al-sirah al-nabawiyyah is based on his stand that Muslims should utilize the source of authoritative knowledge in Islam. In addition, children should be kept away from reading materials that contain elements of superstitions. The content of reading material featuring the prophets as role models should be given priority in the effort to form a good personality for children. Therefore, al-sirah al-nabawiyyah needs to be exposed to children because it is an important requirement to educate them with Islamic education. Keywords: Prophetic Biography, al-Nadwi, Islamic Thought, The Story of Prophets, Islamic Personality Abstrak Abu al-Hasan ‘Ali al-Nadwi (seterusnya al-Nadwi) merupakan seorang sarjana Islam yang terkenal ketika hayatnya pada era 90-an. Beliau terkenal dengan usaha menyelesaikan masalah yang dihadapi umat Islam. Antara pendekatan al-Nadwi ialah seruan agar umat Islam kembali menghayati sumber sejarah Islam khususnya al-sirah al-nabawiyyah. Usaha al-Nadwi menghasilkan karya tentang al-sirah al-nabawiyyah menyerlahkan pemikirannya agar al-sirah al-nabawiyyah dijadikan sebagai salah satu sumber ilmu yang penting. Al-Nadwi bukan sahaja menghasilkan karya al-sirah al-nabawiyyah untuk golongan dewasa tetapi turut menulis karya seumpamanya untuk kanak-kanak. Berdasarkan fakta tersebut, makalah ini akan merungkai pandangan al-Nadwi tentang kepentingan al-sirah al-nabawiyyah dalam proses pendidikan kanak-kanak. Makalah ini menganalisis pandangan al-Nadwi berkaitan al-sirah al-nabawiyyah dengan menggunakan kaedah analisis teks. Hasilnya, makalah ini mendapati bahawa pandangan al-Nadwi terhadap al-sirah al-nabawiyyah berpaksikan pendirian agar umat Islam memanfaatkan sumber ilmu berautoriti dalam Islam. Selain itu, kanak-kanak perlu dijauhkan daripada bahan-bahan yang mengandungi unsur khurafat. Kandungan bahan bacaan yang menampilkan para nabi sebagai suri teladan perlu diutamakan dalam usaha membentuk keperibadian mulia bagi kanak-kanak. Justeru, al-sirah al-nabawiyyah perlu didedahkan kepada golongan kanak-kanak kerana ia adalah satu keperluan penting untuk mendidik mereka dengan didikan Islam. Kata kunci: al-Sirah al-Nabawiyyah, al-Nadwi, Pendidikan Kanak-Kanak, Kisah Para Nabi, Sahsiah Islamiah

scholarly journals Standards of Islamic Rooting for the Concepts of Education

2020 ◽  
Vol 14 (1) ◽  
pp. 128
Author(s):  
Fahad M. Alharthi
Keyword(s):  
Arabic Language ◽  
Interdisciplinary Studies ◽  
Islamic Education ◽  
Sources Of Knowledge ◽  
Multiple Uses ◽  
Educational Sciences ◽  
Educational Applications ◽  
The Universe ◽  
Descriptive Method

The study aimed to identify a set of Islamic standards for the educational concepts that should be taken into account when addressing the process of Islamic rooting. The researcher used the analytical descriptive method, and the results of the study showed the absence of Interdisciplinary studies, which may contribute more to correcting the methodology of Islamic rooting for educational sciences, among specialists in the origins of education and other disciplines in the educational fields or otherwise. Thus, the study presented a set of Islamic Rooting standards for the educational concepts which are: reliance on sources of Islamic education, adherence to the rules of derivation and reasoning in Islamic methodology, ability to critique and deal with the heritage tales and understanding and knowledge of Arabic language methods and their multiple uses. The distinction between the sources of knowledge in Islam and other nations, starting from the Islamic perception of the universe, man and life, extensive knowledge in the field of education and work within the field. Results also indicate the presentation of educational concepts clearly after rooting them, verification of rooting objectives of educational concepts, emergence of features of the methodology of Islamic roots when dealing with educational concepts, averageness in dealing with educational concepts coming from other educational cultures, taking into consideration the aspects of the legal dispute and its reflection on educational applications. The study concluded with a set of recommendations in the light of its findings

scholarly journals Persepsi Guru Pendidikan Islam Terhadap Ilmu Menurut Konsep Malakah Ilmiyyah Ibnu Khaldun

2018 ◽  
Vol 10 (3-4) ◽  
Author(s):  
Mohamad Zarkhuan Zainol ◽  
Azmil Hashim ◽  
Mohamad Marzuqi Abdul Rahim
Keyword(s):  
Sampling Method ◽  
Simple Random Sampling ◽  
Teaching Profession ◽  
Islamic Education ◽  
Positive Perception ◽  
Ibn Khaldun ◽  
Knowledge Based ◽  
Sources Of Knowledge ◽  
High Level

The main objective of this study is to identify the Islamic Education teacher (GPI's) perception on knowledge based on its sources and classifications among new GPIs in the State of Selangor. This is descriptive study used a questionnaire as instrument for data collection. The questionnaire was developed based on the concept Malakah Ilmiyyah Ibnu Khaldun through chapter sixth in the Book Muqaddimah. Two constructs are identified as the source of knowledge and classification of knowledge. Using the simple random sampling method, a total of 92 new GPIs was randomly selected from several schools in the Gombak state of Selangor to be a sample of the study. Generally, the study found new GPI perception of knowledge by the concept Malakah Ilmiyyah Ibnu Khaldun is at a high level. All constructs were above 8.0 i.e. sources of knowledge (8.70) and classification of knowledge (8.89). This study showed that the new GPI has a positive perception of practicing naqli and aqli knowledge as taught by Ibnu Khaldun in his Muqaddimah Book. The concept of Malakah Ilmiyyah Ibn Khaldun is actually very consistent to the goal of producing a knowledgeable GPI and at the same time can create a student human capital of the world's brightest and the hereafter. Furthermore, studies on the various concepts still stored in the Muqaddimah script need to be explored, especially in relation to the teaching profession.

scholarly journals RELIGIOUS READING MATERIALS AND RELIGIOUS ORIENTATION OF HIGH SCHOOL ISLAMIC EDUCATION TEACHERS IN BANDAR LAMPUNG

2019 ◽  
Vol 4 (01) ◽  
pp. 97-118
Author(s):  
Mahmudah Nur ◽  
Muhammad Agus Noorbani
Keyword(s):  
High School ◽  
Mixed Methods ◽  
High School Teachers ◽  
Religious Orientation ◽  
Islamic Education ◽  
School Teachers ◽  
Sources Of Knowledge ◽  
Reading Materials ◽  
Research Show

This paper aims at showing the result of the research on the variety of religious reading materials and religious orientation based on religious reading materials of Islamic Education (Pendidikan Agama Islam/PAI) teachers in Bandar Lampung. Religious reading materials is one of the sources of knowledge being read by Islamic Education teachers as an effort to improve the quality of their knowledge. Utilizing mixed methods with psychology of religion approach and discourse analysis, this study aims to know the variety that PAI high school teachers in Bandar Lampung for the enrichment of teaching contents at schools and to find the linkages between religious reading materials with the religious orientation of PAI teachers in Bandar Lampung. The findings of this research show that the orientation of PAI high school teachers in Bandar Lampung was more categorized as intrinsic and a few was categorized as extrinsic. Based on the religious reading materials of PAI high school teachers in Bandar Lampung, the teachers who are categorized as intrinsic are more varied in terms of topics and authors compared to the teachers who are categorized as extrinsic.

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.

Meunasah : Lembaga Pendidikan Islam Tradisional Aceh

At-Tafkir ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 173-186
Author(s):  
Muslim Hasballah
Keyword(s):  
Educational Institution ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Literature Study

Meunasah is one of the basic levels of traditional Islamic educational institutions in Aceh. Which to date continues to be vehement with recitation and other civic activities. aims to find out the origins and the development of meunasah as a basic traditional Islamic educational institution in Aceh. This research applied a literature study by collecting various references. The results showed that meunasah had existed since the formation of the Islamic community in Aceh. The development of meunasah as a traditional Aceh Islamic education institution was only discovered during the period of Sultan Iskandar Muda (1607-1636).

Pengembangan pembelajaran PAI model student facilitator and explaining pada kelas VII SMP Negeri 1 Puri Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Hariris Nur Cahyo
Keyword(s):  
Everyday Life ◽  
Secondary Students ◽  
Natural Sciences ◽  
Trial Data ◽  
Islamic Education ◽  
Development Research ◽  
Test Results ◽  
Junior Secondary ◽  
Expert Validation

Learning PAI (Islamic Education) seeks to increase the interest of students to develop the knowledge, skills and ability to think about nature and its contents are full of secrets endless. Based Permendiknas No. 23 of 2006, Standard Competency Education Unit (SKL-SP) SMP / MTS include: students can find and apply information from the environment and other sources logically, critically and creatively, and students can demonstrate the ability analyze and solve problems in everyday life. The purpose of development research are: 1) to describe the model of PAI that has been applied in SMP Negeri 1 Puri Mojokerto 2) Describe the product feasibility PAI learning for junior secondary students and secondary review of aspects of the model Student Facilitator and Explaining 3) Produce Learning PAI student Facilitator and explaining the model that corresponds to the culture and character of students in SMP Negeri 1 Puri Mojokerto Products PAI learning facilitator and explaining the model student has been accomplished based analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on theoretically and empirically test results are: Revised by students by questionnaire: Change to increase the attractiveness of the model 2) Products that are developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, PAI Learning Facilitator and explaining the model student is fit for use for subjects of Natural Sciences (PAI). 5) Products that are developed can increase students' motivation, and motivation is one of the conditions of implementation of productive models.

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

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