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 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 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”.

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 Pengantar dan Sejarah Perkembangan Ilmu Hadits

2018 ◽  
Author(s):  
Anisa Hayatun Nufus
Keyword(s):  
Islamic Education ◽  
Education Philosophy ◽  
Epistemological Views

Kondisi hadis pada masa perkembangan sebelum pengodifikasian dan filterisasi pernah mengalami kesimpang siuran di tengah jalan, sekalipun hanya minoritas saja. Oleh karena itu, para ulama bangkit mengadakan riset hadis-hadis yang beredar dan meletakkan dasar kaidah-kaidah atau peraturan-peraturan yang ketat bagi seorang yang meriwayatkan hadis yang nantinya ilmu ini disebut ilmu hadis. Meskipun makalah ini tidak bisa memuat hal-hal yang berkaitan dengan pengantar dan sejarah perkembangan ilmu hadis secara menyeluruh, tapi paling tidak makalah ini cukup mampu untuk memperkenalkan kita bagaimana sejarah perkembangan ilmu hadis.Berdasarkan permasalahan di atas dalam makalah ini kami berusaha mencoba menjelaskan pengertian ilmu hadis dan bagaimana sejarah perkembangan ilmu hadis.Daftar Pustakaan-Nawawi. Shahih Muslim bi Syarh An-Nawawi. Juz 1., t.t.as-siba’i. as-sunnah, t.t.Hasyim, Ahmad Umar. As-Sunnah An-Nabawiyyah, t.t.’Itr, Nuruddin. Manhaj An-Naqd Fii ’Uluum al-Hadis. Bandung: Remaja Rosdakarya, 2012.Khathib, Ajaj al-. Ushûl Al-Hadîts, t.t.Thahhan, Mahmud al-. Taisir Musthalahal al-Hadits. Beirut: Dar ats-Tsaqafah al-Islamiyah, t.t.Zubaidillah, Muh. Haris. “Epistemological Views of Islamic Education Philosophy as a Islamic Education Basis.” Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 12, no. 1 (2018): 1–12.Zubaidillah, Muh. Haris. “Nilai-Nilai Pendidikan Adversity Quotient pada Cerita Nabi Musa dalam Alquran.” Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 11, no. 24 (2017).

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.

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.

The Relevance of Al-Ghazali’s Educational Views on the Contemporary System of Muslim Education: Focus on Islamic Education in Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
AbdulSwamad Gyagenda
Keyword(s):  
Teaching And Learning ◽  
Primary Source ◽  
The Other ◽  
Islamic Education ◽  
Learning Models ◽  
Ultimate Truth ◽  
Contemporary World ◽  
The Core ◽  
Body And Soul ◽  
Philosophy Of Knowledge

Imam Al-Ghazali used a combination of the wisdom, exposure and experience he had acquired while running the Nizamiyyah colleges to contribute to the core of the theory knowledge, education and Islamic sciences. His ideas suggest that God is the primary source of knowledge and sense alone cannot deliver one to the ultimate truth. He categorised knowledge according to the needs of the society. Knowledge according to him should shape an individual and help him/her to interact with the creator and with the other existents. Knowledge should affect body and soul, mind and heart and ultimately deliver one to happiness here and in the hereafter. His views on the core values of Islam affecting both individuals and society can be employed in determining and redefining the philosophy of knowledge in our contemporary world. The brief on the philosophy of knowledge reflected in here as well as the method of teaching and instruction especially in the Islamic institutions is drawn from Al-Ghazali’s rich reservoir of experience. This literature can be used to develop teaching and learning models and polices in developing Islamic academic institutions especially in Uganda.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals Psychological Principle And Its Implications In Islamic Education Hasan Langgulung's Perspective

2019 ◽  
Vol 3 (2) ◽  
pp. 224
Author(s):  
Suminto Suminto
Keyword(s):  
The Body ◽  
Islamic Education ◽  
Human Potential ◽  
Young Generation ◽  
Human Beings ◽  
Knowledge Based ◽  
Library Research ◽  
Learning As A Process ◽  
Islamic View ◽  
Psychological Principle

The psychological principle of education can be understood as truth which is the basis or basis for thinking, both at the planning, implementation and evaluation stages of knowledge based on theories from psychology. Therefore, it becomes essential in understanding education, that education also has principles as a place and foothold that is upright, upright in material, upright in interaction, upright in innovation, or honest in its ideals. The type of research used is library research. The content analysis is used as an analysis method in this study. The results of this study can be concluded that: (1) The concept of psychological principles in Islamic education according to Hasan Langgulung is by emphasizing the theory of the learning process and the idea of human creation according to the Islamic view, which includes the nature of creation, essential human potential, cognitive and psychological growth and development and human spirit, so that it can be understood that human beings are creatures consisting of elements of Islamic and spiritual. (2) The implication of the concept of psychological principles in Islamic education is to view learning as a process in preparing the young generation so that they can act as the next generation, transferring knowledge and Islamic values ​​so that they are aligned with the purpose of the human being created, as well as in their daily behaviour. Therefore, in the process of education must pay attention to the development of the soul, as well as the growth of the body of students by referring to the basis, objectives, curriculum, material, and evaluation that carry human functions as abid and khalifatullah which are decorated with righteous deeds.

scholarly journals Ethics and science: between logical positivism and Islamic education - A comparative study -: الأخلاق والعلم بين الوضعية المنطقية والتربية الإسلامية - دراسة مقارنة -

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Smyah Ghazi M Allihyani
Keyword(s):  
Social Life ◽  
Scientific Method ◽  
Science Research ◽  
Logical Positivism ◽  
Islamic Education ◽  
Comparative Approach ◽  
Natural Phenomena ◽  
Human Beings ◽  
Human Needs ◽  
The Mind

The research aims to study and analyze the perception of the logical positivism of ethics and science, and study and analyze the perception of Islamic education for ethics and science, in addition to monitoring similarities and differences between the perception of logical positivism and Islamic education for ethics and science, and finally draw the most important conclusions from the comparison between the logical positivism perception and Islamic education of ethics and science. Research Methodology: George Bereday Curriculum's four-step comparative approach: description – interpretation – juxtaposition – comparison. The research reached several results, the most prominent of which are: 1- Islamic education was distinguished from logical positivism in its belief that benign morals are a fixed source; it derives from Islamic sources the Noble Qur’an and pure Sunnah, at a time when morals are considered relative as perceived by logical positivism. 2- Islamic education was distinguished in its view of Islamic morals as absolute and does not change with the change of time or place, at a time when the logical positivism considered ethics as separate from social life and its criterion of human needs, will and choice. 3- Islamic education was distinguished from the logical positivism in its conception of science where its view was more general and more comprehensive in the source of knowledge, for God Almighty is the source of knowledge and to him all things are returned, then nature and its facts and laws that come from the arrangement of God Almighty and the Creator and its use of human beings come. 4- Islamic education was distinguished from the logical positivism in its belief in the unseen and the testimony, so the mind and the senses are all tools by which the believer inferred the net belief on the existence of a creator and mastermind of this great universe. The great. 5- Islamic education was distinguished by the comprehensiveness of its view of the mind, because it is based on sincere faith and common sense, on which sound thinking is based. 6- Islamic education was more comprehensive than the logical positivism in the steps of the scientific method (research) in studying natural phenomena and various fields of knowledge, due to its dependence mainly on the divine (revelation) source which is from God Almighty being the source of knowledge and knowledge.

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