Filsafat Ilmu Pendidikan Islam dalam Perspektif Pendidikan Jasmani

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society

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PEMIKIRAN PENDIDIKAN ISLAM PADA ERA KONTEMPORER

Tasamuh Jurnal Studi Islam ◽

10.32489/tasamuh.48 ◽

2018 ◽

Vol 10 (1) ◽

pp. 79-91

Author(s):

Sain Hanafy

Keyword(s):

General Education ◽

Human Life ◽

Islamic Education ◽

Development Effort ◽

Human Beings ◽

Psychology Education ◽

Educational Thought ◽

Points Of View ◽

The Right ◽

Islamic Values

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society.

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LOVE EDUCATION CONCEPT IN ISLAM

International Journal of Modern Trends in Social Sciences ◽

10.35631/ijmtss.314009 ◽

2020 ◽

Vol 3 (14) ◽

pp. 102-115

Author(s):

Syahrizal Syahrizal ◽

Tengku Sarina Aini Tengku Kasim

Keyword(s):

Social Problems ◽

Human Life ◽

Islamic Education ◽

Human Beings ◽

True Love ◽

Education Today ◽

Islamic Values ◽

Education Concept ◽

The Way

Education is the most important aspect of human life. Islam views education as a media to make human beings possess Islamic values in itself and practice it in every behavior. However, education today is more oriented to efforts to produce employees with intellectual and expertise in all fields. As a result, the values which are the main essence in the process of education are neglected. Consequent has occurred in various social problems and violence among teenagers such as free sex, nonmarital pregnancy, abortion, lack of concentration in learning, suicide, and murder. Among the causes found by some researchers is the misunderstanding and practice of love among teenagers. Therefore, this article aims to discuss how the concept of true love education according to Islam. This study can provide an understanding of learners about true love. This study can provide students with an understanding of true love. The author finds that the concept of love education in Islam must fulfill three main principles. First; tawhid, recognition of the reality of God Almighty and devoting himself to Allah SWT only. Second; nubuwwah is all the devotion of a servant to Allah SWT in accordance with the way shown by His Prophet. Third; Surrender that all the devotion is done only expecting His pleasure. Therefore, it can be concluded that love education in the study of Islamic education can be found through faith education, Islam, and morality.

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Forgiveness Viewed from Positive Psychology and Islam

Islamic Guidance and Counseling Journal ◽

10.25217/igcj.v3i2.878 ◽

2020 ◽

Vol 3 (2) ◽

pp. 108-121

Author(s):

Idi Warsah

Keyword(s):

Mental Health ◽

Positive Psychology ◽

Physical Health ◽

Role Model ◽

Human Life ◽

Well Being ◽

Human Beings ◽

Library Research

Conflicts are unavoidable in human life. Thus, for human beings, the attitude of forgiveness is of importance to be well-embedded and sustainably constructed. Resting upon the aforesaid premises, the present study conducted a library research to reveal how forgiveness is viewed from the perspectives of positive psychology and Islam. 102 scientific works reviewed, 58 works were finally selected to be scrutinized in depth. This study revealed that the discourses in the field of positive psychology imply that forgiveness attitude is of importance to be embedded in human beings and continuously constructed by virtue of its positive natural impacts on mental health, good relationships, physical health, and positive well-being. Furthermore, as informed by Islamic teachings, the attitude of forgiveness is also suggested to be well and continuously embedded. As the best Islamic role model for the end-time people, the Prophet Muhammad PBUH already exemplified that humans are indeed to always be forgiving and even to pray for others for the sake of good things that Allah SWT will bestow to. It is worth noting that both positive psychology and Islam encourage humans to be forgiving individuals.

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Morality and Ethics in Education and its Impact on the Society

IIUC Studies ◽

10.3329/iiucs.v9i0.24037 ◽

2015 ◽

Vol 9 ◽

pp. 335-344

Author(s):

Muhammad Aminul Hoque

Keyword(s):

Human Life ◽

Modern World ◽

Human Beings ◽

Research Article ◽

The People ◽

Eve Teasing ◽

Islamic Values

The technology has been developing tremendously in the modern world with remarkable contribution in various sectors of human life, but it has failed to address the most important issues of morality and ethics. The lack of which has resulted the killing, eve teasing, degeneration and life of human beings has become cheaper than anything else. This is why, the need for a study on the importance of Islamic Values has become essential to arrest the degeneration and lawlessness in the society and make the people aware about their duties and responsibilities afresh. This research Article is highly expected to address this problem.IIUC Studies Vol.9 December 2012: 335-344

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Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v3.1.170.113-122 ◽

2019 ◽

Vol 3 (1) ◽

pp. 113-122

Author(s):

Sudar Kajin

Keyword(s):

Teaching And Learning ◽

Intellectual Development ◽

Human Life ◽

Lessons Learned ◽

Islamic Education ◽

Human Beings ◽

Religious Knowledge ◽

Transmission Of Knowledge ◽

Knowledge Based ◽

Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

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Teaching Islamic Education in Early Childhood by Instilling Values Islamic Aqidah

GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI ◽

10.29313/ga:jpaud.v3i2.5410 ◽

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.

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Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)

PALAPA ◽

10.36088/palapa.v9i1.1065 ◽

2021 ◽

Vol 9 (1) ◽

pp. 137-181

Author(s):

Nurhadi Nurhadi ◽

Muhammad Irhamuddin Harahap

Keyword(s):

Physical Education ◽

Moral Education ◽

Religious Education ◽

Secondary Data ◽

Islamic Education ◽

Data Sources ◽

Primary Data ◽

Social Education ◽

Psychiatric Education ◽

Library Research

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

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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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Gender Equality and Equity with Mubadalah Concept and Its Implementation in Islamic Education

ADDIN ◽

10.21043/addin.v14i2.7179 ◽

2020 ◽

Vol 14 (2) ◽

pp. 305

Author(s):

Wilis Werdiningsih ◽

Ahmad Natsir

Keyword(s):

Gender Equality ◽

Human Life ◽

Islamic Education ◽

Young Generation ◽

Community Life ◽

Human Beings ◽

Library Research ◽

Important Means ◽

The Subject ◽

Gender Based

Gender equality study is the study that will continously be discussed in human life. The study of gender examines the diverse roles of women and men in community life. The concept of mubadalah is of the new studies in gender equality. The concept of mubadalah is way of looking at two relations, namely man and woman, in which both of them as dignified human beings who are able to take advantages of all aspects of life for their good. Education is an important means of educating people who are knowledgeable and have noble character. Gender-based education is the foundation in creating a gender responsive young generation. This study aims to examine more deeply the concept of mubadalah and its implementation in Islamic education. This study used qualitative approach and the type of this research is library research. Data were obtained from various sources relate to the concept of mubadalah and Islamic education. The results show that the concept of mubadalah is one of the concepts of gender equality which can be used as a reference for understanding gender equality and equity that seeks to see women and men as servants of Allah swt. which is the subject of the texts in Al-Qur’an as well as in their interpretation. Education in an Islamic perspective becomes a forum for teaching gender equality through the design of a gender responsive education component.

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