scholarly journals The Contributions of Muhammad Naqib Al-Attas in the Islamization of the Contemporary Islamic World

2021 ◽  
Vol 4 (Special Issue) ◽  
pp. 152-160
Author(s):  
Zhangzhiming ◽  
Rahmah Ahmad H. Osman ◽  
Muhammad Farhan Rizaludin ◽  
Mahaixiang
Keyword(s):  
Social Development ◽  
Values Education ◽  
Traditional Education ◽  
Islamic Education ◽  
Western Education ◽  
Secular Education ◽  
Religious Books ◽  
The Face ◽  
Education Model ◽  
Modern Era

In the modern era, in the face of adherence to tradition and development, Islamic education has always been in a state of imbalance and dilemma: those who adhere to tradition believe that sciences outside religious books are not religious sciences but rather secular sciences, unworthy or unappreciated. As a result, the traditional education system is unable to cultivate talents suitable for social development; Whereas secular education follows the Western education model, which emphasizes only the indoctrination and teaching of applied disciplines, and ignores values education—leading to the development of social material and culture, the decline of civilization, the decline of morals, an increase in crime, and other modern social ills.

scholarly journals THE MODERN ISLAMIC EDUCATION THINKING (ISMA'IL RAJI AL-FARUQI (1921-1986 AD) AND SYED MUHAMMAD NAQUIF AL-ATTAS (1931))

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Mila Hasanah
Keyword(s):  
Education System ◽  
Social Background ◽  
Negative Influence ◽  
Islamic Education ◽  
Educational Thought ◽  
Western Education ◽  
Key Word ◽  
Modern Era ◽  
Formation System ◽  
Educational Thinking

ABSTRACTThe development of Islamic educational thinking, has sketched ideas varied, ranging from the classic to the modern era. Thought modern Islamic education is a critical response on global Western secular civilization. The negative influence is the dualism of the education system that applies to Muslims, namely the Western education system and the system of Islamic education. Western education system is so powerful that its influence is a threat to Islamic education. Therefore, efforts are integral formation system is a must. Al-Faruqi and Al-Attas trying to bargain a solution in the form of Islamization of science, which differ in terms of strategy Islamization of science, if Al-Faruqi in social sciences while Al-Attas on the humanities. Typology thought al-Faruqi and Al-Attas is inseparable from social background and cultural nuances where both activity and appreciate their ideas. Key Word: Modern Islamic Educational Thought, Isma'il Raji al-Faruqi and Syed Muhammad Al-Attas Naquif

scholarly journals LIVING VALUES EDUCATION DAN SURAT CINTA UNTUK NABI: Pendidikan Menghidupkan Nilai Damai di Indonesia

2018 ◽  
Vol 18 (1) ◽  
pp. 112
Author(s):  
Bambang Qomaruzzaman ◽  
Ahmad Gibson Al Bustomi ◽  
Busro Busro
Keyword(s):  
Religious Education ◽  
Values Education ◽  
Reflective Writing ◽  
Islamic Education ◽  
Learning Approach ◽  
Muslim Students ◽  
First Semester ◽  
History Of ◽  
Human Figure ◽  
Education Model

Abstract: A study by PPIM (2017) which indicates increased intolerance among Indonesian Muslim students encourages the emergence of an Islamic education model that emphasizes the value of peace in a collective life. Islamic religious education (PAI), has been focusing on the mastery of Islamic teachings without being linked to the model of relations and communication with other "different" people, and even the history of Islam is more about war than peace efforts. This paper aims to find a PAI learning approach that can foster a peaceful value with a learning process that provides comfort to students. This paper is based on experimental research on first semester students Ushuludin Faculty UIN Sunan Gunung Djati Bandung batch 2017 who took the course of Tawheed. In this research, the material of monotheism is presented with more emphasis on aspects of application through modelling the story of the Prophet Muhammad with the approach of Living Values Education and reflective writing. This research raises awareness to admire the Prophet Muhammad as an inspirational human figure to live more patient, full of struggle, and build peace. In addition the Living Values Education approach also changes in student behaviour and involvement during the lecture. This paper has implications for a more narrative and oriented model of PAI learning to the growth of peaceful values. الملخص: البحث أو الدراسة المطروحة من قبل PPIM (2017) ، الذي يشير إلى زيادة التعصب و عدم التسامح بين طلاب جامعة سونان غونونج جاتي الاسلامية الحكومية بصفة خاصة والطلاب المسلمين الإندونيسيين بصفة عامة ، يحفز ظهور نموذج التعليم الإسلامي الذي يؤكد على قيمة السلام في الحياة الجماعية. و في هذه الآونة ركز التعليم الديني الإسلامي (PAI) على إتقان تعاليم الإسلام دون أن يرتبط بنموذج العلاقات والتواصل مع الآخرين "المختلفين" ، بل ان مادة تاريخ الإسلام أكثر اهتماماتها عرض الحرو ب بدلا من اهتمامهتها بالجهود عن السلام . و تهدف هذه الورقة البحثية الى إيجاد طريقة تعليم مواد الدين الاسلامي التي تعزز قيمة السلام مع عملية التعلم التي توفر الراحة للطلاب. هذه الورقة البحثية مبنية على بحث تجريبي تجرى على طلاب المستوى الاول في جامعة سونان غونونج جاتي الاسلامية الحكومية قسم أصول الدين سنة ٢٠١٧ م الذين يدرسون مادة التوحيد. في هذا البحث ، يتم عرض مادة التوحيد مع المزيد من التركيز على جوانب التطبيق من خلال نمذجة قصة النبي محمد مع نهج تعليم القيم الحياتية والكتابة التأملية. وكشفت هذه الدراسة عن ظهور الوعي للاعجاب بالنبي محمد كشخصية بشرية ملهمة للعيش بصبر أكثر ، مليئة بالنضال والسلام. و من خلال هذه الطريقة يعني منهجية تعليم القيم الحية تغيرات استطاع المدرس تغيير سلوك الطلاب أثناء المحاضرة. هذه الورقة البحثية لها آثار على نموذج أكثر رسوخا وموجها لتعليم الموادالدينية التي تتركز على نمو القيم السلمية. Abstrak: Riset PPIM (2017) yang menunjukkan adanya indikasi peningkatan intoleransi pada siswa dan mahasiswa Muslim Indonesia mendorong munculnya model pendidikan Agama Islam yang menekankan nilai damai dalam kehidupan bersama. Pendidikan Agama Islam (PAI), selama ini, masih memfokuskan diri pada penguasaan ajaran agama Islam tanpa dikaitkan dengan model relasi dan komunikasi dengan orang lain “yang berbeda”, bahkan materi sejarah Islam lebih banyak menceritakan perang daripada upaya-upaya damai. Paper ini bertujuan untuk menemukan pendekatan pembelajaran PAI yang dapat menumbuhkan nilai damai dengan proses pembelajaran yang memberikan kenyamanan pada siswa. Paper ini didasarkan pada riset eksperimen terhadap mahasiswa semester 1 Fakultas Ushuludin UIN Sunan Gunung Djati Bandung angkatan 2017 yang mengambil mata kuliah tauhid. Pada riset ini materi tauhid disajikan dengan lebih menekankan pada aspek penerapan  melalui modeling kisah Nabi Muhammad dengan pendekatan Living Values Education dan penulisan reflektif. Dari Riset ini ditemukan munculnya kesadaran mengagumi Nabi Muhammad sebagai sosok manusia inspiratif untuk hidup lebih sabar, penuh perjuangan, dan membina kedamaian. Melalui pendekatan Living Values Education ditemukan juga perubahan perilaku dan keterlibatan mahasiswa selama perkuliahan berlangsung. Paper ini berimplikasi pada perubahan model pembelajaran PAI yang lebih naratif dan berorientasi pada penumbuhan nilai damai. 

scholarly journals THE PATTERN OF DEVELOPMENT OF ISLAMIC EDUCATION (HISTORICAL STUDIES)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Moch Tolchah
Keyword(s):  
Common Knowledge ◽  
Boarding School ◽  
Islamic Education ◽  
Western Education ◽  
Inhibition Effect ◽  
Modern School ◽  
Religious Issues ◽  
Education Model ◽  
Fundamental Values ◽  
Modern Thinking

his reseach aimed to determine the pattern of development of islamic education. The method used in this reseach was qualitative. The results of this research, the period before Indonesia's independence there are different patterns of development of Islamic education, namely: (1) isolatif-traditional, in the sense of not willing to accept anything that smells Western (colonial) and the inhibition effect of modern thinking in Islam to enter into it, as was evident at the boarding school education featuring only traditional religious sciences of Islam and common knowledge is not at all given. The essence of Islamic education is an effort to conserve and maintain the treasures of earlier scholars thought as expressed in their books. The main purpose of education is to prepare prospective chaplain or clergy only controlled religious issues alone. (2)Synthesis, which brings the livery (Islamic boarding school) and the new style (colonial or Western education model) tangible schools or Madrasah. In reality, patterns of thought this synthesis contain some variation of the pattern of development of Islamic education. (3) Various models and patterns of development of Islamic education are essentially intends to develop teachings and fundamental values contained in the Quran and al-Sunnah. It's just that they have a different perspective to understand and describe the nature of Islamic education and science. This implies also to formulas educational objectives, content / Islamic education materials as well as aspects of the methodology. Key Words: Islamic Education, Madrasah, Boarding School, Modern School

scholarly journals NEOLIBERALISASI PENDIDIKAN ISLAMI DI ACEH: Analisis Kritis Terhadap Qanun Aceh Nomor 5 Tahun 2008

2013 ◽  
Vol 14 (1) ◽  
Author(s):  
Baun Thaib
Keyword(s):  
Critical Analysis ◽  
National Policy ◽  
Islamic Education ◽  
The Real ◽  
Secular Education ◽  
The Face

In qanun of education in Aceh, it is stated that the education in Aceh should be Islamic. We cannot deny that Aceh’s education is subordinate from national secular education. Therefore, it is assume that Aceh’s education totally followed the national policy with all of its philosophy, ideology, politics and other values brought along. Thus, how is the real project of Islamization of education in Aceh? This article is intended to explain the implementation of Islamic education in Aceh and also the values promoted through the islamization process and figure out the concistency of its implementation toward Islamic pedagogy. By using critical analysis, the writer found that the islamization project in Aceh’s education has been trapped in the mainstream of nationl education either from the aims or from the substances. Thus, the face of Islamic education in Aceh is just in the artificial aspect such as wearing Islamic uniform at school, adding Islamic subject and segregating of boys and girls in the classroom.

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.

GLOBALISASI BANGSA ARAB DI DUNIA MELAYU

2017 ◽  
pp. 59-82
Author(s):  
Siti Aisyah
Keyword(s):  
Islamic Education ◽  
Medium Of Instruction ◽  
The Public ◽  
The People ◽  
Religious Books ◽  
Arabic Script

The Malay people made Arabic as the medium of instruction in the form of writing by the Malay community. The use of this script is known as Malay Arabic script by adding some Arabic letters by adjusting the sound with Malay language. The first stage of this writing as a communication in trade between the people of Indonesia with Arab traders, then the writers use it as script writing in Malay language. This writing continues to use it as the medium of instruction in Islamic education and teaching to the public. Then the scientists and scholars use it as well as writing characters in writing religious books such as fiqh, tafseer, hadith and tarekat and other writings. After that Malay Arabic script has become a national script of Malay society, including in Indonesia. The Malay Arabic script was used as a newspaper and magazine literature until the arrival of Europeans to the archipelago. Slowly after that Malay Arabic script is no longer used as a national writing script by Malays society including Indonesia.

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

Pondok Pesantren Sebagai Lembaga Pendidikan Alternatif

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 50-57
Author(s):  
Salman Zahidi
Keyword(s):  
Cultural Identity ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Models ◽  
Literature Study ◽  
Exploratory Approach ◽  
The Times ◽  
Modern Era

Ali Bin Abi Talib once said that children should be educated in accordance with the  development of the times. The Ali bin Abi Talib’s statement could be considered as his attention more to the development of human civilization. For that reason, there should be studies focused on the role of educational institutions in facing the challenges of the times. On this stand, the writer raises the existence of pesantren (Islamic boarding schools) for being considered to have been able to survive amid the onslaught of civilization increasingly obscuring cultural identity. In addition, this study also aims to identify and discuss the role of pesantren in the modern era. This is a literature study using a descriptive and exploratory approach. It can be concluded that pesantren are non-formal Islamic educational institutions. Pesantren have permanent and distictive methods and learning models. The purpose of pesantren education is the same as Islamic education in general, instilling a sense of virtue, familiarizing themselves with courtesy, preparing for a holy, sincere and honest life entirely. Pesantren could be seen from three aspects: (a) pesantren that are seen from facilities and infrastructures, (b) pesantren that are seen from disciplines taught, and (c) pesantren that are seen from the fields of knowledge.

Islamic Education Institutions in Singapore

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.

PENDIDIKAN BERMASYARAKAT MODEL NABI MUHAMMAD SEBAGAI SOLUSI ALTERNATIF KEHIDUPAN BERMASYARAKAT DI INDONESIA

2020 ◽  
Vol 5 (1) ◽  
pp. 136-149
Author(s):  
Gunawan Efendi
Keyword(s):  
Social Life ◽  
Community Education ◽  
Islamic Education ◽  
Curriculum Materials ◽  
Education Curriculum ◽  
Education Model ◽  
Alternative Solutions

The model of community education in the form of the prophet Muhammad is community education modeled on the ways of education carried out by the prophet Muhammad SAW. Among the models of the prophet Muhammad SAW education. namely the development of Islamic education, curriculum, materials, methods, institutions, guidance during the time of the Prophet Muhammad SAW. Alternative solutions for social life in Indonesia include Indonesian education that must be designed in such a way as to enable students to develop their potential naturally and creatively in an atmosphere of freedom, togetherness, and responsibility. In addition, education must produce graduates who can understand their community with all the factors that can support success or obstacles that cause failure in social life. One alternative that can be done is to develop an education model of the Prophet Muhammad SAW.

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