scholarly journals INCLUSIVISM AND EXCLUSIVISM AS WELL AS THEIR EFFECT ON ISLAMIC EDUCATION BASED MULTICULTURAL

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.

scholarly journals Pendidikan Islam dalam Perspektif Antropologi

2016 ◽  
Vol 8 (2) ◽  
pp. 201
Author(s):  
Herman Wicaksono
Keyword(s):  
Qualitative Methods ◽  
Cultural Anthropology ◽  
Islamic Education ◽  
Educational Activity ◽  
Human Beings ◽  
Educational Activities ◽  
Common View ◽  
Cultural Aspect ◽  
Environment Education ◽  
Library Research

Tulisan ini bertujuan untuk menjelaskan tentang pendidikan Islam dalam perspektif antropologi. Adapun jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kepustakaan (library research) dengan metode kualitatif. Penelitian ini sangat perlu diteliti mengingat ilmu antropologi merupakan ilmu tentang manusia terkhusus lagi antropologi budaya yang memandang bahwa manusia merupakan makhluk yang berbudaya. Penelitian ini didapatkan hasil bahwa Islam dan antropologi memiliki pandangan yang sama terkait dengan pendidikan Islam. Kesamaan tersebut diantaranya terlihat pada kesamaan pandangan tentang konsep manusia. Manusia sebagai makhluk yang memiliki potensi atau fitrah sama-sama diakui oleh antropologi dan Islam. Begitu pula dalam aktifitas pendidikan, antara Islam dan antropologi pun memiliki beberapa kesamaan yang subtantif. Pendidikan hendaknya bisa disesuaikan dengan kebudayaan yang ada di sekitar. Hal ini karena selain antropologi menghendaki yang demikian, ternyata Islam juga sangat mengapresiasi mereka yang menghargai budayanya, tentunya budaya-budaya yang tidak bertentangan dengan prinsip-prinsip ajaran Islam. Pada akhirnya, pandangan antropologi terhadap pendidikan Islam mengarahkan agar setiap aktivitas pendidikan tidak lepas dari aspek budaya yang berlaku baik dari segi pendidik, peserta didik, tujuan pendidikan, metode pendidikan, serta konteks/lingkungan pendidikan. This article aims to explain Islamic education in the perspective of anthropology. The type of research used in this research is library research  with qualitative methods. This research is very necessary to study because anthropology is the study of man especially  cultural anthropology which holds that humans are creatures of culture. This study showed that Islam and anthropology have similar views related to Islamic education. The similarity can be seen from a common view of the human concept. Human beings have the potential or disposition equally recognized by anthropology and Islam. In educational activities, between Islam and anthropology also has some similarities substantive. Education should be adapted to the culture around. This is because in addition to anthropology such desires, it turns out Islam also greatly appreciate those who appreciate culture, of course, cultures that do not contradict the principles of Islam. Finally, the view of anthropology to Islamic education shows that every educational activity cannot be separated from the cultural aspect that applies both in terms of educators, learners, educational objectives, methods of education, as well as the context/environment education.  

scholarly journals Konsep Pendidikan Multikultural menurut Nadirsyah Hosen

2021 ◽  
Vol 17 (2) ◽  
pp. 239
Author(s):  
Anah Nurhasanah ◽  
Ahmad Nabil Atoillah ◽  
Ahmad Abdur Rohman
Keyword(s):  
Multicultural Education ◽  
Cultural Values ◽  
Deep Understanding ◽  
Islamic Education ◽  
Research Approach ◽  
Human Beings ◽  
Library Research ◽  
Content Analysis Method ◽  
The Government ◽  
The Right

Education is the most important factor in efforts to develop potential and knowledge and cultural values. In the context of a society that has diversity in various aspects ranging from religion, ethnicity, ethnicity to culture, it needs deep understanding as well as awareness of the importance of multicultural education to maintain togetherness and integrity of a nation. In an effort to realize these efforts, multicullural education is interpreted as a process of understanding the diversity that exists and the similarities to be able to respect each other. In order to realize an understanding of multiculturalism, it must be endeavored in the right way, namely through education. The focus of this research is (l) what is the concept of multicultural education according to Nadirsyah Hosen? (2) how is the relevance of Nadirsyah Hosen's multicultural education concept with the aim of Islamic education? In order to find answers to the above questions, the authors conducted research using a library research research approach or commonly referred to as literature review research. Sources of data obtained for this research library research can be in the form of research journals, dissertations, theses, theses, research reports, text books, papers, seminar reports, and / or official publications of the government or other institutions. The references are then processed using the content analysis method which aims to obtain the contents of the data and information then analyzed with a deductive thinking model, which departs from general theory to find applicative conclusions. The findings in this study are as follows: (l) The concept of multicultural education in Nadirsyah Hosen's view is to implement education that engages students who are not only intellectually intelligent but aware of national diversity. Providing equal opportunities to all students in obtaining education regardless of differences in racial, cultural, ethnic and religious backgrounds, in order to avoid discriminatory attitudes, fanaticism so as to form a tolerant attitude, respect for differences and culture. (2) Nadirsyah Hosen's thoughts regarding multicultural education are relevant to the goals of Islamic education. In Islam it is explained that the purpose of education is in accordance with the purpose of the creation of Allah's creatures. Becoming the unifier of the nation forms human beings who not only worship Allah or Ghair Mahdah but also respect the diversity of the nation which is known as mahdah worship. The relation with multicultural education is that religion has strong foundations in implementing education that understands a pluralistic nation

scholarly journals PENDIDIKAN IBADAH MUHAMMAD HASBI ASH- SHIDDIEQY

2019 ◽  
Vol 12 (1) ◽  
pp. 20
Author(s):  
Abdul Kahar
Keyword(s):  
Content Analysis ◽  
Religious Education ◽  
Secondary Data ◽  
Islamic Education ◽  
Human Beings ◽  
Secondary Sources ◽  
Library Research ◽  
Data Content ◽  
Using Data ◽  
Education Concept

<p class="15cKeywordsBInggris">This research is focused on Muhammad Hasbi Ash Shiddieqy’s Thinking of Religious Education. Specifically in religious education resources, purpose, curriculum, method, evaluation, its relevance to Islamic education, these cases is an effort to find how is religious education concept in Islamic education contexts. To get the data, the writer used library research that founded sources of data from various readings either primer or secondary data. After researching data then it analyzed by using data analysis method (content analysis or istimbathiyah) to describe the real communication content objectively, systematically and quantitatively in getting resources of primer and secondary sources. The result of this research will find very ideal concept formulation, which has relation with religious education according to Muhammad Hasbi Ash Shiddieqy. The characteristic of this thinking will be appear well from various aspects such as; cognitive, affective, and piskomotoric. He said that religious education is an effort in giving awareness to human beings so that to obey in Allah. While the aim of religious education is to be ‘abid (Allah people) that obey him. In religious curriculum, he devided two kinds of religious, they are; mahdah and ghairu mahdah also there are two methods namely targhib and tarhib and the religious education is the last valuation of a human being, he changed or not his moral is very determined in doing worship, that is all depend on belonging knowledge and it will get in Islamic education.</p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p>Fokus penelitian ini adalah pemikiran pendidikan Muhammad Hasbi Ash Shiddieqy mengenai landasan pendidikan ibadah, tujuan, kurikulum, metode, evaluasi dan relevansinya terhadap pendidikan Islam. Hal ini sebagai usaha untuk melihat bagaimana konsep pendidikan ibadah dalam konteks pendidikan Islam. Pendekatan yang digunakan dalam mencari data pada penelitian ini adalah studi riset kepustakaan (<em>library research)</em> dengan tahapan pokok yang menelusuri sumber-sumber data dari berbagai bacaan baik yang bersifat primer maupun yang bersifat skunder. Setelah penelusuran data dilakukan, maka akan dianalisis dengan menggunakan metode analisis data (content analysis atau istimbathiyah), berupa pelukisan isi komunikasi yang nyata secara objektif, sistematik dan kualitatif terhadap bahan yang didapati dari sumber data primer dan skunder. Hasil penelitian ini akan menemukan formulasi konsep yang sangat ideal terkait dengan pendidikan ibadah menurut seorang ulama fiqh seperti Muhammad Hasbi Ash Shiddieqy. Karakteristik pemikiran ini akan terlihat baik dari segi kognitif, afektif, maupun psikomotorik. Muhammad Hasbi Ash Siddieqy mengatakan, pendidikan ibadah merupakan usah memberi kesadaran kepada manusia untuk taat kepada Allah. Sedangkan tujuan pendidikan ibadah adalah untuk menjadi ‘abid (hamba Allah) yang taat. Dalam kurikulum ibadah Hasbi membagi dua macam yaitu ibadah mahdah dan ghairu mahdah, metode juga Hasbi membentuk dua metode yaitu metode targhib dan tarhib adapun evaluasi ibadah merupakan penilaian akhir seorang hamba berubah atau tidaknya itu sangat ditentukan oleh ibadah yang dilakukan. Tentu semua itu juga tergantung ilmu yang dimiliki, dan ilmu akan didapatkan dalam pendidikan Islam.</p>

scholarly journals Implementasi Pembelajaran Pendidikan Agama Islam Multikultural di MIN I Kota Malang

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Fita Mustafida
Keyword(s):  
Cultural Differences ◽  
Religious Education ◽  
Driving Force ◽  
Islamic Education ◽  
Educational Institutions ◽  
Research Approach ◽  
Universal Values ◽  
Education Needs ◽  
Violent Conflicts ◽  
Religious Understanding

<p><strong><em>Abstract</em></strong><em>. </em><em>The spirit of national </em><em>unity </em><em>being tested</em><em> now. Like </em><em>violent conflicts in the name of religion, radicalism to terrorism. This is where the universal values </em><em></em><em>of religion should be a driving force for humanity to build a more pluralist and inclusive religious understanding. Integrate of multiculturalism ideology in education is one of the efforts to provide education about pluralism and religious tolerance through schools (educational institutions).</em><em> </em><em>Therefore, multicultural Islamic education needs to be realized as a medium in providing solutions to conflicts caused by cultural differences in culture, religion, race, and other social conflicts. </em><em>The aim of this study to describe, analyze, and interpret the implementation of multicultural Islamic education learning in Madrasah Ibtidaiyah Negeri (MIN) I Malang. The research approach uses was qualitative ethnographic types. The results showed that the learning process of Multicultural Islamic Religious Education was carried out by respecting and accommodating cultural diversity. So that it can be used as an ideal example of the application of Islamic Religious Education learning based on multicultural values, especially at the Islamic elementary school.</em></p><strong><em>Keywords</em></strong><em>: learning; Islamic education; multicultural.</em>

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.

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 Pembelajaran Pendidikan Agama Islam berdasarkan pendekatan logis untuk meningkatkan pikiran kritis dan motivasi berprestasi di SMK Kita Bhakti dan SMK Raden Fatah Mojosari

2017 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Syu'aib Nawawi
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Real Life ◽  
Islamic Education ◽  
Third Grade ◽  
Limit Values ◽  
Logical Approach ◽  
Depth Analysis ◽  
Scientific Approach ◽  
Interesting Learning

Science given by God to man through his brain an integral part of the values of divinity as essential sources of knowledge, is of God. Apart from the paradigm that reduces intuition and metaphysical things, al-Qur'an as unceasingly called for people to continue reviewing, researching, studying, thinking and examine all of the phenomena that exist, because nothing in this world that is created in vain. The motivation given, is nothing for man to know and realize the power of his mind in order to add to the faith in God. Fortunately models such as the way of thinking so that the characteristics of 2013. The curriculum is a danger that a scientific approach that uses the methods of scientific thinking stands by itself without any control limit values contained wise in religion (Islam). Make learning Islamic education students based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Raden Patah Mojosari be an interesting learning model and help teachers to improve learning effectiveness. This study used a qualitative approach through case studies. Researchers conducted this study to determine "how" (how) Implementation of Islamic religious education teaching third grade students based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Mojosari Raden Patah. This study tends toward descriptive because its purpose is to describe and analyze the data obtained in depth with the hope to find out in detail the implementation of Islamic religious education third grade student learning based on a logical approach to improve critical thinking and motivation of achievement at SMK We Bhakti and vocational Raden Patah Mojosari. From in-depth analysis can be summarized as follows: 1) We approach learning in SMK and SMK Bhakti Raden Patah Mojosari logical approach emphasizes the processes and skills in accordance with the learning materials. materials adapted to the level of development of learners learn. 2) Implementation of the learning curriculum implemented in 2013 at SMK and SMK Bhakti We Raden Patah Mojosari using a scientific approach. The learning process touches three domains, namely the attitude, knowledge and skills. 3) Questions or both written and oral evaluation of teaching is based on a logical approach to improve critical thinking and motivation of achievement in SMK and SMK Bhakti We Raden Patah Mojosari good and inspire learners to give a good answer and true anyway. 4) Study of Islamic education is based on a logical approach becomes more meaningful and real. This means that students are required to be able to capture the relationship between the experience of learning in school to real life. However, in this context, of course, teachers need extra attention and guidance to students so that learning objectives in accordance with what was originally applied

scholarly journals THE EXISTENCE OF EQUALITY EDUCATION SYSTEM IN PESANTREN SALAFIYAH

2021 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Asrizal Saiin
Keyword(s):  
Data Analysis ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Research Approach ◽  
Analysis Method ◽  
Modern Education ◽  
Library Research ◽  
Approach Method ◽  
The Subject ◽  
The Impact

The study in this manuscript discusses the impact on the educational equalization system of Pesantren Salafiyah and designs how Pesantren Salafiyah has always existed in the world of modern education. This research belongs to the type of qualitative study using the document analysis method. The form of data analysis used is descriptive analysis. The research approach method in this paper is library research. This study is divided into four methods, namely, the method of determining the subject, the form of the study, the method of data collection, and the method of data analysis. The result is the ability of Pesantren Salafiyah to make certain accommodations and concessions to find a pattern that they consider appropriate enough to face modernization and changes that are increasingly fast and have a broad impact without sacrificing the essence and other basic things in the existence of the pesantren, so that Pesantren Salafiyah still exists in the midst of the hustle and bustle of modernizing Islamic education

scholarly journals Digitalisasi Manajemen Pendidikan Islam dan Ekonomi Syariah di Perguruan Tinggi

FIKROTUNA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 741-759
Author(s):  
Alan Suud Maadi
Keyword(s):  
Rapid Development ◽  
Islamic Education ◽  
Research Approach ◽  
Community Life ◽  
Digital Learning ◽  
Global Level ◽  
Scientific Culture ◽  
Education Management ◽  
Digital Era ◽  
Library Research

Management of Islamic education and Sharia Economics has experienced rapid development and progress. The digital era brings significant changes to both dimensions of science in various aspects of life. In addition, Islamic Education Management and Sharia Economics is a national subsystem in direct contact with the pattern of community life. So it is necessary to get around and find solutions by looking at the various opportunities and challenges in printing golden generation is multidimensional. This paper will describe the strategies, opportunities and challenges of Islamic education management and Islamic economics in universities in the digital era with a library research approach. Furthermore, in this paper will also describe the condition of the global level to provide an overview of the Indonesian context. the results of this study that the opportunities and challenges of universities in internal and external aspects. The strategy by improving the scientific culture of digital learning trends and virtual based services.

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

PALAPA ◽  
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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