scholarly journals TELAAH FILSAFAT PENDIDIKAN ISLAM DAN IMPLIKASINYA TERHADAP PENDIDIKAN SEUMUR HIDUP MENUJU MASYARAKAT MADANI

2020 ◽  
Vol 2 (2) ◽  
pp. 48-62
Author(s):  
Iwan Israwan
Keyword(s):  
Civil Society ◽  
Personal Growth ◽  
Personal Development ◽  
Human Life ◽  
Community Support ◽  
Islamic Education ◽  
Social Progress ◽  
Lifelong Education ◽  
Philosophical Approach ◽  
Philosophical Foundations

Civil society in the education aspect is the preparation of human resources with knowledge and civilian behavior through education. It is because the concept of civil society is part of the national education goal. All people may agree that education is important for building human quality, indicated by improving intelligence, knowledge, and skills since education is a strategic sector for the quality of human life by developing in the degree of welfare, a decrease in poverty, and the formation of various options and opportunities to develop themselves towards civil society. The complex problem in lifelong education is faced. Various policies have been made by the Indonesian government. However, in terms of implementation, it is found many obstacles, particularly in the mentality of the people who are lack motivation, so the education cannot be optimized as an institution that has broad community support. Therefore, civil society is important to be reviewed. The research objective is to examine the philosophy of Islamic education as a critical analysis of a philosophical concept, the interpretation of Islamic education, and its implications for lifelong education. The research method used a philosophical approach by seeking a good lesson or wisdom as well as truth. Researchers examined critically that: "Lifelong education is a process of improving personal development, social development, and expertise during the life span of an individual to improve life for both individuals and groups. This is a comprehensive (broad, complete) and integrative (similar, same) idea, which includes informal, formal, and informal learning for expertise and enlightenment to achieve full development at every stage and field of life. This is related to both personal growth and social progress”. In particular, it aims to look more deeply at the philosophical foundations of Islamic education and its implications for the concept of lifelong education towards civil society. Based on this, the conclusion in this paper is that several main bases can be used as a basic building for understanding the nature of Islamic education. The result shows that Islamic Education Philosophy views that education having no purpose that reflects the personality of a nation as what the country will reach will certainly fail. The philosophy of Islamic Education has a strong, strategic, and functional foundation in the effort to build civil society. In this study, the writer examines what kind of educational philosophy is offered by Islam in realizing a civil society.

scholarly journals Pendidikan Islam Ramah Budaya: Pendekatan Filosofis

2020 ◽  
Vol 1 (02) ◽  
pp. 15-27
Author(s):  
Muhamad Turmuzi ◽  
Fatia Inas
Keyword(s):  
Cultural Differences ◽  
Human Life ◽  
Islamic Education ◽  
Human Knowledge ◽  
Philosophical Approach ◽  
Transaction Process ◽  
Modern Era ◽  
Islamic Values

Lately, the emergence of various problems in human life, especially in education. One of the issues or issues that are quite viral in this modern era is the fragility or in other words the shifting of Islamic values about tolerance towards all tribes and cultures. Therefore, the presence of this study aims to examine how the concept of Islamic education in overcoming various human problems or in the term "humanizing humanity" in the sense of Islamic education as a potential transaction process in culture related to specific Islamic values in dealing with ethnic, cultural differences, and various problems of human life, especially in education. By using a philosophical approach which is one branch of philosophy that discusses the nature of human knowledge. His philosophy is similar to Islamic education taught by the Prophet long before his preaching that did not look at ethnicity, religion, culture, and nation.

scholarly journals Philosophical Thought of Al-Farabi as Models of Establishing Civil Society in the Era of Technology Disruption

2019 ◽  
Vol 8 (2) ◽  
pp. 5846-5850
Keyword(s):  
Civil Society ◽  
General Education ◽  
Industrial Revolution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Time Interval ◽  
Human Beings ◽  
Philosophical Approach ◽  
Changing Times ◽  
Society Perspective

Islamic educational institutions or schools are educational institutions which have tersistem the first time in Indonesia before the Dutch introduced the school system. Their historical time interval that shows long-existence of Islamic educational institutions becomes a serious problem when Islamic education has not been able to produce human beings are ready to face the era of technology disruption (the industrial revolution 4.0) as it is today. The limited views on Islamic education is only concerned issues of religious materials, does not include a general matter, giving rise to the separation between Islamic educational institutions with general education institutions. So these problems, this study tries to introduce the conception of alFarabi's philosophical thinking about civil society and Islamic education to address and provide solutions for the development of Islamic education in today's changing times is the era of technology disruption (the industrial revolution 4.0). This research method using descriptive qualitative method with historical-philosophical approach and heuristic data analysis, verification, interpretation, synthesis. The results showed the order of life of civil society perspective of al-Farabi will materialize if the community prefers aspects of teaching and character formation in the era of disruption technology (industrial revolution 4.0) in order to reach happiness essentials (happiness physical and spiritual), which became the main feature of a civil society. In the middle era of technology disruption (the industrial revolution 4.0) element of physical and spiritual happiness into the main thing that technology can be used wisely and optimally.

scholarly journals MEWUJUDKAN PENDIDIKAN DALAM KELUARGA MUSLIM YANG VISIONER

2018 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Lisnawati Lisnawati
Keyword(s):  
Family Environment ◽  
Personal Development ◽  
Human Life ◽  
Social Institutions ◽  
Islamic Education ◽  
Family Education ◽  
The Social ◽  
The Family ◽  
And Function ◽  
Islamic Values

Family is the smallest unit in society and as one of the social institutions in society. Family as a social system has the duty and function to make the system works. The function of education becomes one of the most important functions of a family. Education of family provides the first experience that is an important factor in the children's personal development, as well as the first and main education of the children. Islam as a religion that regulates all aspects of human life does neglect out to regulate about education in the family. Islamic education is part of an effort to instill the values of Islamic teachings in its followers. Islam places the family as the foundation of Islamic values. Activities of islamic education in order to build the muslim personality have to start early, in the family environment. Visionary families will make their lives more organized and prepared for the challenges of life in the future, including will be able to build a family that generates a superior generation. To realize the education of visionary muslim family, Islam guides to start early, even since choosing a partner of life, children care since the womb, continuously going on the process of growth and education in the family.

scholarly journals EDUCATION FROM ISLAMIC PERSPECTIVE

Al-Risalah ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 312-330
Author(s):  
Sutiono Sutiono
Keyword(s):  
Personal Development ◽  
Basic Problem ◽  
Life Experience ◽  
Human Life ◽  
Islamic Education ◽  
Positive Development ◽  
Western Education ◽  
Islamic Perspective ◽  
Purpose Of Education ◽  
The World

We have confirmed that Islamic education is not the same as the goals of western education, because there are differences in understanding the nature, role, and purpose of human life in the world. This is a very basic problem that is being faced in the world of Islamic education, therefore a solution must be found. The formulation of the goals of Islamic education, one of which is to deliver to the purpose of human creation, which is to become a caliph on earth as stated in the holy book of the Qur'an. The essence of Islamic education is personal development in all its aspects (body, mind, and heart). And is an activity or effort that a person does in order to achieve maximum positive development in humans. The business or activity in question can be in the form of teaching, habituation, giving examples, giving gifts and praise, as well as developing one's knowledge, skills, and  life experience. In addition to being interpreted as an activity, education can also be seen as a system. Education as a system is nothing but a functional totality that is directed at one goal. The purpose of education is to achieve the target in accordance with the purpose of creating humans to become caliphs on earth, then the Qur'an and hadith are used as the basis for Islamic education. Steps are needed to reformulate the goals of Islamic education in accordance with the guidance of the Qur'an and Hadith and refer to the Islamic intellectual tradition that has brought glory and prosperity to mankind. Pendidikan Isam sudah kita pastikan tidak sama dengan tujuan pendidikan barat, oleh karena terdapat perbedaan dalam memahami hakikat, peranan dan tujuan hidup manusia di dunia. Ini adalah persoalan yang sangat mendasar yang sedamg dihadapi pada dunia pendidikan Islam, oleh karena itu harus dicari solusinya.Rumusan tujuan pendidikan Islam salah satunya adalah menghantarkan pada tujuan penciptaan manusia, yaitu menjadi khalifah di muka bumi sesuai yang ertuang dalam kitab suci al-Qur’an. Hakikat pendidikan Islam adalah pengembangan pribadi dalam seluruh aspeknya (jasmani, akal, dan hati). Dan  merupakan aktivitas atau usaha yang dilakukan seseorang agar tercapai perkembangan maksimal yang positif dalam diri manusia. Usaha atau kegiatan yang dimaksud dapat berbentuk pengajaran, pembiasaan, pemberian contoh dan teladan, pemberian hadiah dan pujian, maupun pengembangan pengetahuan, keterampilan, dan atau pengalaman hidup seseorang. pendidikan selain dimaknai sebagai sebuah aktivitas, dapat juga dipandang sebagai sebuah sistem. Pendidikan sebagai sebuah sistem, tidak lain merupakan suatu totalitas fungsional yang terarah pada satu tujuan.  tujuan pendidikan mencapai sasaran sesuai dengan tujuan penciptaan manusia menjadi khalifah di muka bumi, maka al-Qur’an dan hadits yang dijadikan sebagai landasan dalam pendidikan Islam. Perlu langkah untuk merumuskan kembali tjuan pendidikan Islam sesuai dengan tuntunan al-Qur’an dan Hadits serta mengacu pada tradisi intelektual Islam yang telah membawa kegemilangan dan kesejahteraan kepada ummat manusia.

scholarly journals A humanitarian approach to the digitization of education

2020 ◽  
Vol 15 (3) ◽  
pp. 89-96
Author(s):  
Alexey Lubkov ◽  
◽  
Oksana Gordienko ◽  
Anastasiya Sokolova ◽  
◽  
...  
Keyword(s):  
Personal Development ◽  
Human Life ◽  
Rapid Development ◽  
Educational Process ◽  
Analog To Digital ◽  
Philosophical Foundations ◽  
Digital Education ◽  
Digital Format ◽  
The World ◽  
The Individual

Digitization is a global, all-encompassing process, affecting all spheres of human life and society. In this context education is not an exception, and the changes taking place in it are a natural result of the rapid development, wide dissemination and accessibility of information technology and networks. Understanding the methodological and philosophical foundations and principles of the process is a necessary phase of the transition to the digital education, the digital society and the digital economy. In the narrow sense digital education can be understood as a conversion of learning materials and the learning process itself from analog to digital format (i.e. electronic textbooks, electronic libraries, open online courses and webinars, video lectures, etc.), but this phenomenon can be considered in broader terms as the complex changes of infrastructural, managerial, behavioral, cultural nature. Recent events (quarantine almost all over the world because of the Covid-19 pandemic) have made it clear that the broad approach to digitization is necessary for the translation of all education systems across the world to an online format, since it refers not only to the form of presenting educational and control materials but first and foremost to the aspects of general behavior, psychological, cognitive and axiological issues. Studies have shown that in the process of transferring education from the classroom to a distance form, all participants of the educational process (students, teachers, education managers, parents) underwent a reassessment of views on education and its role in the life of a person and society. Furthermore, the contradictions, implicitly or weakly expressed prior to the forced and urgent transition to the distant form, were sharpened, and the problems related, for the most part, not to the technical aspects (although these problems also exist), but to the components of education such as communication, personal development, socialization and even physiology, became most urgent. All this requires more in-depth study, a comprehensive and systematic understanding of all the elements not only from the standpoint of functionality, but also axiological, epistemological, ontological and anthropological meanings. It has become obvious that the focus should be placed not on the technical tools with which digital education is implemented, but on a humanitarian approach with its humanistic values, in the center of which is a person: teacher - pupil /student - director - parent. As participants of the educational process, they determine the goals, objectives and methods of activity, select the appropriate technical means and evaluate their training, educational and development potential; they are the centrum omnium that underlies education. This article is devoted to the digital transformation of education in view of the humanitarian approach based on the study of culture, values and history of mankind as a whole and of the people in particular, supported by the pedagogical, psychological, sociological and communication theories that focus on the person, the individual.

HAKEKAT PENDIDIK DALAM PANDANGAN ISLAM

1970 ◽  
Vol 2 (2) ◽  
pp. 15-29
Author(s):  
Mukroji Mukroji
Keyword(s):  
End Of Life ◽  
Human Life ◽  
Islamic Education ◽  
Educational Success ◽  
The People

Basically, Islamic education is a continuous, sustainable, and everlasting process of human life. Duties and functions of education are targeted at learners who continue to grow and evolve dynamically, starting from the womb until the end of life. Educational success cannot be separated from the educators, who are essentially the people having the responsibility to educate, guide, direct and lead their learners to get of success both in this world and in the hereafter. Therefore, qualified educators and professionals should have specific criteria and requirements that must be met in order to achieve the purpose of life, and also the properties that adorn his personal duty and responsibility as educators in the view of Islam. A good educator is a person who pays attention to the duties and responsibilities to the students, based on faith and piety to God, and also able to develop the potentials of either the inner or outer (physical, psychological, and spiritual). Pada hakikatnya, pendidikan Islam adalah suatu proses yang berlangsung secara kontinyu dan berkesinambungan dalam kehidupan manusia dan berlangsung sepanjang hayat. Tugas dan fungsi pendidikan memiliki sasaran pada peserta didik yang senantiasa tumbuh dan berkembang secara dinamis, mulai dari kandungan sampai akhir hayatnya dan keberhasilan pendidikan tidak lepas dari aspek pendidik. Pendidik pada hakekatnya adalah orang yang telah mendapatkan amanat dan mempunyai tanggung jawab dunia akherat dalam mendidik, membimbing, mengarahkan dan mengantarkan peserta didik ke gerbang kesuksesan baik di dunia maupun di akherat. Oleh karena itu untuk menjadi pendidik yang berkualitas dan profesional harus memiliki kriteria dan persyaratan tertentu yang harus dipenuhi dalam rangka pencapaian tujuan hidup dan juga sifat-sifat yang menghiasi pribadinya dalam menjalankan tugas dan tanggungjawab sebagai pendidik dalam pandangan Islam. Pendidik yang baik adalah pendidik yang memperhatikan tugas dan tanggung jawabnya terhadap peserta didik, yang dilandasi iman dan taqwa kepada Allah SWT, dan juga mampu mengembangkan potensi yang ada baik lahir maupun batin (jasmani, psikis, maupun rohani).

scholarly journals Education and social support: do migrants benefit as much as natives?

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jana Brandt ◽  
Kyra Selina Hagge
Keyword(s):  
Social Support ◽  
Personal Development ◽  
Human Life ◽  
Well Being ◽  
Vital Role ◽  
Cross Sectional ◽  
Support Providers ◽  
Appraisal Support ◽  
Migration Experiences ◽  
To Receive

Abstract Education and having access to social support play a vital role in the human life. Integrated and better-educated people demonstrate an increased personal health and well-being. Social isolation, on the contrary, can affect not only the personal development, but also pertains to society. These topics are especially relevant in the current migration debate. Our paper examines the link between schooling and the individuals’ probability to receive different types of social support, in particular emotional, instrumental, informational, and appraisal support. Using logit and ordinal logit regressions on cross-sectional micro-data provided by the SOEP, we distinguish between two subgroups, the native population and people who migrated to Germany. Our findings confirm that higher levels of education increase the probability to access social support as well as the number of support providers in the network. Migrants are disadvantaged when it comes to the access of social support. However, our results suggest no significant negative returns to education for people with migration experiences.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

scholarly journals SELF-KNOWLEDGE: AN IMPORTANT FACTOR FOR IMPROVING TEACHERS' EMOTIONAL RESPONSIVENESS IN LIFELONG EDUCATION

2021 ◽  
Vol 4 ◽  
pp. 136-149
Author(s):  
Ilga Kusnere
Keyword(s):  
Personal Growth ◽  
Real Life ◽  
The Self ◽  
Professional Activity ◽  
Lifelong Education ◽  
Educational Work ◽  
Knowledge Process ◽  
Emotional Responsiveness ◽  
Methodological Tool ◽  
Self Knowledge

The quality of a teacher's professional activity is closely tied to personal growth. Personal growth, however, is influenced by self-knowledge (K. G. Jung 1994, 2001; Wilber 2010, 2013; Plotkin, 2020; Dispenza, 2015, 2016). Nowadays, there is a shift in the approaches of upbringing and educational work – from a child-focused approach to a child-centered one (OECD, 2019). Therefore, one of the currently relevant skills is getting to know oneself in order to cooperate more successfully with others and be able to accept real-life situations. The results obtained confirm that through the self-knowledge process, teachers get to experience their own personality growth. Categories such as empathy, attitude, and daringness are identified in personal growth.The research shows that by experiencing the procedural activities of self-knowledge with the help of “Get to know yourself!” method and methodological tool developed by the author, teachers improve their emotional responsiveness.The results of the study show that through the experiences gained in the self-knowledge process, teachers learn to integrate new models of action into their pedagogical activities. The aim of the study was to show the importance of self-knowledge in improving teachers' emotional responsiveness in lifelong education, by using the method "Get to know yourself!" developed by the author of the study.The objectives of the study were literature examination and evaluation and work with the target audience by using the author's method and methodological tool "Get to know yourself!".Methods: Literature studies, survey, observation. 

scholarly journals A proportional study of contemporary Bio safety rules and Islamic traditions regarding innate privileges of animals

2020 ◽  
pp. 137-146
Author(s):  
Yasir Wattu ◽  
Yasir Farooq
Keyword(s):  
Animal Rights ◽  
Human Life ◽  
Fundamental Rights ◽  
Controversial Issue ◽  
Islamic Education ◽  
Ethical Review ◽  
Proper Treatment ◽  
Review Committee ◽  
Research Activities ◽  
Ethical Review Committee

Biosafety is the anticipation of significant forfeiture of biotic reliability, concentrating equally on bionetwork and hominid fitness. Use of animals and plants for experimental purposes is a controversial issue in recent days. Advanced states have constituted its biosafety and bioethical rules for security and survival of animals. Which prohibited unethical use of animals and ill treatment. All academic and research institutions are bound to constitute an ethical review committee which is assigned to review and supervise research activities conducted in institute. Contemporary Bioethical rules are assumed to secure the basic rights of animals. Islam has also set ethical principles for survival and security of animals and assure their innate privileges. Animals are an inordinate sanctification of Allah Almighty, many of our daily necessities are associated with them, and there is no denying the importance of animals in human life. As per Islamic education feeding and proper treatment and shelter are fundamental rights of animals and owner of animals is bound to provide these facilities. Moreover, cursing, beating, teasing and unnecessarily slaughter of animals is disliked. Major difference between contemporary bioethical rules regarding animal rights and Islamic teachings is use of animal for food purposes.

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