RELEVANSI PENDIDIKAN ISLAM DENGAN PERKEMBANGAN SOSIAL, EKONOMI, BUDAYA DAN IPTEK SERTA PRO-KONTRA EFISIENSI PENDIDIKAN

Jurnal TAUJIH ◽  
2021 ◽  
Vol 14 (01) ◽  
pp. 34-58
Author(s):  
Mustafiyanti Mustafiyanti
Keyword(s):  
Social Development ◽  
Science And Technology ◽  
Islamic Education ◽  
Long Term Results ◽  
Educational Efficiency ◽  
Output Flow ◽  
Process Output ◽  
The Times ◽  
Education Process

Mustafiyanti, This type of research is descriptive qualitative, with the methodology of problem in the field in the analysis inductively deductively. Meanwhile, the relevance of Islamic education is closely related to social, economic, cultural and science and technology developments. With the development and progress of the times that are increasingly rapid, especially the technological era  Islamic education technology and information must produce pious and faithful graduates according to the needs of students in the sense that the Islamic education process can have an impac on fulfilling the needs  of students. Both the need for work, life in the community, and continuing to a higher level. Islamic education is expected to fill all the factors of production, hence the relevansi of higher education. The relevance of Islamic education can be seen by following the input-process-output flow. Input in a certain composition which is processed by a certain method will produce two kinds of reults, namely long-term results (outputs) and short-term results (outcomes).  Kata kunci : Islamic education, social development, social development, economy, culture, science and technology, pro and cons of educational efficiency

scholarly journals The Islamic Education Reform Early 20th Century

2020 ◽  
Vol 20 (1) ◽  
pp. 121-141
Author(s):  
M. Fahim Tharaba ◽  
Mukhibat Mukhibat
Keyword(s):  
Content Analysis ◽  
Education Reform ◽  
20Th Century ◽  
Education System ◽  
Capital Investment ◽  
Science And Technology ◽  
Islamic Education ◽  
Early 20Th Century ◽  
The Times ◽  
Agent Of Change

Abstract: The Islamic education reform comprises a change that affects people’s choice of education as an agent of change and human and capital investment. Thus, it is a need to modernize the thought of renewing Islamic education according to the time’s advances. The study of the Islamic education reform in early 20th century has become relevant in the context of valuable lessons for reform and or modernization of Islamic education in subsequent developments. This research employed a philosophical and implemental approach. It was bibliographic research with the content analysis of the meaning and substance contained in the whole thought about the reform of the Islamic education in early 20th century. This study found that there were three patterns of renewal of Islamic education; (1) modern orientation in Europe, (2) the refinement of Islamic teachings, and (3) nationalism reform. The concept of Islamic education reform encompasses all ideas that are guided by the Qur’an and Sunnah, and continues to follow the times consciously and systematically and directed towards the interests that refer to the progress of science and technology, and based on faith and devotion (IMTAQ). The reform of the Islamic education system has included both the conceptual-theoretical and operational-practical levels, as well as the fundamental aspects that underlie the students’ lives; it is monotheistic faith which has a monolatry dimension of piety to God. It encourages and ignites to play a real role in all aspects of life.الملخص: إصلاح التعليم الإسلامي هو شكل من أشكال التغيير الذي يؤثر على اختيار الناس للتعليم كعامل للتغيير والاستثمار البشري ورأس المال. فلذلك, يجب تحديث فكرة مجددي التعليم الإسلامي دائما وقفا بالزمان الواقع أومما هو أبعد وأجدد منه. أصبحت دراسة إصلاح التعليم الإسلامي في أوائل القرن العشرين مناسبا وأكثر اهتماما من أجل استكشاف التجارب القيمة أو المعلومات أو الإمكانات المتعلقة بتطوير التعليم الإسلامي في المستفبل. استخدم الباحث المنهج الفلسفي والمنهج التنفيذي على أنواع ببليوغرافية مع تحليل محتوى المعنى والمضمون المتضمن في جميع التفكير حول إصلاح التعليم الإسلامي في أوائل القرن العشرين. وجد الباحث في هذا البحث على الأقل ثلاثة انماط لتجديد التربية الإسلامية. الأول كمنحى التحديث في أوروبا, والثاني للتخليص التعاليم الإسلامية, والثالث كالتحديث الوطنية. يشمل مفهوم إصلاح التعليم الإسلامي جميع المفاهيم التي يسترشد بها القرآن والسنة ويثبت في متابعة الزمان وتشير إلى تقدم العلم والتكنولوجيا على أساس الإيمان والتقوى بالله. يشمل تحديث نظام التعليم الإسلامي كلا من المستويات المفاهيمية النظرية والعملية الواقعية بالإضافة إلى المفاصل الأساسية التي تؤسس حياة الطلاب وهو الإيمان والتوحيد بالله تعالى من أجل تشجيع وتحفيز الطلاب ليلعب دورا حقيقيا في جميع مجال الحياة.Abstrak: Reformasi pendidikan Islam merupakan bentuk perubahan yang mempengaruhi pilihan masyarakat terhadap pendidikan sebagai agent of change dan human and capital investmen. Maka, pemikiran pembaharuan pendidikan Islam harus selalu dimodernisasi sesuai bahkan melampaui perkembangan zaman. Kajian reformasi pendidikan Islam awal abad-20 ini menjadi sangat relevan dalam rangka pelajaran berharga untuk reformasi dan atau modernisasi pendidikan Islam dalam perkembangan selanjutnya. Penelitian dengan pendekatan filosofis dan implementatif ini bersifat penelitian bibliografic resarch dengan content analysis terhadap makna dan substansi yang terkandung dalam keseluruhan pemikiran tentang reformasi pendidikan Islam awal abad-20. Kajian ini menemukan setidaknya ada tiga pola pembaharuan pendidikan Islam; (1) oreintasi modern di Eropa, (2) untuk pemurnian kembali ajaran Islam, (3) pembaharuan bersifat nasionalisme. Konsep reformasi pendidikan Islam meliputi segala konsep yang berpatok kepada al-Qur’an dan Sunnah, dan tetap mengikuti perkembangan zaman yang secara sadar dan sistematis serta terarah pada kepentingan yang mengacu pada kemajuan ilmu pengetahuan dan teknologi (IPTEK), dan dilandasi dengan keimanan dan ketaqwaan  (IMTAQ). Pembaharuan sistem Pendidikan Islam  telah mencangkup baik pada tataran konseptual-teoritis maupun operasional-praktis,  serta sendi-sendi fundamental yang mendasari kehidupan peserta didik, yaitu iman tauhid yang berdimensi ketakwaan yang monoloyal kepada Allah, dalam rangka mendorong dan memacu untuk berperan nyata dalam semua lini kehidupan.

scholarly journals Model Tranformasi Mainan Warak Ngendog sebagai Upaya Pelestarian Budaya Mainan Tradisional Kota Semarang

2018 ◽  
Vol 4 (02) ◽  
pp. 221-238
Author(s):  
Abi Senoprabowo ◽  
Khamadi Khamadi
Keyword(s):  
Social Development ◽  
Cultural Values ◽  
Science And Technology ◽  
Moral Values ◽  
Transformation Process ◽  
Cultural Value ◽  
Cultural Elements ◽  
Cognitive Intelligence ◽  
The Times

AbstrakMainan Warak Ngendog merupakan media pembelajaran orang tua kepada anak agar mereka menjaga mainan tersebut dengan cara menjalankan ibadah puasa dengan baik sehingga mendapat endog (telur). Namun, anak-anak sekarang lebih mengemari karakter-karakter seperti Doraemon dan Upin ipin yang tercermin pada jenis mainan yang dijual pada saat Dugderan. Hal ini membuat mainan Warak Ngendog semakin tergeser dan mulai dilupakan padahal di dalamnya terdapat nilai budaya, nilai moral, dan nilai keterampilan yang dapat membantu perkembangan sosial dan kecerdasan motorik, afektif serta kognitif anak. Mainan tradisional agar tetap lestari harus mampu mengikuti perkembangan zaman. Sehingga dengan memanfaatkan perkembangan IPTEK saat ini, mainan Warak Ngendog dapat ditransformasikan ke dalam bentuk mainan yang modern dengan tetap mempertahankan nilai budaya tradisinya. Penelitian ini mengusulkan tranformasi mainan tradisional Warak Ngendog melalui metode ATUMICS. Metode ATUMICS menganalisis elemen budaya menurut teknik (technique), kegunaan (utility), materi (material), ikon (icon), konsep (concept), dan bentuknya (shape). Sesuai prinsip seleksi dalam proses transformasi, elemen budaya yang dapat dipertahankan akan dipadukan dengan unsur mainan saat ini yang lebih menarik bagi anak-anak. Sebagai hasil akhirnya didapatkan model mainan modern hasil transformasi mainan tradisional Warak Ngendog seperti mainan berbentuk action figure, model kit, hingga aplikasi game. Kata kunci: budaya, mainan, transformasi, Warak Ngendog. AbstractWarak Ngendog toy is a learning media for children to carry out fast so they get endog (eggs). However, children are now more interested in characters like Doraemon and Upin Ipin which are seen in the kinds of toys sold at Dugderan. This makes Warak Ngendog toy increasingly shifted and forgotten. Whereas, there are cultural values, moral values, and skill values that can help social development and motoric, affective and cognitive intelligence of children. Traditional toys to stay sustainable must be able to keep up with the times. By utilizing the development of science and technology today, Warak Ngendog toy can be transformed into a modern toy form while maintaining its traditional cultural value. This research proposes the transformation of Warak Ngendog toy through the ATUMICS method. The ATUMICS method analyzes cultural elements according to technique, utility, material, icon, concept, and shape. In accordance with the principle of selection in the transformation process, cultural elements that can be maintained will be combined with elements of toys that are more attractive to children today. As a result, there are several modern toy models that have been transformed by the traditional Warak Ngendog toy like the action figure, model kit, and game application. Keyword: culture, toys, transformation, Warak Ngendog.

scholarly journals Pembaharuan Pemikiran Islam dan Relevansinya bagi Pengembangan Pendidikan di Indonesia

2018 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
Happy Susanto
Keyword(s):  
Everyday Life ◽  
Science And Technology ◽  
Educational Theory ◽  
Theory And Practice ◽  
Islamic Education ◽  
Empirical World ◽  
The World ◽  
The Times ◽  
Islamic Values ◽  
Historical Life

The issue of renewal will always be associated with the advancement of science and technology as well as the changing demands of the times. Modernization or renewal can be an attempt to improve the situation both in terms of ways, concepts, and a set of methods commonly applied in order to deliver better circumstances. In the context of renewal education is the absolute thing to be done because part of maintaining the existence of education itself. Islamic education is uniquely different from other types of educational theory and practice largely because of the all-encompassing influence of the Qur’an. The renewal of Islamic education is an attempt to actualize the great values of religion in the form of an empirical and historical life. Nurcholis Madjid and Kuntowijoyo are two great Islamic thinkers of Indonesia who seek to actualize Islamic values in everyday life. Although not specific in the world of education, but what is done in Islamic renewal can be used in renewal in education. The values of religion that are still normative and subjective must be transformed into theories that can be translated in the empirical world and become objective. This paper aims to explore the thinking of Islamic renewal of these two figures and find its relevance to the development of Islamic education.

scholarly journals MANAJEMEN PENDIDIKAN ISLAM DI PESANTREN: PERSPEKTIF EPISTEMOLOGI

2019 ◽  
Vol 8 (1) ◽  
pp. 19-40
Author(s):  
Rahmatun Lukluk Isnaini
Keyword(s):  
Science And Technology ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Management ◽  
Good Management ◽  
Strategic Position ◽  
Changing Times ◽  
The Times

Management of Islamic education in pesantren needs to return to its historical roots in order to confirm the identity, character, distinctiveness and uniqueness. There is a spirit that is timeless, even the underlying model of ideal education in the contemporary era. Development of Islamic epistemology for education should be able to give birth to a generation of Muslims who worships in the field of religion and experts in the field of science and technology. pesantren as an educational institution of Islam with a good management should be able to play its role to achieve this goal. Whereas in fact there who think that pesantren have not been able to put its strategic position in the development of science in accordance with the times. Nevertheless, the existence of Islamic educational institutions such as pesantren is evidence that pesantren have been organized in a good management so that it can survive in changing times from time to time. More precisely knowing Islamic education management in pesantren from the perspective of epistemology may illustrate that pesantren will continue to be needed to confront the changing times.

scholarly journals Pemikiran Pendidikan Agama Islam dalam Perspektif Prof. Achmadi

2015 ◽  
Vol 5 (2) ◽  
pp. 173
Author(s):  
Ema Siti Rohyani
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
National Education ◽  
Islamic Studies ◽  
National Education System ◽  
Content Analysis Method ◽  
The Law ◽  
The Times

Penelitian ini mencoba untuk mengetahui konsep pendidikan Islam dalam perspektif Prof. Achmadi. Studi ini berfokus pada: 1) bagaimana posisi pendidikan Islam dalam kerangka pendidikan nasional; 2) bagaimana dasar dan tujuan pendidikan Islam; 3) bagaimana pandangan Achmadi menggunakan pendekatan pendidikan Islam; 4) bagaimana isi pendidikan Islam; 5) bagaimana relevansi pendidikan Islam dengan konteks saat ini. Analisis ini menggunakan metode analisis isi. Berdasarkan hasil, maka dapat dirumuskan bahwa posisi pendidikan Islam di Indonesia menjadi semakin terlihat dengan adanya UU Sistem Pendidikan Nasional Nomor 20 Tahun 2003. Sejalan dengan hal tersebut pendidikan agama Islam menurut Prof. Achmadi, baik landasan maupun tujuan, sesuai dengan nilai-nilai Ilahi. Pemikiran Prof. Achmadi sebagai pendekatan fungsional, pendekatan humanis, pendekatan rasional kritis, pendekatan budaya dalam studi Islam bisa dilakukan untuk memajukan pendidikan Islam di Indonesia dalam jangka panjang. Materi pendidikan agama Islam menurut Prof. Achmadi terdiri dari pengetahuan abadi dan pengetahuan yang diperoleh. Pendidikan agama Islam menurut Prof. Achmadi sangat sesuai dengan konteks saat ini, tapi masih memerlukan peningkatan kualitas sumber daya manusia sebagai bentuk pendidikan ideologi yang berkembang sesuai dengan perubahan zaman. This study seeks the concept of Islamic education in the perspective of Prof. Achmadi. The study focuses on: 1) how is the Islamic education position within the framework of national education; 2) how is the foundation and purpose of Islamic education; 3) how Achmadi views on the approach in Islamic education; 4) how is the content of Islamic education; 5) how is the relevance of Islamic education with the context of nowadays. This study applies a content analysis method. The results show that the position of Islamic education in Indonesia takes part more and more to the presence of the Law of National Education System No. 20/2003. In line with the law, he argues that Islamic religious education includes foundation and purpose in accordance with the values of the Divine. Prof. Achmadi’s thought as functional, humanist, critical rational, and cultural approach in Islamic studies can be implemented to promote long term Islamic education in Indonesia. He proposes that Islamic religious education materials consist of perennial and gained knowledge. It is relevant to the today context, but still requires improvement to the quality of human resources as a form of ideological education which is developed in accordance with the times changing.  Kata Kunci : pendidikan islam, sudut pandang, Prof. Achmadi

scholarly journals Code of Ethics for Teachers in Islamic Education Perspective Muhammad Athiyah Al-Abrasyi

2019 ◽  
Vol 1 (2) ◽  
pp. 199-209
Author(s):  
Masrizal ◽  
Marzuki ◽  
Syahrul Awali ◽  
Azmi Yudha ◽  
Maria Ulfa ◽  
...  
Keyword(s):  
Code Of Ethics ◽  
Codes Of Ethics ◽  
Self Esteem ◽  
Islamic Education ◽  
Library Research ◽  
Qualitative Descriptive ◽  
Active Communication ◽  
The Times ◽  
Teacher And Student Relations ◽  
Education Process

Education can be simply interpreted as an effort to shape human personality in accordance with the values ​​and codes of ethics contained in society and the country. One of the most important components in the learning process is educators and students. Along with the times, there is a shift in the pattern of teacher and student relations; economic values ​​have driven many policies, the appreciation of students towards teachers has decreased, the price of teacher's work is higher, and the teacher's appreciation for him has been lower. Considering the urgency of the teacher's role in the education process, many scholars wrote about the obligations, traits or tasks that the teacher and students had to have. Based on this background, the writer formulates the problem of the teacher's code of ethics in the perspective of Islamic education, Muhammad Athiyah Al-abrasyi. This research is a qualitative descriptive study with the type of library research. The results of this study include personal and professional aspects. The code of ethics of teachers in Islamic education proposed by Muhammad Athiyah al-Abrasyi includes: 1. The code of ethics of teachers relating to themselves; a. Be zuhud, b. Clean from sin and reprehensible qualities. 2. The teacher's code of ethics relating to students and fellow teachers; a. Be wise and firm, b. Forgiving and patient, c. Having dignity and self-esteem, d. Loving students is like loving their own children, e. Knowing students' habits. 3. Code of ethics for teachers related to their duties; a. Sincere at work, b. Mastering the field of study, c. Be able to create active communication between educators and students.

scholarly journals Pemikiran Pendidikan Agama Islam dalam Perspektif Prof. Achmadi

2015 ◽  
Vol 5 (2) ◽  
pp. 173
Author(s):  
Ema Siti Rohyani
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
National Education ◽  
Islamic Studies ◽  
National Education System ◽  
Content Analysis Method ◽  
The Law ◽  
The Times

Penelitian ini mencoba untuk mengetahui konsep pendidikan Islam dalam perspektif Prof. Achmadi. Studi ini berfokus pada: 1) bagaimana posisi pendidikan Islam dalam kerangka pendidikan nasional; 2) bagaimana dasar dan tujuan pendidikan Islam; 3) bagaimana pandangan Achmadi menggunakan pendekatan pendidikan Islam; 4) bagaimana isi pendidikan Islam; 5) bagaimana relevansi pendidikan Islam dengan konteks saat ini. Analisis ini menggunakan metode analisis isi. Berdasarkan hasil, maka dapat dirumuskan bahwa posisi pendidikan Islam di Indonesia menjadi semakin terlihat dengan adanya UU Sistem Pendidikan Nasional Nomor 20 Tahun 2003. Sejalan dengan hal tersebut pendidikan agama Islam menurut Prof. Achmadi, baik landasan maupun tujuan, sesuai dengan nilai-nilai Ilahi. Pemikiran Prof. Achmadi sebagai pendekatan fungsional, pendekatan humanis, pendekatan rasional kritis, pendekatan budaya dalam studi Islam bisa dilakukan untuk memajukan pendidikan Islam di Indonesia dalam jangka panjang. Materi pendidikan agama Islam menurut Prof. Achmadi terdiri dari pengetahuan abadi dan pengetahuan yang diperoleh. Pendidikan agama Islam menurut Prof. Achmadi sangat sesuai dengan konteks saat ini, tapi masih memerlukan peningkatan kualitas sumber daya manusia sebagai bentuk pendidikan ideologi yang berkembang sesuai dengan perubahan zaman. This study seeks the concept of Islamic education in the perspective of Prof. Achmadi. The study focuses on: 1) how is the Islamic education position within the framework of national education; 2) how is the foundation and purpose of Islamic education; 3) how Achmadi views on the approach in Islamic education; 4) how is the content of Islamic education; 5) how is the relevance of Islamic education with the context of nowadays. This study applies a content analysis method. The results show that the position of Islamic education in Indonesia takes part more and more to the presence of the Law of National Education System No. 20/2003. In line with the law, he argues that Islamic religious education includes foundation and purpose in accordance with the values of the Divine. Prof. Achmadi’s thought as functional, humanist, critical rational, and cultural approach in Islamic studies can be implemented to promote long term Islamic education in Indonesia. He proposes that Islamic religious education materials consist of perennial and gained knowledge. It is relevant to the today context, but still requires improvement to the quality of human resources as a form of ideological education which is developed in accordance with the times changing.  Kata Kunci : pendidikan islam, sudut pandang, Prof. Achmadi

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