Reconstruction of the Islamic Education Paradigm as an Effort for Social Transformation in the Information Age

2019 ◽  
Vol 2 (2) ◽  
pp. 70-79
Author(s):  
Adri Lundeto
Keyword(s):  
Social Life ◽  
Social Transformation ◽  
Human Life ◽  
Information Age ◽  
Secondary Data ◽  
Modern Society ◽  
Islamic Education ◽  
Primary Data ◽  
Community Based ◽  
Educational Pedagogy

This era of disruption is interpreted as how human life is heavily influenced by materialism, digitalism, and new capitalism to become a tremendous force. This study uses a cross-disciplinary strategy that integrates broad educational pedagogy and its implications in social life. This study uses two types of data sources: primary data and secondary data. From this study, it can be seen that social transformation is something that cannot be avoided in society. So that social values in society have changed. Previously, people expected everything to be modern with the help of technology. Now modern society feels sadness and loses the meaning of life, thus requiring a transformation to return to running a more humanistic community-based social system, especially in information and disruption.

scholarly journals PEMIKIRAN FAZLUR RAHMAN TENTANG PENDIDIKAN DAN RELEVANSINYA DALAM DUNIA MODERN

2019 ◽  
Vol 1 (4) ◽  
pp. 408-424
Author(s):  
Dwy Purwaningsih
Keyword(s):  
Public Education ◽  
Human Life ◽  
Human Person ◽  
Secondary Data ◽  
Initial Step ◽  
Point Of View ◽  
Islamic Education ◽  
Primary Data ◽  
Modern World ◽  
Educational Thought

Pragmatic education thought-instrumental is a philosophic point of view that blends with the religious viewpoint of abstract speculation in outlining the education. One of renewing Islamic education is Fazlur Rahman. According to him, the goal of Islamic education are as renewal which is the initial step in the Islamization for all aspects of human life. The study of library (library research) i.e. research sourced from material libraries using a qualitative approach. In this case, the author does exploration of a number of primary data as well as secondary data. The author does an analysis of the concept of Islamic education prespective Fazlur Rahman and relevance against the modern world. The concept of educational thought Fazlur Rahman i.e. the Qur'an as a guide in resolving every problem and the answer and make the human person that are creative, have moral values in accordance with the Qur'an. Whereas, education as an alternative to the secular science by receiving updates and tried to enter it with Islamic concepts as for Islamic education renewal effort started from the educational objectives, educational system, learners, educators and the means of education. The relevance of educational thought on modern world Fazlur Rahman now is integration between religion and discrimination through public education, omission of religion and public education, this has been done wrong by the College namely IAIN with try to follow the thinking of education Fazlur Rahman dare change the State Islamic University (UIN).

AN ANALYSIS OF MORAL VALUE IN STATING THE PRINCIPLE IN “KICKBOXER” MOVIE

2021 ◽  
Vol 6 (1) ◽  
pp. 1-14
Author(s):  
Bejo Sutrisno ◽  
Albert Situmorang
Keyword(s):  
Social Life ◽  
Human Life ◽  
Secondary Data ◽  
Problem Formulation ◽  
Moral Values ◽  
Data Sources ◽  
Primary Data ◽  
Moral Value ◽  
Mutual Help ◽  
Human Social Life

The aims or this research are to analyze the moral values ​​and principles of moral values that are delivered in the "Kick boxer" movie. To strengthen this analysis, the qualitative research methods are used by using two data sources, namely primary and secondary data. Primary data is “kick boxer" movie, where the data are carefully recorded from the movie based on the problem formulation. Secondary data is taken from other sources related to the analysis, such as journals, e-books, and websites. Based on the analysis, the findings of moral values ​​are presented in: (1) Trustworthiness; (2) Respect; (3) Responsibility; (4) Fairness; (5) Caring and the principles of moral values ​​present are: (1) Respect for rules; (2) Avoidance of illicit Operation. Furthermore, from these findings too, that moral values ​​and the principles of moral values ​​are a way of human life that reflect good behaviors that are very important and valuable things in human social life, in terms of getting peace, mutual help, happiness, and good goals

scholarly journals The Impact of the African Inland Mission (AIM) On Social Change between 1895 and 1971 in Machakos District, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 171-186
Author(s):  
Musyoki A. Muia ◽  
Prof. Reuben Matheka ◽  
Dr. Mary Chepchieng
Keyword(s):  
Social Change ◽  
Social Life ◽  
Social Transformation ◽  
Secondary Data ◽  
Target Population ◽  
Primary Data ◽  
Post Colonial ◽  
Herbert Spencer ◽  
Mission Church ◽  
The Impact

This study aimed at analysing the African Inland Mission and social transformation in Machakos District of Eastern Kenya from 1895 to 1971.  It sought to establish how the elements of the Akamba social life underwent a social change as a result of the mission's presence in the district. The study was guided by the question: How effective was the mission in influencing social change in the district? The structural- functionalism theory formulated by Herbert Spencer and developed further by Emile Durkheim was used to analyse the role of the African Inland Mission in influencing social change in Machakos District. The qualitative research design involving the use of in-depth interviews with key informants was used. A target population consisting of local residents, former administrators and African Inland Mission/church leaders was interviewed. The study used the purposive method of sampling. Primary data was collected using in-depth oral interviews as well as from archival records, while secondary data was obtained through a thematic review of literature related to the topic of study. This study has provided sufficient knowledge on the African Inland Mission and the social transformation in Machakos District in the colonial and the early post-colonial periods of Kenyan history. In addition, the findings have constituted part of the historiography of the African Inland Mission in Kenya.

scholarly journals Pendidikan Bercorak Sufisme dalam Pemikiran Abdul Munir Mulkhan

Chronologia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 47-63
Author(s):  
Mubarak Ahmad
Keyword(s):  
Social Life ◽  
Secondary Data ◽  
Modern Society ◽  
Primary Data ◽  
Historical Method ◽  
Literature Reviews

This study aims to explain and analyze Abdul Munir Mulkhan's sufism-style education thoughts in dealing with the problems of modern society. This thought is an exploration of ideas that aims to find a contemporary educational format that can overcome the pathologies of modernity and modernism. This study uses a historical method, with primary data derived from interviews with sources and secondary data from literature reviews of the works of other sources and writers with related themes. This research finds that the concept of education with Abdul Munir Mulkhan’s sufism-style is an attempt to deconstruct theological doctrines in Islam and conventional sufism and direct them to the functionalization of Islam in social life. The epistemology of Sufism developed in Abdul Munir Mulkhan's sufism-style education aims to synthesize an objective-empirical paradigm with a subjective-intuitive nature so as to create an integrative paradigm model. Abdul Munir Mulkhan's sufism-style education ultimately aims to open people's internal awareness of situations, conditions, and spiritual responsibilities that can lead people to improve their self-quality and be responsive to the changes that occur around them, as well as to improve the welfare of other humans through the science of charity and the scientific charity.   Abstrak Penelitian ini bertujuan untuk menjelaskan dan menganalisis pemikiran pendidikan bercorak sufisme Abdul Munir Mulkhan dalam menghadapi problematika masyarakat modern. Pemikiran tersebut merupakan eksplorasi pemikiran yang bertujuan mencari format pendidikan kontemporer yang dapat mengatasi patologi modernitas dan modernisme. Penelitian ini menggunakan metode historis, dengan data primer berasal dari hasil wawancara dengan narasumber serta data sekunder berasal dari telaah pustaka terhadap karya-karya narasumber dan penulis lainnya dengan tema yang terkait. Penelitian ini menemukan bahwa konsep pendidikan bercorak sufisme Abdul Munir Mulkhan merupakan upaya mendekonstruksi doktrin-doktrin teologis dalam Islam dan tasawuf konvensional dan mengarahkannya pada fungsionalisasi agama Islam dalam kehidupan sosial. Epistemologi tasawuf yang dikembangkan dalam pendidikan bercorak sufisme Abdul Munir Mulkhan bertujuan untuk menyintesis paradigma objektif-empiris dengan subjektif-intuitif sehingga tercipta suatu model paradigma yang bersifat integratif. Pendidikan bercorak sufisme Abdul Munir Mulkhan pada akhirnya bertujuan untuk membuka kesadaran internal manusia terhadap situasi, kondisi, dan tanggungjawab spiritual yang dapat mengantarkan manusia ke arah perbaikan kualitas diri dan tanggap terhadap perubahan yang terjadi di sekitarnya, sekaligus dapat menyejahterakan manusia lainnya melalui ilmu amaliah dan amal yang ilmiah.

SOCIAL CONFLICT: ARCHETYPAL NATURE AND RESOLUTION MECHANISM

2018 ◽  
Vol 1 (11) ◽  
pp. 294-305
Author(s):  
Ruslan Rafisovich Hasanov
Keyword(s):  
Social Life ◽  
Social Space ◽  
Interpersonal Relations ◽  
Human Life ◽  
Social Groups ◽  
Optimal Solution ◽  
Modern Society ◽  
Constructive Development ◽  
The Social ◽  
Interdisciplinary Knowledge

On the basis of the archetypic analysis of development trends of a conflictological paradigm the author’s model of minimization of conflict potential in modern society is offered. Institutional construction is the basis for model that is harmonized with a factor of societal identity.It is noted that the problems of social conflicts, according to data from monitor- ing studies of the Ukrainian school of archetype, are increasingly shifted into the sphere of interpersonal relations. It is stimulated by the progression in society of so-called self-sufficient personalities, the “subjectification” of the social space, and at the same time narrowing down to the solution of entirely specific situations in which there is a collision of the interests of two or more parties.Instead, in order to find the optimal solution for resolving the conflict, it is necessary to have interdisciplinary knowledge, in particular understanding of the deep nature of such conflicts. Collision of points of view, thoughts, positions — a very frequent phenomenon of modern social life. In order to develop the correct line of behavior in various conflict situations, it is important to adequately under- stand the nature of the emergence of the modern conflict and the mechanisms for resolving them in substance. Knowledge of conflict nature enriches the culture of communication and makes human life and social groups not only more calm, but also creates conditions for constructive development. It is proved that in modern life one can not but agree with the statement that an individual carries first re- sponsibility for his own life and only then for the life of the social groups to which he belongs. And while making decisions within the framework of modern mecha- nisms (consensus), the properties of human psychology such as extroversion, emo- tionality, irrationality, intuition, externality, and executive ability will not at least contribute to such a task.That is why in the author’s research attracted attention to the archetypal na- ture of the conflict — the primitive images, ideas, feelings inherent in man as a bearer of the collective unconscious.

SOCIAL CONFLICT: ARCHETYPAL NATURE AND RESOLUTION MECHANISM

2018 ◽  
Vol 1 (12) ◽  
pp. 294-305
Author(s):  
Ruslan Rafisovich Hasanov
Keyword(s):  
Social Life ◽  
Social Space ◽  
Interpersonal Relations ◽  
Human Life ◽  
Social Groups ◽  
Optimal Solution ◽  
Modern Society ◽  
Constructive Development ◽  
The Social ◽  
Interdisciplinary Knowledge

On the basis of the archetypic analysis of development trends of a conflictological paradigm the author’s model of minimization of conflict potential in modern society is offered. Institutional construction is the basis for model that is harmonized with a factor of societal identity. It is noted that the problems of social conflicts, according to data from monitoring studies of the Ukrainian school of archetype, are increasingly shifted into the sphere of interpersonal relations. It is stimulated by the progression in society of so-called self-sufficient personalities, the “subjectification” of the social space, and at the same time narrowing down to the solution of entirely specific situations in which there is a collision of the interests of two or more parties. Instead, in order to find the optimal solution for resolving the conflict, it is necessary to have interdisciplinary knowledge, in particular understanding of the deep nature of such conflicts. Collision of points of view, thoughts, positions — a very frequent phenomenon of modern social life. In order to develop the correct line of behavior in various conflict situations, it is important to adequately understand the nature of the emergence of the modern conflict and the mechanisms for resolving them in substance. Knowledge of conflict nature enriches the culture of communication and makes human life and social groups not only more calm, but also creates conditions for constructive development. It is proved that in modern life one can not but agree with the statement that an individual carries first responsibility for his own life and only then for the life of the social groups to which he belongs. And while making decisions within the framework of modern mechanisms (consensus), the properties of human psychology such as extroversion, emotionality, irrationality, intuition, externality, and executive ability will not at least contribute to such a task. That is why in the author’s research attracted attention to the archetypal nature of the conflict — the primitive images, ideas, feelings inherent in man as a bearer of the collective unconscious.

scholarly journals Metode Penanaman Pendidikan Islam pada Anak Menurut Abdullah Nashih Ulwan

2021 ◽  
Vol 10 (2) ◽  
pp. 177-190
Author(s):  
Nur Khosiin
Keyword(s):  
Descriptive Analysis ◽  
Secondary Data ◽  
Islamic Education ◽  
Primary Data ◽  
The Third ◽  
Primary Data Source ◽  
Secondary Data Source ◽  
Data Source ◽  
Points Of View ◽  
Interpretative Approach

Abdullah Nasih Ulwan’s provides several points of view in the realm of methods of planting Islamic education in children which can later be used as a means to achieve the goals of Islamic education. This research uses the documentation method with a descriptive-interpretative approach, namely an attempt to describe the interpretation of some of the texts of the book at-tarbiyah al-aulad fi al-Islam in the third chapter. As for the primary data source is the book at-tarbiyah al-aulad fi al-Islam, the secondary data source is books and related literature, while the data analysis used descriptive analysis. The results of this study there are five methods of planting Islamic education for children, namely educating by example, customary habits, advice, supervision, and through punishment.

scholarly journals Risk Analysis and Community Based Disaster Management Plan of Sateek Village, Aizawl District, Mizoram, India

2019 ◽  
Vol 4 (1) ◽  
pp. 11-20
Author(s):  
C. Zoramthara ◽  
Lalthakima
Keyword(s):  
Risk Analysis ◽  
Disaster Management ◽  
Emergency Services ◽  
Secondary Data ◽  
Management Plan ◽  
Primary Data ◽  
Landslide Risk ◽  
Community Based ◽  
The People ◽  
Disaster Assessment

Sateek village is vulnerable to plenty of disasters such as earthquake, landslide, forest fire and disease outbreak. Some other features like poverty, remote area from the city, lack of hospital and other emergency services make the people of this village more vulnerable. The present study deals with the idea of community based disaster management (CBDM) and their risk assessment in Sateek village, which is located in Aibawk block of Aizawl District, Mizoram, India. The data used in this research include collection of primary data through interview, questionnaire and Secondary data. Landslide risk analysis was carried out in quantitative approach. The study seized disaster assessment, resource analysis, risk and vulnerable profile and response plan and interpretation in various disaster of Sateek village and how community based disaster management (CBDM) plan can help the people to cope with hazards.

scholarly journals Pengembangan Potensi Pusat Kota Serang sebagai Wisata Heritage Perkotaan Berbasis Masyarakat

2020 ◽  
pp. 144
Author(s):  
Arfah Sahabudin ◽  
Rusdin Rusdin ◽  
M. Sapari Dwi Hadian
Keyword(s):  
Qualitative Method ◽  
Heritage Tourism ◽  
Secondary Data ◽  
Decision Makers ◽  
Primary Data ◽  
Community Based ◽  
Tourist Destination ◽  
Library Research ◽  
Strategic Policy ◽  
Depth Interviews

The existence of the potential for heritage tourism in center of Kota Serang is now almost eliminated and forgotten, whereas if it is managed optimally, many benefits can be generated. The purpose of the research is to reveal the potential of heritage tourism in center of Kota Serang to be developed as a tourist destination. The research method used is a qualitative method. Primary data collection through observation techniques and in-depth interviews. Secondary data through library research. Data analysis uses an interactive model, through three activities namely data reduction, data presentation, and drawing conclusions. The results of the study indicate that there is no clear strategic policy and the lack of efforts in achieving optimal utilization of potential inheritance for tourism development. The synergy of all stakeholders and decision makers is needed to run in line with the vision and mission of development. The proposed development model is community-based heritage tourism. Keywords: heritage tourism, urban-community-based tourism, urban tourism

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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