BSTRACTHumans as creatures created by God have the characteristics and potentials given by God. With the potential that humans have, will provide progress and goodness for themselves and others. Humans are equipped with reason that can be used to think, because humans are perfect creatures. Humans are appointed as caliphs on earth in order to be able to manage the wealth on earth and knowledge. This study aims to describe the extent to which the position and benefits of humans are seen from the philosophy of Islamic education. The method used in this study is a literature review study, using literature data obtained from scientific journal references. The results of literature review research, God gives humans the potential in the form of senses and reason to think that other creatures of God do not have. This potential is the basis for humans to carry out the task of being a caliph with the destiny attached to it. Humans have reason and mind that can be useful for conducting studies and producing a new theory in advancing education.
{"title":"Manusia dan Pendidikan dalam Sudut Pandang Filsafat Pendidikan Islam: Literature Review","authors":"Dilla Fadhillah","doi":"10.31000/rf.v18i2.6822","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6822","url":null,"abstract":"BSTRACTHumans as creatures created by God have the characteristics and potentials given by God. With the potential that humans have, will provide progress and goodness for themselves and others. Humans are equipped with reason that can be used to think, because humans are perfect creatures. Humans are appointed as caliphs on earth in order to be able to manage the wealth on earth and knowledge. This study aims to describe the extent to which the position and benefits of humans are seen from the philosophy of Islamic education. The method used in this study is a literature review study, using literature data obtained from scientific journal references. The results of literature review research, God gives humans the potential in the form of senses and reason to think that other creatures of God do not have. This potential is the basis for humans to carry out the task of being a caliph with the destiny attached to it. Humans have reason and mind that can be useful for conducting studies and producing a new theory in advancing education.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123228413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BSTRACTThe purpose of this study was to find out with the literacy movement reading corners can be used as an alternative and supporter to increase students' reading interest. The reading corner literacy movement encourages students to always have a thirst for knowledge, makes them happy to read and finally students have broader insights and get new information for class II at Permata Nusantara Islamic Elementary School. This research was conducted at Permata Nusantara Islamic Elementary School involving 40 students. The research method used for data collection Data collection in this study used observation sheets, interviews, and documentation. The data analysis technique uses data reduction, data presentation, and drawing conclusions.
{"title":"PENERAPAN GERAKAN LITERASI POJOK BACA UNTUK MENUMBUHKAN MINAT BACA SISWA KELAS I SDI PERMATA NUSANTARA PADA KEGIATAN KAMPUS MERDEKA","authors":"Zuliana Fitria, Zainal Arif, Resti Septiani","doi":"10.31000/rf.v18i2.6837","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6837","url":null,"abstract":"BSTRACTThe purpose of this study was to find out with the literacy movement reading corners can be used as an alternative and supporter to increase students' reading interest. The reading corner literacy movement encourages students to always have a thirst for knowledge, makes them happy to read and finally students have broader insights and get new information for class II at Permata Nusantara Islamic Elementary School. This research was conducted at Permata Nusantara Islamic Elementary School involving 40 students. The research method used for data collection Data collection in this study used observation sheets, interviews, and documentation. The data analysis technique uses data reduction, data presentation, and drawing conclusions.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"337 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132935215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThe importance of prioritizing humanization in the religious learning process aims so that students do not experience dehumanization. Rehumanization is intended so that students have complete rights and obligations in carrying out religious learning in the classroom. The purpose of this study is to describe rehumanization through religious education from the perspective of KH. Ahmad Dahlan. This study uses a descriptive analysis approach with a literature review research model (library research). The results of this study are according to Dahlan, religious education must be taught in an integrative way with other sciences, religious education must be taught physically and mentally in order to provide a complete concept to humans, religious education must be able to prioritize unity of heart so that it becomes a unifier of all differences, and religious teaching in schools must cover faith, teach love to fellow human beings, religious learning must revive the mind, religious learning must teach independence so that humans can rule and control themselves.Keywords: Rehumanization, Humanization, Religious Education
{"title":"REHUMANISASI MELALUI PENDIDIKAN AGAMA MENURUT PERSPEKTIF KH. AHMAD DAHLAN","authors":"Abdul Rahman Jupri, Zamah Sari","doi":"10.31000/rf.v18i2.6843","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6843","url":null,"abstract":"ABSTRACTThe importance of prioritizing humanization in the religious learning process aims so that students do not experience dehumanization. Rehumanization is intended so that students have complete rights and obligations in carrying out religious learning in the classroom. The purpose of this study is to describe rehumanization through religious education from the perspective of KH. Ahmad Dahlan. This study uses a descriptive analysis approach with a literature review research model (library research). The results of this study are according to Dahlan, religious education must be taught in an integrative way with other sciences, religious education must be taught physically and mentally in order to provide a complete concept to humans, religious education must be able to prioritize unity of heart so that it becomes a unifier of all differences, and religious teaching in schools must cover faith, teach love to fellow human beings, religious learning must revive the mind, religious learning must teach independence so that humans can rule and control themselves.Keywords: Rehumanization, Humanization, Religious Education","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"359 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125646888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRAKPermasalahan dari penelitian adalah analisis pembelajaran Pendidikan Agama Islam pada pendidikan nonformal program Paket C di Pusat Kegiatan Belajar Masyarakat (PKBM) Mitra Buruh Nusantara. Penelitian bertujuan menganalisa pembelajaran Pendidikan Agama Islam pada pendidikan nonformal Program Paket C di Pusat Kegiatan Belajar Masyarakat (PKBM) Mitra Buruh Busantara Jakarta. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Prosedur penelitian ini melalui wawancara dengan tutor PAI dan pengamatan pada proses pembelajaran Pendidikan Agama Islam. Hasil penelitian ini menunjukkan: 1) Kompetensi Tutor Pendidikan Agama Islam pada pendidikan nonformal Program Paket C di Pusat Kegiatan Belajar Mengajar (PKBM) belum sesuai dengan kompetensi pendidik yang diharuskan 2) Untuk mengatasi kompetensi tutor yang masih cukup atau kurang seharusnya tutor diberikan pelatihan-pelatihan untuk meningkatkan kompetensi Tutor Pendidikan Agama Islam.
{"title":"ANALISIS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA PENDIDIKAN NONFORMAL PROGRAM PAKET C","authors":"Diah Mutiara, Siti Rohmah, A. Firdaus","doi":"10.31000/rf.v18i2.6836","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6836","url":null,"abstract":"ABSTRAKPermasalahan dari penelitian adalah analisis pembelajaran Pendidikan Agama Islam pada pendidikan nonformal program Paket C di Pusat Kegiatan Belajar Masyarakat (PKBM) Mitra Buruh Nusantara. Penelitian bertujuan menganalisa pembelajaran Pendidikan Agama Islam pada pendidikan nonformal Program Paket C di Pusat Kegiatan Belajar Masyarakat (PKBM) Mitra Buruh Busantara Jakarta. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Prosedur penelitian ini melalui wawancara dengan tutor PAI dan pengamatan pada proses pembelajaran Pendidikan Agama Islam. Hasil penelitian ini menunjukkan: 1) Kompetensi Tutor Pendidikan Agama Islam pada pendidikan nonformal Program Paket C di Pusat Kegiatan Belajar Mengajar (PKBM) belum sesuai dengan kompetensi pendidik yang diharuskan 2) Untuk mengatasi kompetensi tutor yang masih cukup atau kurang seharusnya tutor diberikan pelatihan-pelatihan untuk meningkatkan kompetensi Tutor Pendidikan Agama Islam.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123065147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractEducation has an important role in building quality human resources (HR). K.H Ahmad Dahlan stated that a good education is education that meets the needs of the times. This study discusses the perspective of KH. Ahmad Dahlan on Islamic education in Indonesia, and the relevance of Ahmad Dahlan's critique of Islamic Education in the colonial era with today's national education. The method used by the researcher is a literature review by identifying theories, as well as the results of previous studies which are then identified so as to obtain the results of the researchers' exploration achievements. After conducting a study on the perspective of KH Ahmad Dahlan regarding Islamic education and its relation to national education, the relationship between Islamic education and national education is an inseparable unit. There are several problems that arise during the implementation of national education, including the occurrence of an educational dichotomy and curriculum changes.
摘要教育在建设优质人力资源中具有重要作用。K.H Ahmad Dahlan说，好的教育是符合时代需要的教育。本研究探讨了KH的视角。艾哈迈德·达赫兰对印尼伊斯兰教育的批判，以及艾哈迈德·达赫兰对殖民时期伊斯兰教育的批判与当今国民教育的相关性。研究者使用的方法是通过识别理论进行文献综述，以及对前人研究的结果进行识别，从而得出研究者的探索成果。通过对KH Ahmad Dahlan关于伊斯兰教育及其与国民教育关系的观点的研究，伊斯兰教育与国民教育的关系是一个不可分割的整体。在实施国民教育的过程中，出现了一些问题，包括教育两分法的出现和课程的变化。
{"title":"KRITIK KH. AHMAD DAHLAN TERADAP PENDIDIKAN ISLAM DAN KAITANNYA DENGAN PENDIDIKAN NASIONAL","authors":"Enok Sadiah","doi":"10.31000/rf.v18i2.6821","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6821","url":null,"abstract":"AbstractEducation has an important role in building quality human resources (HR). K.H Ahmad Dahlan stated that a good education is education that meets the needs of the times. This study discusses the perspective of KH. Ahmad Dahlan on Islamic education in Indonesia, and the relevance of Ahmad Dahlan's critique of Islamic Education in the colonial era with today's national education. The method used by the researcher is a literature review by identifying theories, as well as the results of previous studies which are then identified so as to obtain the results of the researchers' exploration achievements. After conducting a study on the perspective of KH Ahmad Dahlan regarding Islamic education and its relation to national education, the relationship between Islamic education and national education is an inseparable unit. There are several problems that arise during the implementation of national education, including the occurrence of an educational dichotomy and curriculum changes.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117113074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BSTRACT: Kyai Ahmad Dahlan is indeed a charitable person. He is not just thinking, and understanding the problem. But more importantly, he thinks far ahead, and looks for fundamental problem solutions. Even more than that, Kyai Dahlan directly led the struggle itself; made himself, his wife, and his family a role model for struggle. Despite being colonized economically, politically, and militarily, Kyai Dahlan understands well that the root of the problems of the people and the nation lies in the problem of education. From this education will be born cadres of the people and the nation. It is recognized that the philosophical way of thinking has broken down the doors and walls of traditions and customs, and has even uncovered myths and abandoned mystical ways of thinking. The same thing has also succeeded in developing ways of thinking rationally and deeply, integrally and coherently, methodically and systematically, logically, critically, and analytically. Therefore, science is growing, growing and maturing. Thoughts K.H. Ahmad Dahlan on Islamic education is closer to Perennial Philosophy thinking. Islamic education is more colored by its religious spirit by developing integrative, cooperative, accommodating and comprehensive education with special characteristics of monotheism and universality of knowledge as the content of education (curriculum), Akhlaqul karimah as the basis for educational goals, affective intelligence (attitude), cognitive (brain) and psychomotor (motion) as a development step, so as to avoid fatalism and ambivalence. In the study of epistemology, it gives birth to a clear concept of science to be realized into a comprehensive educational curriculum, without separating the empirical sciences (aqli) and the diniyah sciences (naqli). The axiological approach gives birth to views that are always in the value corridor. The operational appearance of education is not only used as a vehicle for the preservation (maintaining) of religious values, but more than that as a center and a means of developing knowledge, which is operated in an adapted, eclectic, cooperative, contextual, actual and universal manner and relies on intuition.
{"title":"CARA K.H. AHMAD DAHLAN MENCARI KEBENARAN TERHADAP EPISTIMOLOGI BARAT","authors":"Mul Yati","doi":"10.31000/rf.v18i2.6823","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6823","url":null,"abstract":"BSTRACT: Kyai Ahmad Dahlan is indeed a charitable person. He is not just thinking, and understanding the problem. But more importantly, he thinks far ahead, and looks for fundamental problem solutions. Even more than that, Kyai Dahlan directly led the struggle itself; made himself, his wife, and his family a role model for struggle. Despite being colonized economically, politically, and militarily, Kyai Dahlan understands well that the root of the problems of the people and the nation lies in the problem of education. From this education will be born cadres of the people and the nation. It is recognized that the philosophical way of thinking has broken down the doors and walls of traditions and customs, and has even uncovered myths and abandoned mystical ways of thinking. The same thing has also succeeded in developing ways of thinking rationally and deeply, integrally and coherently, methodically and systematically, logically, critically, and analytically. Therefore, science is growing, growing and maturing. Thoughts K.H. Ahmad Dahlan on Islamic education is closer to Perennial Philosophy thinking. Islamic education is more colored by its religious spirit by developing integrative, cooperative, accommodating and comprehensive education with special characteristics of monotheism and universality of knowledge as the content of education (curriculum), Akhlaqul karimah as the basis for educational goals, affective intelligence (attitude), cognitive (brain) and psychomotor (motion) as a development step, so as to avoid fatalism and ambivalence. In the study of epistemology, it gives birth to a clear concept of science to be realized into a comprehensive educational curriculum, without separating the empirical sciences (aqli) and the diniyah sciences (naqli). The axiological approach gives birth to views that are always in the value corridor. The operational appearance of education is not only used as a vehicle for the preservation (maintaining) of religious values, but more than that as a center and a means of developing knowledge, which is operated in an adapted, eclectic, cooperative, contextual, actual and universal manner and relies on intuition.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114216026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACSome of the problems concerning the character of children that often arise in society include violence, fights, promiscuity, hedonistic and consumptive lifestyles, and so on. Character education is an alternative to solving children's character problems that are preventive and curative. The purpose of writing this article is to find out more about character education in the perspective of Islamic education philosophy. Literature study used in article writing. Based on the discussion in this article, it can be concluded that in the perspective of Islamic education, character education developed by the Ministry of Education is very relevant to character education taught in Islamic education. The values taught in character education (18) as developed by the Ministry of Education mostly contain morals or morals which are also taught in character education within the scope of Islamic education. Some of the character values taught in Islamic education include siddiq, amanah, tabligh and fathanah. Not only that, character education taught in Islamic education also includes attitudes or characters that are based on the noble qualities of Allah (Asmaul Husna) such as compassion, forgiveness, respect, glorifying others, weak, polite, likes, likes, wise, caring, fair, beneficial and patient. These characters are expected to be possessed by every student after they take Islamic education and can apply these characters in society.
{"title":"PENDIDIKAN KARAKTER DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM","authors":"M. Yusuf","doi":"10.31000/rf.v18i2.6816","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6816","url":null,"abstract":"ABSTRACSome of the problems concerning the character of children that often arise in society include violence, fights, promiscuity, hedonistic and consumptive lifestyles, and so on. Character education is an alternative to solving children's character problems that are preventive and curative. The purpose of writing this article is to find out more about character education in the perspective of Islamic education philosophy. Literature study used in article writing. Based on the discussion in this article, it can be concluded that in the perspective of Islamic education, character education developed by the Ministry of Education is very relevant to character education taught in Islamic education. The values taught in character education (18) as developed by the Ministry of Education mostly contain morals or morals which are also taught in character education within the scope of Islamic education. Some of the character values taught in Islamic education include siddiq, amanah, tabligh and fathanah. Not only that, character education taught in Islamic education also includes attitudes or characters that are based on the noble qualities of Allah (Asmaul Husna) such as compassion, forgiveness, respect, glorifying others, weak, polite, likes, likes, wise, caring, fair, beneficial and patient. These characters are expected to be possessed by every student after they take Islamic education and can apply these characters in society.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124551669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTACT The ideal Islamic education according to K.H. Ahmad Dahlan needs to be re-examined based on its relevance to the merdeka belajar policy. This was done as an effort to reconstruct the educational idea of K.H. Ahmad Dahlan who became the main motor, especially education in Muhammadiyah. This research uses a qualitative approach using qualitative descriptive method. The results of the study illustrate that reason, charity, and progress are the ideas of K.H, Ahmad Dahlan regarding the ideal Islamic education. These three ideas seem relevant to the merdeka belajar policy promoted by the Ministry of Education and Culture. Component reason is what shapes students to have high-level reasoning. Charity is a component that makes up the contribution of education to society. Progress is a component that makes schools must continue to improve themselves in order to be able to adapt to the times.
达赫兰所提出的理想伊斯兰教育需要根据其与独立政策的相关性来重新审视。这是为了重建K.H. Ahmad Dahlan的教育理念，他后来成为主要的推动者，特别是在Muhammadiyah的教育。本研究采用定性描述方法进行定性研究。研究结果表明，理性、慈善和进步是艾哈迈德·达兰对理想的伊斯兰教育的理念。这三个想法似乎与教育和文化部推动的独立政策有关。成分推理是塑造学生高层次推理能力的基础。慈善是教育对社会贡献的一个组成部分。进步是一个组成部分，使得学校必须不断完善自己，才能适应时代。
{"title":"GAGASAN K.H. AHMAD DAHLAN TENTANG PENDIDIKAN ISLAM YANG IDEAL DAN RELEVANSINYA DENGAN KEBIJAKAN MERDEKA BELAJAR","authors":"Ahmad Abimubarok","doi":"10.31000/rf.v18i2.6815","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6815","url":null,"abstract":"ABSTACT The ideal Islamic education according to K.H. Ahmad Dahlan needs to be re-examined based on its relevance to the merdeka belajar policy. This was done as an effort to reconstruct the educational idea of K.H. Ahmad Dahlan who became the main motor, especially education in Muhammadiyah. This research uses a qualitative approach using qualitative descriptive method. The results of the study illustrate that reason, charity, and progress are the ideas of K.H, Ahmad Dahlan regarding the ideal Islamic education. These three ideas seem relevant to the merdeka belajar policy promoted by the Ministry of Education and Culture. Component reason is what shapes students to have high-level reasoning. Charity is a component that makes up the contribution of education to society. Progress is a component that makes schools must continue to improve themselves in order to be able to adapt to the times.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"6 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124042638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractThis article is about the thoughts of KH. Ahmad Dahlan on Islamic Education in Muhammadiyah. In this article, we discuss that Muhammadiyah is part of Indonesia's history that contributes as a carrier of modernity in Islam. In this article, the concept of Muhammadiyah education is explained, including bringing updates in the field of forming Islamic educational institutions which were originally a pesantren system into a school system and have included general lessons for religious schools or madrasas. For the Muhammadiyah education model, this article explains the integralistic model, adopts the substance and methodology of modern Dutch education into religious education madrasas, provides Islamic teaching content in modern Dutch public schools, and implements a cooperative system in the field of education. In the learning method, the emergence of the lecture method and the munadharah (dialogical) method in teaching created by Muslim scholars and with this method can be adjusted to the level of convenience of the subject matter, to suit the intellectual abilities of students. This research is a qualitative research with an emphasis on the comparative method process or comparing the thoughts of KH Ahmad Dahlan by conducting library research. The goals of Islamic education are a) general goals, cannot be achieved except after going through the process of teaching, appreciation, experience, and belief in the truth. b) the final goal, namely human beings who die and will face their God is the final goal of the Islamic education process. c) temporary goals are goals that will be achieved after students are given a certain number of experiences that have been planned in a formal education curriculum. d) operational goals are practical goals to be achieved by a certain number of educational activities that require certain abilities and skills which are more emphasized on the nature of appreciation and personality. K.H. Ahmad Dahlan carried out modernization in the field of Islamic education, from the cottage system which was only taught Islamic religious education lessons, from the cottage system which was only taught individually to class and supplemented with general knowledge lessons.
摘要本文是关于KH的思想。Ahmad Dahlan谈穆罕默德教的伊斯兰教育。在本文中，我们讨论穆罕默德是印度尼西亚历史的一部分，作为伊斯兰教现代性的载体作出了贡献。在这篇文章中，穆罕默迪亚教育的概念被解释，包括在形成伊斯兰教育机构领域的更新，这些机构最初是一个pesantren系统，后来变成了一个学校系统，并包括了宗教学校或伊斯兰学校的一般课程。对于穆罕默德教的教育模式，本文阐释了整体主义模式，将现代荷兰教育的实质和方法论引入宗教教育学校，在现代荷兰公立学校中提供伊斯兰教的教学内容，并在教育领域实行合作制。在学习方法上，出现了由穆斯林学者创造的讲授法和穆那达拉(对话)教学法，用这种方法可以调整到方便学科的水平，以适应学生的智力能力。本研究是一项质性研究，强调比较方法过程或通过图书馆研究来比较艾哈迈德·达兰的思想。伊斯兰教育的目标是a)一般目标，除非经过教学、欣赏、体验和信仰真理的过程，否则无法实现。b)最终目标，即人类死亡并将面对他们的上帝是伊斯兰教育过程的最终目标。C)临时目标是指在正式教育课程中已经计划好的、给予学生一定数量的经历后将实现的目标。D)操作性目标是通过一定数量的教育活动来实现的实际目标，这些活动需要一定的能力和技能，这些活动更强调欣赏的性质和个性。K.H. Ahmad Dahlan在伊斯兰教育领域进行了现代化，从只教授伊斯兰宗教教育课程的家庭系统，到只教授个别课程并辅以一般知识课程的家庭系统。
{"title":"PEMIKIRAN AHMAD DAHLAN TENTANG PENDIDIKAN ISLAM PADA MUHAMMADIYAH","authors":"Sung In Kug","doi":"10.31000/rf.v18i2.6833","DOIUrl":"https://doi.org/10.31000/rf.v18i2.6833","url":null,"abstract":"AbstractThis article is about the thoughts of KH. Ahmad Dahlan on Islamic Education in Muhammadiyah. In this article, we discuss that Muhammadiyah is part of Indonesia's history that contributes as a carrier of modernity in Islam. In this article, the concept of Muhammadiyah education is explained, including bringing updates in the field of forming Islamic educational institutions which were originally a pesantren system into a school system and have included general lessons for religious schools or madrasas. For the Muhammadiyah education model, this article explains the integralistic model, adopts the substance and methodology of modern Dutch education into religious education madrasas, provides Islamic teaching content in modern Dutch public schools, and implements a cooperative system in the field of education. In the learning method, the emergence of the lecture method and the munadharah (dialogical) method in teaching created by Muslim scholars and with this method can be adjusted to the level of convenience of the subject matter, to suit the intellectual abilities of students. This research is a qualitative research with an emphasis on the comparative method process or comparing the thoughts of KH Ahmad Dahlan by conducting library research. The goals of Islamic education are a) general goals, cannot be achieved except after going through the process of teaching, appreciation, experience, and belief in the truth. b) the final goal, namely human beings who die and will face their God is the final goal of the Islamic education process. c) temporary goals are goals that will be achieved after students are given a certain number of experiences that have been planned in a formal education curriculum. d) operational goals are practical goals to be achieved by a certain number of educational activities that require certain abilities and skills which are more emphasized on the nature of appreciation and personality. K.H. Ahmad Dahlan carried out modernization in the field of Islamic education, from the cottage system which was only taught Islamic religious education lessons, from the cottage system which was only taught individually to class and supplemented with general knowledge lessons.","PeriodicalId":264986,"journal":{"name":"Rausyan Fikr : Jurnal Pemikiran dan Pencerahan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129075156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
May Munah, Eni Suhaeni, Nas Rullah, A. Abdurrohman
ABSTRAKKedatangan Islam di Indonesia membawa pengaruh baik dari aspek sosial, politik maupun pendidikan. Perubahan politik di Indonesia tentu mempengaruhi kebijakan pada lembaga pendidikan Islam. Sejak Indonesia merdeka diawali dengan masa revolusi dan demokrasi liberal dan masa demokrasi terpimpin yang disebut masa Orde Lama pada masa Pemerintahan Soekarno, masa Orde Baru pada masa Soeharto, dan jatuhnya masa Orde Baru sehingga lahirlah masa Reformasi. Lahirnya kebijakan Negara dalam bentuk Undang-undang Nomor 4 tahun 1950 tentang Pendidikan dan Pengajaran di Sekolah. Nomor 12 tahun 1954 tentang pernyataan berlakunya Undang -undang Nomor 4 tahun 1950 untuk seluruh Indonesia. Pada tahun 1975, melalui SKB 3 Menteri, meningkatkan mutu pendidikan dan menempatkan pendidikan Islam pada perguruan agama menjadi sejajar dengan sekolah umum. Kemudian disusul lahirnya kebijakan Negara tentang pendidikan nasional yaitu Undang-Undang Nomor 2 tahun 1989 tentang Sistem Pendidikan Nasional yang menyebutkan bahwa pendidikan Islam sebagai sub sistem dalam sistem pendidikan nasional. Terakhir, pada Masa Reformasi lahirlah undang-undang sistem pendidikan nasional Nomor 20 Tahun 2003, yang menjadi pijakan hukum lembaga pendidikan Islam dalam mengembangkan pendidikan di Indonesia.
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