In the world of education, the environment is an important component and has a major influence on students. It is mentioned in the Qur'an and Hadith that the environment can also affect the basic human nature which then develops into an object of education in education. Islamic education has a goal to develop the potential of this nature so that happiness is achieved in this world and the hereafter. Namely the creation of a person who is pious, has noble character and has life skills according to his talents and interests. Children born in a good environment such as boarding schools are certainly different from children born in prostitution and so on. So that educators in such an unfavorable environment must be more active in educating their aqidah and morals. in contrast to educators in the pesantren environment, of course they have another focus. Therefore, it is necessary to conduct more in-depth research on how important the role of the environment in nature education is.
{"title":"THE ROLE OF THE ENVIRONMENT IN FITRAH EDUCATION","authors":"Muhamad Ansori Ansori","doi":"10.31942/ta.v10i2.4721","DOIUrl":"https://doi.org/10.31942/ta.v10i2.4721","url":null,"abstract":"In the world of education, the environment is an important component and has a major influence on students. It is mentioned in the Qur'an and Hadith that the environment can also affect the basic human nature which then develops into an object of education in education. Islamic education has a goal to develop the potential of this nature so that happiness is achieved in this world and the hereafter. Namely the creation of a person who is pious, has noble character and has life skills according to his talents and interests. Children born in a good environment such as boarding schools are certainly different from children born in prostitution and so on. So that educators in such an unfavorable environment must be more active in educating their aqidah and morals. in contrast to educators in the pesantren environment, of course they have another focus. Therefore, it is necessary to conduct more in-depth research on how important the role of the environment in nature education is.","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"21 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171289","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}
The development of Islamic education cannot be separated from Islam itself, including through cultural acculturation. There are various ways in the development of Islam and Islamic education in Indonesia, including through trade, marriage, education, politics, art, Sufism, all of which help and support the spread of Islamic teachings. Along with the entry of Islam, Islamic educational institutions also run and develop in order to propagate Islam in Indonesia. In this journal, the author will explain qualitatively with a descriptive method to discuss in detail and in depth the discussion of the historicity of Islamic education in Indonesia. The history of Indonesian Islamic education is essentially very closely related to the history of Indonesian Islam, the historical period of Islamic education is also contained in the history of Islam. Both are closely related and work together in guiding and spreading the religion and Islamic education. This journal will explain the history of Islamic education in Indonesia during the Islamic empire, the colonial period, and the independence period. Keywords: Historical Islamic Education, Islamic Education during the Islamic Kingdom, Colonial Period, and Independence Period
{"title":"HISTORICITY OF ISLAMIC EDUCATION IN THE NUSANTARA","authors":"Fazka Khoiru Rijal","doi":"10.31942/ta.v10i2.4711","DOIUrl":"https://doi.org/10.31942/ta.v10i2.4711","url":null,"abstract":"The development of Islamic education cannot be separated from Islam itself, including through cultural acculturation. There are various ways in the development of Islam and Islamic education in Indonesia, including through trade, marriage, education, politics, art, Sufism, all of which help and support the spread of Islamic teachings. Along with the entry of Islam, Islamic educational institutions also run and develop in order to propagate Islam in Indonesia. In this journal, the author will explain qualitatively with a descriptive method to discuss in detail and in depth the discussion of the historicity of Islamic education in Indonesia. The history of Indonesian Islamic education is essentially very closely related to the history of Indonesian Islam, the historical period of Islamic education is also contained in the history of Islam. Both are closely related and work together in guiding and spreading the religion and Islamic education. This journal will explain the history of Islamic education in Indonesia during the Islamic empire, the colonial period, and the independence period. Keywords: Historical Islamic Education, Islamic Education during the Islamic Kingdom, Colonial Period, and Independence Period","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"467 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176497","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}
This study aims to describe and analyze Islamic learning in public universities in the reform era. This research is a qualitative research with the type of case study on Islamic Religious Education in Public Universities. Data collection is done through observation, analysis and document review. The data were analyzed according to the research focus and conclusions were drawn. The results of the study show that firstly, the content of Islamic Religious Education courses at General Colleges consists of three main aspects of Islamic teachings, namely aqidah, sharia and morals with various material developments. Second, strengthening PAI material at PTU in the ecosystem and discourse at PTU. Third, strengthening character in PAI at PTU to produce plus graduate graduates. The implication of this research is to emphasize the importance of revitalizing Islamic Religious Education courses at public universities / PTU both from the materials, methods and evaluation techniques used. Keywords: Islamic Religious Education Course, Public Universities.
本研究旨在描述和分析改革时代公立大学中的伊斯兰学习。本研究是一项定性研究，属于公立大学伊斯兰宗教教育案例研究类型。数据收集通过观察、分析和文件审查进行。根据研究重点对数据进行分析并得出结论。研究结果表明，首先，普通高校伊斯兰宗教教育课程的内容主要包括伊斯兰教义的三个方面，即阿基达、教法和道德，并有不同的教材编写。其次，在教育大学的生态系统和话语中加强教育大学的 PAI 教材。第三，加强 PTU PAI 的特色，以培养优秀的毕业生。本研究的意义在于从教材、方法和评估技术两方面强调振兴公立大学伊斯兰宗教教育课程的重要性。 关键词伊斯兰宗教教育课程、公立大学。
{"title":"ISLAMIC RELIGIOUS EDUCATION IN GENERAL UNIVERSITY IN THE POST REFORM ERA","authors":"Ustadiyah Ustadiyah","doi":"10.31942/ta.v10i2.4747","DOIUrl":"https://doi.org/10.31942/ta.v10i2.4747","url":null,"abstract":"This study aims to describe and analyze Islamic learning in public universities in the reform era. This research is a qualitative research with the type of case study on Islamic Religious Education in Public Universities. Data collection is done through observation, analysis and document review. The data were analyzed according to the research focus and conclusions were drawn. The results of the study show that firstly, the content of Islamic Religious Education courses at General Colleges consists of three main aspects of Islamic teachings, namely aqidah, sharia and morals with various material developments. Second, strengthening PAI material at PTU in the ecosystem and discourse at PTU. Third, strengthening character in PAI at PTU to produce plus graduate graduates. The implication of this research is to emphasize the importance of revitalizing Islamic Religious Education courses at public universities / PTU both from the materials, methods and evaluation techniques used. Keywords: Islamic Religious Education Course, Public Universities.","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"120 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178546","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}
Historically, pesantren education has undergone several changes, both related to the model, curriculum, objectives, and management system. The renewal was carried out so that pesantren education as an Indonesian Islamic educational institution was able to answer the challenges and demands of changing times. This paper aims to describe the Islamic education model of pesantren and its dynamics in the national education system, because until now pesantren still seems to be in two dilemma choices: whether pesantren will continue to maintain its tradition by maintaining its unique values or follow the times with all its dynamics. library research method with a descriptive analysis approach, the authors found that there are several models of Islamic boarding schools that are legally recognized in Law no. 18 of 2019 concerning Islamic Boarding Schools. that is; a. Islamic boarding schools that organize education in the form of the study of the Yellow Book; b. Islamic Boarding Schools that provide education in the form of Islamic Dirasah with Muallimin Education Patterns; or c. Islamic boarding schools that provide education in other forms that are integrated with general education. Keywords: model, pesantren education, national education
从历史上看，长老会教育经历了多次变革，包括模式、课程、目标和管理制度。更新的目的是使长老会教育作为印尼伊斯兰教育机构能够应对时代变化带来的挑战和需求。本文旨在描述长老会的伊斯兰教育模式及其在国家教育体系中的动态，因为到目前为止，长老会似乎仍处于两种两难的选择中：长老会是通过保持其独特的价值观来继续保持其传统，还是以其所有的动态紧跟时代的步伐。即：a. 以学习《黄教经》的形式组织教育的伊斯兰寄宿学校；b. 以伊斯兰迪拉萨与穆阿利明教育模式的形式提供教育的伊斯兰寄宿学校；或 c. 以与普通教育相结合的其他形式提供教育的伊斯兰寄宿学校。 关键词：模式；寄宿学校教育；国民教育
{"title":"THE DYNAMICS OF THE EDUCATIONAL MODEL OF PESANTREN IN THE NATIONAL EDUCATION SYSTEM","authors":"Yusuf Hasyim","doi":"10.31942/ta.v10i2.4719","DOIUrl":"https://doi.org/10.31942/ta.v10i2.4719","url":null,"abstract":"Historically, pesantren education has undergone several changes, both related to the model, curriculum, objectives, and management system. The renewal was carried out so that pesantren education as an Indonesian Islamic educational institution was able to answer the challenges and demands of changing times. This paper aims to describe the Islamic education model of pesantren and its dynamics in the national education system, because until now pesantren still seems to be in two dilemma choices: whether pesantren will continue to maintain its tradition by maintaining its unique values or follow the times with all its dynamics. library research method with a descriptive analysis approach, the authors found that there are several models of Islamic boarding schools that are legally recognized in Law no. 18 of 2019 concerning Islamic Boarding Schools. that is; a. Islamic boarding schools that organize education in the form of the study of the Yellow Book; b. Islamic Boarding Schools that provide education in the form of Islamic Dirasah with Muallimin Education Patterns; or c. Islamic boarding schools that provide education in other forms that are integrated with general education. Keywords: model, pesantren education, national education","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"69 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178772","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}
Abstrak Hukum Mu’amalah maaliyah merupakan salah satu bagian penting (dharuri) dalam ajaran Islam. Hukum Mu’amalah dianggap sangat penting karena perannya dalam mengatur hukum antara individu dan masyarakat. Dalam konteks ini, syari’ah ilahiyah hadir melalui Al-qur’an untuk mengatur muamalah di antara manusia dalam rangka mewujudkan tujuan syari’ah dan menjelaskan hukumnya kepada manusia.Mu’amalah maaliyah al-Ghazali yang terdapat dalam kitab Ihya’ ‘Ulum al-Din, dalam istinbat hukumnya, selain bermadzhab syafi’i juga mengandung prinsip-prinsip yang berbeda dari fiqih pada umumnya, yang hanya disandarkan pada prinsip (تراض ) sama-sama rela, artinya cukup adil dari kedua belah pihak, dengan istilah lain habl min an-Nas (sesama manusia) saja. Al-Ghazali menawarkan konsep lengkap dari transaksi mu’amalah maaliyah tersebut dengan tiga prinsip yang ditulis dalam tiga sub-bab terakhir bab Adab al-Kasbi wa al-Ma’asyi : 74-89, yaitu : Al-‘Adl wa Ijtinab al-Dhulm (adil dan menjauhi kedhaliman), Ihsan (kebaikan) dan Syafaqah al-Tajir ‘ala Diinih (loyalitas pengusaha terhadap agamanya). Tiga prinsip ini yang membedakan konsep fiqh mu’amalah al-Ghazali dengan fiqh-fiqh mu’amalah maaliyah yang lain, sehingga para peneliti menyebutnya dengan istilah fiqih tasawuf. Penelitian ini menjelaskan, karakteristik Fiqih muamalah maliyah al-Ghazali dan relevansinya pada perekonomian modern. Kata Kunci: Mu’amalah Maaliyah Qur’ani, al-Ghazali, Ihya’ ‘Ulum al-Din الخلاصةفقه المعاملة هو جزء ضرورِي في التعاليم الإسلامية. علم فقه المعاملة هام جدا لضروره في تنظيم الاحكام بين الافراد والاجتماعية. في هذا السياق ، توجد الشريعة الإلهية من خلال القرآن لتنظيم المعاملة بين البشر من أجل تحقيق مقاصد الشريعة وشرح احكامها للإنسان. المعاملة المالية الغزالي الواردة في كتاب إحياء علم الدين في استنباطه الشرعي ، بالإضافة إلى وجود المذهب الشافعي ، فهو يحتوي أيضًا على قواعد مختلفة عن الفقه بشكل العام، وهو مبني فقط على القاعد (ان تراض بين بائع و مشتري) كلاهما متساوٍ في الرغبة ، بمعنى عادل بين الجانبين، بعبارات أخرى ''حبل من الناس '' فقط، يقدم الغزالي مفهوماً كاملاً لمعاملة المعاملية بثلاثة مبادئ مكتوبة في الفصول الثلاثة الأخيرة من الفصل أدب الكسبي والمعاشي : ٧٤-٨٩ ص ، وهي: العدل واجتناب الظلم وإحسان وشفقة التاجر على دينه. تميز هذه القواعد الثلاثة مفهوم فقه معملة الغزالي عن الفقه معاملتي آخر ، لذلك يسميه المحققون بالاصطلاح الفقه التصوفي. توضح هذه الدراسة خصائص الفقه المعاملة الماليه للغزالي وصلته بالاقتصاد العصري. الكليمات المفاتحية : المعامل المالية القراني, الغزالي, إحياء علوم الدين.
摘要 穆阿马拉法是伊斯兰教义的重要组成部分（dharuri）之一。穆阿马拉法之所以被认为非常重要，是因为它在规范个人与社会之间的法律方面发挥了作用。在这种情况下，神圣的伊斯兰教法通过《古兰经》来规范人类之间的穆阿马拉，以实现伊斯兰教法的目的，并向人类解释其法律。伊斯兰教法》一书中所载的穆阿马拉-马利亚-加扎利（Mu'amalah maaliyah al-Ghazali），在伊斯坦巴特法（istinbat law）中，除了马德扎布-沙斐仪（madzhab shafi'i）之外，还包含有不同于一般教法的原则，一般教法只以平等自愿原则（تراض）为基础，即双方都足够公平，换句话说，只有同胞（habl min an-Nas）才是公平的。阿尔-加扎利在《Adab al-Kasbi wa al-Ma'asyi 》一书的最后三个小章中用三个原则提供了一个完整的 mu'amalah maaliyah 交易概念：74-89，即Al-'Adl wa Ijtinab al-Dhulm（公平和避免不公正）、Ihsan（仁慈）和 Syafaqah al-Tajir 'ala Diinih（企业家对宗教的忠诚）。这三个原则将加扎利的 "mu'amalah al-Ghazali "教法概念与其他 "mu'amalah maaliyah "教法概念区分开来，因此研究人员将其称为 "fiqh tasawuf"。本研究解释了 Fiqh muamalah maliyah al-Ghazali 的特点及其与现代经济的相关性。关键词Mu'amalah Maaliyah Qur'ani, al-Ghazali, Ihya' 'Ulum al-Din الخلاصةفقه المعاملة هو جزء ضرورِي في التعاليم الإسلامية.علم فقه المعاملة هام جدا لضروره في تنظيم الاحكام بين الافراد والاجتماعية.في هذا السياق ، توجد الشريعة الإلهية من خلال القرآن لتنظيم المعاملة بين البشر من أجل تحقيق مقاصد الشريعة وشرح احكامها لإنسان. المعاملة المالية الغزالي الواردة في كتاب إحياء علم الدين في استنباطه الشرعي ، بالإضافة إلى وجود المذهبالشافعي ، فهو يحتوي أيضًا على قواعد مختلفة عن الفقه بشكل العام، وهو مبني فقط على القاعد (ان تراض بين بائع ومشتري) كلاهما متساوٍ في الرغبة ، بمعنى عادل بين الجانبين، بعبارات أخرى ''حبل من الناس'' فقط، يقدم الغزاليمفهوماً كاملاً لمعاملة المعاملية بثلاثة مبادئا مكتوبة في الفصول الثلاثة الأخيرة من الفصل أدب الكسبي والمعاشي ：٧٤-٨٩ ص ، وهي：العدل واجتناب الظلم وإحسان وشفقة التاجر على دينه. تميز هذه القواعد الثلاثة مفهوم فقه معملة الغزالي عن الفقه معاملتي آخر ، لذلك يسميه المحقون بالاصطلاح الفقه التصوفي.توضح هذه الدراسة خصائص الفقه المعاملة الماليه للغزالي وصلته بالاقتصاد العصري. الكليمات المفاتحية ：المعامل المالية القراني, الغزالي, إحياء علوم الدين.
{"title":"(دراسة تحليلية للكتاب إحياء علوم الدين) معاملة المالية القرآنية المنظورة للغزالي","authors":"F. Abdullah","doi":"10.31942/ta.v10i2.8652","DOIUrl":"https://doi.org/10.31942/ta.v10i2.8652","url":null,"abstract":"Abstrak Hukum Mu’amalah maaliyah merupakan salah satu bagian penting (dharuri) dalam ajaran Islam. Hukum Mu’amalah dianggap sangat penting karena perannya dalam mengatur hukum antara individu dan masyarakat. Dalam konteks ini, syari’ah ilahiyah hadir melalui Al-qur’an untuk mengatur muamalah di antara manusia dalam rangka mewujudkan tujuan syari’ah dan menjelaskan hukumnya kepada manusia.Mu’amalah maaliyah al-Ghazali yang terdapat dalam kitab Ihya’ ‘Ulum al-Din, dalam istinbat hukumnya, selain bermadzhab syafi’i juga mengandung prinsip-prinsip yang berbeda dari fiqih pada umumnya, yang hanya disandarkan pada prinsip (تراض ) sama-sama rela, artinya cukup adil dari kedua belah pihak, dengan istilah lain habl min an-Nas (sesama manusia) saja. Al-Ghazali menawarkan konsep lengkap dari transaksi mu’amalah maaliyah tersebut dengan tiga prinsip yang ditulis dalam tiga sub-bab terakhir bab Adab al-Kasbi wa al-Ma’asyi : 74-89, yaitu : Al-‘Adl wa Ijtinab al-Dhulm (adil dan menjauhi kedhaliman), Ihsan (kebaikan) dan Syafaqah al-Tajir ‘ala Diinih (loyalitas pengusaha terhadap agamanya). Tiga prinsip ini yang membedakan konsep fiqh mu’amalah al-Ghazali dengan fiqh-fiqh mu’amalah maaliyah yang lain, sehingga para peneliti menyebutnya dengan istilah fiqih tasawuf. Penelitian ini menjelaskan, karakteristik Fiqih muamalah maliyah al-Ghazali dan relevansinya pada perekonomian modern. Kata Kunci: Mu’amalah Maaliyah Qur’ani, al-Ghazali, Ihya’ ‘Ulum al-Din الخلاصةفقه المعاملة هو جزء ضرورِي في التعاليم الإسلامية. علم فقه المعاملة هام جدا لضروره في تنظيم الاحكام بين الافراد والاجتماعية. في هذا السياق ، توجد الشريعة الإلهية من خلال القرآن لتنظيم المعاملة بين البشر من أجل تحقيق مقاصد الشريعة وشرح احكامها للإنسان. المعاملة المالية الغزالي الواردة في كتاب إحياء علم الدين في استنباطه الشرعي ، بالإضافة إلى وجود المذهب الشافعي ، فهو يحتوي أيضًا على قواعد مختلفة عن الفقه بشكل العام، وهو مبني فقط على القاعد (ان تراض بين بائع و مشتري) كلاهما متساوٍ في الرغبة ، بمعنى عادل بين الجانبين، بعبارات أخرى ''حبل من الناس '' فقط، يقدم الغزالي مفهوماً كاملاً لمعاملة المعاملية بثلاثة مبادئ مكتوبة في الفصول الثلاثة الأخيرة من الفصل أدب الكسبي والمعاشي : ٧٤-٨٩ ص ، وهي: العدل واجتناب الظلم وإحسان وشفقة التاجر على دينه. تميز هذه القواعد الثلاثة مفهوم فقه معملة الغزالي عن الفقه معاملتي آخر ، لذلك يسميه المحققون بالاصطلاح الفقه التصوفي. توضح هذه الدراسة خصائص الفقه المعاملة الماليه للغزالي وصلته بالاقتصاد العصري. الكليمات المفاتحية : المعامل المالية القراني, الغزالي, إحياء علوم الدين.","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"384 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178221","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}
AbstractIslamic education is a process of preparing one's future to reach maturitywhich is carried out by pious Muslim adults who deliver and guide their growthand development through Islamic teachings effectively and efficiently. Islamiceducation certainly provides guidance to a person towards his development inthe form of physical and spiritual in order to form a noble personality in himselfbased on Islamic norms. Islamic education in the education system is dividedinto three forms. First, Islamic education as an institution for its existence as anIslamic educational institution explicitly. Second, Islamic Education as aSubject there is religious education as one of the subjects that must be given atthe elementary level to college. Third, Islamic education as a value containsIslamic values in the education system. However, the problems in Islamiceducation, especially the policies implemented in educational institutions inIndonesia, are still very emerging from the past until now in the era ofglobalization and digitalization because it involves human resources which arealways dynamic in each era. Islamic education policies always try to beperfected and provide the best solutions for changes and improvements in theimplementation of Islamic education itself with evidence of revisions to laws orgovernment regulations on education that are always carried out.Keywords: Islamic Education, Problems and Policies
{"title":"ISLAMIC EDUCATION POLICY PROBLEMS IN INDONESIA","authors":"Ahmad Mohdlori, M. Nuryadi, Nurjihadi","doi":"10.31942/ta.v10i1.9092","DOIUrl":"https://doi.org/10.31942/ta.v10i1.9092","url":null,"abstract":"AbstractIslamic education is a process of preparing one's future to reach maturitywhich is carried out by pious Muslim adults who deliver and guide their growthand development through Islamic teachings effectively and efficiently. Islamiceducation certainly provides guidance to a person towards his development inthe form of physical and spiritual in order to form a noble personality in himselfbased on Islamic norms. Islamic education in the education system is dividedinto three forms. First, Islamic education as an institution for its existence as anIslamic educational institution explicitly. Second, Islamic Education as aSubject there is religious education as one of the subjects that must be given atthe elementary level to college. Third, Islamic education as a value containsIslamic values in the education system. However, the problems in Islamiceducation, especially the policies implemented in educational institutions inIndonesia, are still very emerging from the past until now in the era ofglobalization and digitalization because it involves human resources which arealways dynamic in each era. Islamic education policies always try to beperfected and provide the best solutions for changes and improvements in theimplementation of Islamic education itself with evidence of revisions to laws orgovernment regulations on education that are always carried out.Keywords: Islamic Education, Problems and Policies","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360485","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 National Education System states that the education in question is an education based onreligious spiritual values and prioritizes personality and noble moral character, not only prioritizingknowledge and logical intelligence. The spearhead of achieving this goal is certainly one of them isin the hands of teachers as exemplary figures in forming good participant characters in accordancewith the demands of the national education system. Among the classical clerical figures who discussthe character of the teacher is Imam al Samhudi.This research aims to find out how the implications of Imam al Samhudi's thinking about thecharacter that a teacher must have on the formation of good character of learners. This research usesdescriptive research methods and content analysis. Data collection techniques use literature studiesand documentation. The results of this study revealed the conclusion that Imam al Samhudi'sthoughts have very good implications if they can really be applied by all teachers in the nationaleducation system, especially in terms of the formation of the character of learners in accordancewith the demands of character education development.Keywords: Teacher Character, Student Character, Imam al Samhudi
ABSTRACTThe National Education System states that the education is an education based on religious spiritual values and prioritizing personality and noble moral character, not only prioritizing knowledge and logical intelligence.要实现这一目标，教师无疑是其中的先锋，他们是按照国民教育体系的要求塑造良好的参与者品格的模范人物。本研究旨在了解伊玛目萨姆胡迪关于教师必须具备的品格的思想对培养学习者良好品格的影响。本研究采用描述性研究方法和内容分析法。数据收集技术采用文献研究和文献资料法。研究结果表明，如果伊玛目-萨姆胡迪的思想能真正为全国教育系统的所有教师所应用，特别是在根据品德教育发展的要求培养学生的品德方面，则会产生很好的影响：教师品格 学生品格 伊玛目-萨姆胡迪
{"title":"IMPLICATIONS OF THE TEACHER’S CHARACTER IN FORMATION OF STUDENT’S CHARACTER (STUDY FROM THE PERSPECTIVE OF IMAM NURUDDIN AL SAMHUDI IN THE BOOK OF JAWAHIR AL-'IQDAIN FI FADHLI ASY-SARAFAIN)","authors":"Asyrul Zulmi Noor","doi":"10.31942/ta.v10i1.9091","DOIUrl":"https://doi.org/10.31942/ta.v10i1.9091","url":null,"abstract":"ABSTRACTThe National Education System states that the education in question is an education based onreligious spiritual values and prioritizes personality and noble moral character, not only prioritizingknowledge and logical intelligence. The spearhead of achieving this goal is certainly one of them isin the hands of teachers as exemplary figures in forming good participant characters in accordancewith the demands of the national education system. Among the classical clerical figures who discussthe character of the teacher is Imam al Samhudi.This research aims to find out how the implications of Imam al Samhudi's thinking about thecharacter that a teacher must have on the formation of good character of learners. This research usesdescriptive research methods and content analysis. Data collection techniques use literature studiesand documentation. The results of this study revealed the conclusion that Imam al Samhudi'sthoughts have very good implications if they can really be applied by all teachers in the nationaleducation system, especially in terms of the formation of the character of learners in accordancewith the demands of character education development.Keywords: Teacher Character, Student Character, Imam al Samhudi","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360521","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}
ملخص البحثأم غتَ ربظية )formal( توجد بَ إندونيسيا معاىد تربوية إسلامية سواء أكانت ربظيةو ىذه ابؼعاىد بؽا دور مهم بَ ترقية أفكار أبناء الشعب. و من بتُ ىذه .)non-formal(و كان فندق بسانتًين من .)Pondok Pesantren( ابؼعاىد التًبوية ما نسميو بفندق بسانتًينابؼعاىد غتَ الربظية بَ إندونيسيا، و ىذا ابؼعهد أقدم ابؼعاىد التًبوية فيها. و لم يزل دور ىذا ابؼعهد كبتَابَ العالم التًبوي الإندونيسي. و إذا تكلمنا عن خصائص فندق بسانتًين فإنو كنظام فريد لا مثيل لو. وفرده ىذا ليس من ناحية منهج التعليم و التعلم فحسب لكنو تفرد بَ وجهات حياة المجتمع و القيمابغيوية اتبعها.) و بناء على ما ذكر سابقا يرتكز ىذا البحث على ما يلي: ) 1( ما ىو فندق بسانتًين ) 2ىل تغتَت ثقافة بسانتًين اثناء تغتَ الأزمان ) 3( ما منهج التعليم و التعلم بَ بسانتًين بؾملا ومفصلا. و للحصول على أجوبة ىذه ابؼشاكل تستخدم الباحثة ىذا البحث بدنهج وصفيّ برليليّ أىأن الباحثة تقدم البيانات بَ ىذا البحث بٍ تقوم بتحليلها و استخلاصها.و توصلت الباحثة خلال البحث إلى نتائج ما يلي: ) 1( كان فندق بسانتًين معهد تربويللطلاب، و )traditional institution of Islamic education( اسلامي تقليديىذا ابؼعهد مكان معتُ للتعليم و التعلم و فهم الكتب و لتعميق العلوم و ابؼعارف الإسلامية الى أنانطبعت أخلاق الطلبة فيها أخلاقا كريدة. وقصارى القول إن ابؼعهد مكان ينبع منو الأخلاق ابغسنة، وبهذه يتخلق الطلاب بخلق حسن. ) 2( تغتَت ثقافة فندق بسانتًين بتغتَ الأزمان. كان قائم بسانتًينبَ أول نشأتو شيخا بـلصا يقوم بخدمة المجتمع، و بدرور الأزمان تغتَت نزعة شيخ بسانتًين و مالت الىنزعة اقتصادية و سياسية و رئاسية. ) 3( و كان منهج التعليم و التعلم الذي قرره فندق بسانتًين علىالعموم ينقسم إلى نوعتُ: الأول منهج العلماء التقليدي أى أن منهج التعليم و التعلم تابع على عادةالعلماء القدماء بَ بسانتًين، و ىذا ابؼنهج منهج أصيل فيو، و الثاني منهج عصري جديد، و ىذاابؼنهج منهج متطور سلك فيو مدرس بسانتًين الطرق ابؼتطورة العصرية انتش رت بَ المجتمع العصري و لولم يوجد فيو نظام عصري جديد مثل نظام مدرسي.منهج ،)Kyai( شيخ بسانتًين ،)Pondok Pesantren( كلمة رئيسية: فندق بسانتًينالتعليم و التعلم.
ملخص البحثأم غتَ ربظية )formal( توجد بَ إندونيسيا معاىد تربوية إسلامية سواء أكانت ربظيةو ىذه ابؼعاىد بؽا دور مهم بَ ترقية أفكار أبناء الشعب.ومن بتُ ىذه .)非正规(و كان فندق بسانتًين من .)Pondok Pesantren( ابؼعاىد التًبوية مانسميو بفندق بسانتًينابؼعاىد غتَ الربظية بَ إندونيسيا، وىذا ابؼعهد أقدم ابؼعاىد التًبوية فيها.و لم يزل دور ىذا ابؼعهد كبتَابَ العالم التًبوي الإندونيسي.و إذا تكلمنا عن خصائص فندق بسانتًين فإنو كنظام فريد لا مثيل لو.وفرده ىذا ليس من ناحية منهج التعليم و التعلم فحسب لكنو تفرد بَ وجهات حياة المجتمع و القيمابغيوية اتبعها.)و بناء على ما ذكر سابقا يرتكز ىذا البحث على ما يلي: )1( ما ىو فندق بسانتًين ) 2ى تغتَت ثقافة بسانتًين اثناء تغتَ الأزمان )3( ما منهج التعليم و التعلم بَ بسانتًين بؾملا ومفصلا.و للحصول على أجوبة ىذه ابؼشاكل تستخدم الباحثة ىذا البحث بدنهج وصفيّ برليليّ أىأن الباحثة تقدم البيانات بَ ىذا البحث بٍ تقوم بتحليلها و استخلاصها.و توصلت الباحثة خلال البحث إلى نتائج ما يلي: )1( كان فندق بسانتًين معهد تربويللطلاب، و )traditional institution of Islamic education( اسلامي تقليديىذا ابؼعهد مكان معتُ للتعليمو التعلم و فهم الكتب و لتعميق العلوم و ابؼعارف الإسلامية الى أنانطبعت أخلاق الطلبة فيها أخلاقا كريدة.وقصارى القول إن ابؼعهد مكان ينبع منو الأخلاق ابغسنة، وبهذه يتخلق الطلاب بخلق حسن.) 2( تغتَت ثقافة فندق بسانتًين بتغتَ الأزمان.كان قائم بسانتًينبَ أول نشأتو شيخا بـلصا يقوم بخدمة المجتمع، و بدرور الأزمان تغتَت نزعة شيخ بسانتًين و مالت الىنزعة اقتصادية و سياسية و رئاسية.)3( و كان منهج التعليم و التعلم الذي قرره فندق بسانتًين علىالعموم ينقسم إلى نوعتُ：الأول منهج العلماء التقليدي أى أن منهج التعليم و التعلم تابع على عادةالعلماء القدماء بَ بسانتًين، و ىذا ابؼنهج منهج أصيل فيو، و الثاني منهج عصريجديد، و ىذاابؼنهج منهج متطور سلك فيو مدرس بسانتًين الطرق ابؼتطورة العصرية انتش رت بَ المجتمع العصري و لولم يوجد فيو نظام عصري جديد مثل نظام مدرسي.منهج ،)Kyai( شيخ بسانتًين ،)Pondok Pesantren( كلمة رئيسية：فندق بسانتًينالتعليم و التعلم.
{"title":"مناهج تعليمية إسلامية فى فندق بسانترين","authors":"Khotimah Suryani, Muh. Syaifuddin","doi":"10.31942/ta.v9i2.9085","DOIUrl":"https://doi.org/10.31942/ta.v9i2.9085","url":null,"abstract":"ملخص البحثأم غتَ ربظية )formal( توجد بَ إندونيسيا معاىد تربوية إسلامية سواء أكانت ربظيةو ىذه ابؼعاىد بؽا دور مهم بَ ترقية أفكار أبناء الشعب. و من بتُ ىذه .)non-formal(و كان فندق بسانتًين من .)Pondok Pesantren( ابؼعاىد التًبوية ما نسميو بفندق بسانتًينابؼعاىد غتَ الربظية بَ إندونيسيا، و ىذا ابؼعهد أقدم ابؼعاىد التًبوية فيها. و لم يزل دور ىذا ابؼعهد كبتَابَ العالم التًبوي الإندونيسي. و إذا تكلمنا عن خصائص فندق بسانتًين فإنو كنظام فريد لا مثيل لو. وفرده ىذا ليس من ناحية منهج التعليم و التعلم فحسب لكنو تفرد بَ وجهات حياة المجتمع و القيمابغيوية اتبعها.) و بناء على ما ذكر سابقا يرتكز ىذا البحث على ما يلي: ) 1( ما ىو فندق بسانتًين ) 2ىل تغتَت ثقافة بسانتًين اثناء تغتَ الأزمان ) 3( ما منهج التعليم و التعلم بَ بسانتًين بؾملا ومفصلا. و للحصول على أجوبة ىذه ابؼشاكل تستخدم الباحثة ىذا البحث بدنهج وصفيّ برليليّ أىأن الباحثة تقدم البيانات بَ ىذا البحث بٍ تقوم بتحليلها و استخلاصها.و توصلت الباحثة خلال البحث إلى نتائج ما يلي: ) 1( كان فندق بسانتًين معهد تربويللطلاب، و )traditional institution of Islamic education( اسلامي تقليديىذا ابؼعهد مكان معتُ للتعليم و التعلم و فهم الكتب و لتعميق العلوم و ابؼعارف الإسلامية الى أنانطبعت أخلاق الطلبة فيها أخلاقا كريدة. وقصارى القول إن ابؼعهد مكان ينبع منو الأخلاق ابغسنة، وبهذه يتخلق الطلاب بخلق حسن. ) 2( تغتَت ثقافة فندق بسانتًين بتغتَ الأزمان. كان قائم بسانتًينبَ أول نشأتو شيخا بـلصا يقوم بخدمة المجتمع، و بدرور الأزمان تغتَت نزعة شيخ بسانتًين و مالت الىنزعة اقتصادية و سياسية و رئاسية. ) 3( و كان منهج التعليم و التعلم الذي قرره فندق بسانتًين علىالعموم ينقسم إلى نوعتُ: الأول منهج العلماء التقليدي أى أن منهج التعليم و التعلم تابع على عادةالعلماء القدماء بَ بسانتًين، و ىذا ابؼنهج منهج أصيل فيو، و الثاني منهج عصري جديد، و ىذاابؼنهج منهج متطور سلك فيو مدرس بسانتًين الطرق ابؼتطورة العصرية انتش رت بَ المجتمع العصري و لولم يوجد فيو نظام عصري جديد مثل نظام مدرسي.منهج ،)Kyai( شيخ بسانتًين ،)Pondok Pesantren( كلمة رئيسية: فندق بسانتًينالتعليم و التعلم.","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360603","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}
Abstrak Peran pendidikan agama menjadi bagian yang sangat urgen dalam kontribusinya untuk memberikan pemahaman keagamaan yang rahmatan lil alamin dan memberikan solusi bagi persoalan-persoalan kebangsaan. Persoalan-persoalan yang muncul sebagai akibat dari keragaman masyarakatnya hanya dapat diatasi dan diselesaikan melalui proses pendidikan yang memberikan penawaran perubahan paradigmatik dalam proses dan praktek pendidikan, terutama pendidikan agama. Jenis penelitian merupakan penelitian kepustakaan (library research) yang menggunakan bahan pustaka sebagai sumber utama guna mengetahui bagaimana konsepsi pendidikan wasatiyah dan moderasi beragama. Data penelitian dianalisis menggunakan metode analisis isi (content analysis) untuk mengungkap paradigma pendidikan wasathiyah sebagai perwujudan dari nilai-nilai ahlussunnah wal jama’ah an-Nahdliyah diangkat sebagai sebuah solusi terhadap persoalan-persoalan diskriminasi, ketidakadilan, dan konflik sosial lainnya. Jika kita menilik pada buku-buku pelajaran PAI yang diajarkan di sekolah atau madrasah, maka terdapat peluang yang sangat besar bagi upaya pengembangan nilai-nilai pendidikan berwawasan moderasi beragama (wasathiyah) di Indonesia yang masyarakatnya multikultural. Kata kunci:Paradigma Wasatiyah, Aswaja An-Nahdliyah, Pendidikan Agama Islam
摘要 宗教教育在促进宗教理解（rahmatan lil alamin）和解决国家问题方面的作用已变得非常迫切。 只有通过教育过程，特别是宗教教育过程和实践中的范式变革，才能克服和解决因社会多样性而产生的问题。这类研究是一项图书馆研究，以图书馆资料为主要来源，以了解 "瓦萨提亚 "教育和宗教温和性的概念是如何形成的。研究数据采用内容分析法进行分析，以揭示wasathiyah教育范式是ahlussunnah wal jama'ah an-Nahdliyah价值观的体现，是解决歧视、不公正和其他社会冲突问题的方法。如果我们研究一下学校或伊斯兰学校教授的 PAI 教科书，就会发现在印度尼西亚这个多元文化社会中，努力发展具有宗教温和性（wasathiyah）观点的教育价值观是一个巨大的机遇。关键词：Wasatiyah 范式、Aswaja An-Nahdliyah、伊斯兰宗教教育
{"title":"TRANSFORMATION OF THE WASATHIYAH ASWAJA AN-NAHDLIYAH PARADIGM TOWARDS MODERATION OF ISLAMIC RELIGIOUS EDUCATION IN INDONESIA","authors":"Yusuf Hasyim, Supriyono, Ustadiyah","doi":"10.31942/ta.v9i2.9087","DOIUrl":"https://doi.org/10.31942/ta.v9i2.9087","url":null,"abstract":"Abstrak Peran pendidikan agama menjadi bagian yang sangat urgen dalam kontribusinya untuk memberikan pemahaman keagamaan yang rahmatan lil alamin dan memberikan solusi bagi persoalan-persoalan kebangsaan. Persoalan-persoalan yang muncul sebagai akibat dari keragaman masyarakatnya hanya dapat diatasi dan diselesaikan melalui proses pendidikan yang memberikan penawaran perubahan paradigmatik dalam proses dan praktek pendidikan, terutama pendidikan agama. Jenis penelitian merupakan penelitian kepustakaan (library research) yang menggunakan bahan pustaka sebagai sumber utama guna mengetahui bagaimana konsepsi pendidikan wasatiyah dan moderasi beragama. Data penelitian dianalisis menggunakan metode analisis isi (content analysis) untuk mengungkap paradigma pendidikan wasathiyah sebagai perwujudan dari nilai-nilai ahlussunnah wal jama’ah an-Nahdliyah diangkat sebagai sebuah solusi terhadap persoalan-persoalan diskriminasi, ketidakadilan, dan konflik sosial lainnya. Jika kita menilik pada buku-buku pelajaran PAI yang diajarkan di sekolah atau madrasah, maka terdapat peluang yang sangat besar bagi upaya pengembangan nilai-nilai pendidikan berwawasan moderasi beragama (wasathiyah) di Indonesia yang masyarakatnya multikultural. Kata kunci:Paradigma Wasatiyah, Aswaja An-Nahdliyah, Pendidikan Agama Islam","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360467","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}
Abstract Islamic education is a planned effort in preparing people to recognize, understand, appreciate, and believe in the teachings of Islam accompanied by demands to respect other religions in inter-religious relations to create national unity and integrity. Madrasah Diniyah Ulya is a non-formal Islamic religious education unit that provides Islamic religious education as a complement for high school/vocational/MA/equivalent students or children of the same educational age who have not attended formal education. This level is taken in 2 (two) years with a minimum study time of 18 students a week with a duration of 45 minutes per lesson hour. The purpose of Madrasah Diniyah Ulya is to develop, expand and deepen the Islamic religious education obtained for students to develop their lives, fostering students to have experience, knowledge, worship skills, commendable traits, attitudes and behaviors that are useful for personal development, fostering students to have the ability to carry out their life duties in society and to be devoted to Allah SWT in order to achieve happiness in the world and the hereafter, and prepare students for can attend Islamic religious education at higher educational institutions. Islamic Education Materials at Madrasah Diniyah Ulya consist of moral formation which is carried out with knowledge (understanding), charity (habituation) and exemplary (uswatun hasanah). The books that are often used as references or handbooks in madrasah diniyah, are almost entirely in Arabic or Arabic books combined with regional languages, such as Javanese (kitab beard).The Ulya Madrasah Diniyah Education Model can be developed from several components including: institutions, management, teachers and education staff, students, funding, infrastructure, curriculum, learning, learning evaluation, and supervision, monitoring, evaluation and reporting as well as maintaining the existence of madrasah diniyah. Key Words: Model, Islamic Education and Madrasah Diniyah Ulya
{"title":"MODEL OF ISLAMIC EDUCATION AT THE MADRASAH DINIYAH ULYA","authors":"S. Supriyono","doi":"10.31942/ta.v10i1.9093","DOIUrl":"https://doi.org/10.31942/ta.v10i1.9093","url":null,"abstract":"Abstract Islamic education is a planned effort in preparing people to recognize, understand, appreciate, and believe in the teachings of Islam accompanied by demands to respect other religions in inter-religious relations to create national unity and integrity. Madrasah Diniyah Ulya is a non-formal Islamic religious education unit that provides Islamic religious education as a complement for high school/vocational/MA/equivalent students or children of the same educational age who have not attended formal education. This level is taken in 2 (two) years with a minimum study time of 18 students a week with a duration of 45 minutes per lesson hour. The purpose of Madrasah Diniyah Ulya is to develop, expand and deepen the Islamic religious education obtained for students to develop their lives, fostering students to have experience, knowledge, worship skills, commendable traits, attitudes and behaviors that are useful for personal development, fostering students to have the ability to carry out their life duties in society and to be devoted to Allah SWT in order to achieve happiness in the world and the hereafter, and prepare students for can attend Islamic religious education at higher educational institutions. Islamic Education Materials at Madrasah Diniyah Ulya consist of moral formation which is carried out with knowledge (understanding), charity (habituation) and exemplary (uswatun hasanah). The books that are often used as references or handbooks in madrasah diniyah, are almost entirely in Arabic or Arabic books combined with regional languages, such as Javanese (kitab beard).The Ulya Madrasah Diniyah Education Model can be developed from several components including: institutions, management, teachers and education staff, students, funding, infrastructure, curriculum, learning, learning evaluation, and supervision, monitoring, evaluation and reporting as well as maintaining the existence of madrasah diniyah. Key Words: Model, Islamic Education and Madrasah Diniyah Ulya","PeriodicalId":509644,"journal":{"name":"TAWASUT","volume":"307 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360608","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}
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