Pub Date : 2024-04-15DOI: 10.58355/dirosat.v2i2.67
Anati Rahila, Khozin
The era has experienced developments and changes in various fields. These developments and changes can affect changes in the education system. Nowadays, education has become an important part of social life, because education can change the quality of one's life. It can be proven that the higher the level of education, the more knowledge and experience a person has so that it is easier to solve life problems. One of the cornerstones of education is the curriculum, so when there are developments in various fields that can affect the education system, the curriculum is the same. Problems that arise in society also encourage changes in the education system. The curriculum is here to solve problems and meet the demands of society. The curriculum is designed to facilitate existing learning. This research uses qualitative research methods with the type of library study (library research), which is a method of collecting data by understanding and studying theories from various literature related to research, collecting data by searching for sources and reconstructing from various sources such as books, journals, and existing research. The indicators of success include understanding the concept of Islam, applying the values of religious teachings in daily life, improving student behavior and attitudes, and improving the quality of individual character Developing a holistic curriculum for Islamic religious education in elementary schools or madrasah ibtidaiyah is an important step in developing balanced and moral individuals. This curriculum covers the development of all aspects of a person, including physical, mental, emotional and spiritual. The implementation of a holistic curriculum requires the active role of teachers and the application of creative and interactive learning methods. The success of a holistic curriculum can be seen from the achievements of students in understanding religious concepts, applying religious education values, changing behavior and improving the quality of individual character. By developing a holistic curriculum, it is hoped that Islamic religious education can contribute to the formation of a pious national character.
{"title":"Holistic Curriculum Development in Islamic Religious Education Institutions in Primary Schools or Madrasah Ibtidaiyah","authors":"Anati Rahila, Khozin","doi":"10.58355/dirosat.v2i2.67","DOIUrl":"https://doi.org/10.58355/dirosat.v2i2.67","url":null,"abstract":"The era has experienced developments and changes in various fields. These developments and changes can affect changes in the education system. Nowadays, education has become an important part of social life, because education can change the quality of one's life. It can be proven that the higher the level of education, the more knowledge and experience a person has so that it is easier to solve life problems. One of the cornerstones of education is the curriculum, so when there are developments in various fields that can affect the education system, the curriculum is the same. Problems that arise in society also encourage changes in the education system. The curriculum is here to solve problems and meet the demands of society. The curriculum is designed to facilitate existing learning. This research uses qualitative research methods with the type of library study (library research), which is a method of collecting data by understanding and studying theories from various literature related to research, collecting data by searching for sources and reconstructing from various sources such as books, journals, and existing research. The indicators of success include understanding the concept of Islam, applying the values of religious teachings in daily life, improving student behavior and attitudes, and improving the quality of individual character Developing a holistic curriculum for Islamic religious education in elementary schools or madrasah ibtidaiyah is an important step in developing balanced and moral individuals. This curriculum covers the development of all aspects of a person, including physical, mental, emotional and spiritual. The implementation of a holistic curriculum requires the active role of teachers and the application of creative and interactive learning methods. The success of a holistic curriculum can be seen from the achievements of students in understanding religious concepts, applying religious education values, changing behavior and improving the quality of individual character. By developing a holistic curriculum, it is hoped that Islamic religious education can contribute to the formation of a pious national character.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"308 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703637","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 paper examines the impact of religion on civilization through the perspectives of two prominent scholars, Ibn Khaldun and Arnold Toynbee. The paper provides an overview of Toynbee's theory of comparative civilizations, highlighting his emphasis on the comparability of diverse societies and his rejection of the notion of inherent superiority or inferiority among civilizations. The paper also explores Ibn Khaldun's cyclical theory of the rise and fall of civilizations, which emphasizes the role of religion in shaping the fortunes of societies. This study utilizes a comparative methodology to analyze the viewpoints of Ibn Khaldun and Arnold Toynbee on the impact of religion on civilization. The work explores the perspectives of individuals on social unity, governing systems, and the development of culture. It utilizes knowledge from their writings and historical circumstances to clarify the complex connection between religion and human communities. The paper investigates the impact of religious beliefs on the rise and fall of civilizations, drawing on insights from both Toynbee and Ibn Khaldun. It examines how religion has influenced the development of civilizations, including its role in shaping cultural values, political structures, and economic systems. The paper also explores how religion has contributed to the decline of civilizations, including through religious conflicts and the erosion of social cohesion. Overall, the paper provides a comparative analysis of the role of religion in civilization and society, drawing on the insights of two influential scholars. It highlights the importance of understanding the complex interplay between religion and civilization, and how religious beliefs have shaped the fortunes of societies throughout history.
{"title":"Examining the Impact of Religion on Civilization: Insights from Ibn Khaldun and Arnold Toynbee's Theories","authors":"Zhilwan Tahir, Abdulwahed Jalal Nuri, Ph.D. candidate","doi":"10.58355/dirosat.v2i2.69","DOIUrl":"https://doi.org/10.58355/dirosat.v2i2.69","url":null,"abstract":"This paper examines the impact of religion on civilization through the perspectives of two prominent scholars, Ibn Khaldun and Arnold Toynbee. The paper provides an overview of Toynbee's theory of comparative civilizations, highlighting his emphasis on the comparability of diverse societies and his rejection of the notion of inherent superiority or inferiority among civilizations. The paper also explores Ibn Khaldun's cyclical theory of the rise and fall of civilizations, which emphasizes the role of religion in shaping the fortunes of societies. This study utilizes a comparative methodology to analyze the viewpoints of Ibn Khaldun and Arnold Toynbee on the impact of religion on civilization. The work explores the perspectives of individuals on social unity, governing systems, and the development of culture. It utilizes knowledge from their writings and historical circumstances to clarify the complex connection between religion and human communities. The paper investigates the impact of religious beliefs on the rise and fall of civilizations, drawing on insights from both Toynbee and Ibn Khaldun. It examines how religion has influenced the development of civilizations, including its role in shaping cultural values, political structures, and economic systems. The paper also explores how religion has contributed to the decline of civilizations, including through religious conflicts and the erosion of social cohesion. Overall, the paper provides a comparative analysis of the role of religion in civilization and society, drawing on the insights of two influential scholars. It highlights the importance of understanding the complex interplay between religion and civilization, and how religious beliefs have shaped the fortunes of societies throughout history.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"53 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701286","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}
Interfaith marriage between individuals of Jewish and Christian faiths presents unique challenges and opportunities for religious coexistence and shared values. This study examines Jewish-Christian matrimonial unions, exploring the complexities and dynamics of such relationships. By analyzing the historical, theological, and social aspects of Judaism and Christianity, this study sheds light on the varying perspectives, traditions, and concerns surrounding interfaith marriages within these faith communities. Additionally, it investigates the impact of interfaith unions on religious identity, family dynamics, and the upbringing of children. By delving into the experiences and narratives of individuals in Jewish-Christian marriages, this study provides insights into the negotiation of religious differences, the preservation of cultural heritage, and the potential for mutual understanding and respect in interfaith relationships.
{"title":"Interfaith Marriage in Judaism and Christianity: Jewish-Christian Matrimonial Unions","authors":"Md Murshida Khatun, Amirul Islam, Md A.K.M. Abdul Latif, Habibur Rahman, Md. Habibur Rahman","doi":"10.58355/dirosat.v2i2.71","DOIUrl":"https://doi.org/10.58355/dirosat.v2i2.71","url":null,"abstract":"Interfaith marriage between individuals of Jewish and Christian faiths presents unique challenges and opportunities for religious coexistence and shared values. This study examines Jewish-Christian matrimonial unions, exploring the complexities and dynamics of such relationships. By analyzing the historical, theological, and social aspects of Judaism and Christianity, this study sheds light on the varying perspectives, traditions, and concerns surrounding interfaith marriages within these faith communities. Additionally, it investigates the impact of interfaith unions on religious identity, family dynamics, and the upbringing of children. By delving into the experiences and narratives of individuals in Jewish-Christian marriages, this study provides insights into the negotiation of religious differences, the preservation of cultural heritage, and the potential for mutual understanding and respect in interfaith relationships.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"251 1‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703845","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}
Pub Date : 2024-04-06DOI: 10.58355/dirosat.v2i2.72
Muhammad Rico, Muhammad Riduan, Rudy Prasetyo
Madihin is a form of Banjar oral literature. Madihin was originally an art intended for nobles or royal families. However, as time went by, this art became folk art. This article discusses the origins of madihin, the substance, function, instruments and values contained in madihin. The research method is library research, which is a type of research carried out by reading books or journals and other data sources to collect data from various literature both in libraries and other places, and bibliographic techniques which are carried out by reading, reviewing and taking notes on various important literature. The results of the research show that Madihin is a form of regional literature that was born, grew and developed in Banjar society. Madihin was born from the cultural combination of the Banjar people, which was initially still influenced by Hindu culture with Malay culture which had an Islamic culture. There are 2 values contained, namely holiness values and spirit or spiritual values. The meaning of Madihin oral literature performances has long been used as a medium of communication between the kingdom (king or palace officials) and its people. So it is very relevant if madihin is said to be one of the folk arts that is very communicative for the Banjar people.
{"title":"Interpreting the History of Madihin Culture as Banjar Oral Literature and the Meaning Contained in Its Performances","authors":"Muhammad Rico, Muhammad Riduan, Rudy Prasetyo","doi":"10.58355/dirosat.v2i2.72","DOIUrl":"https://doi.org/10.58355/dirosat.v2i2.72","url":null,"abstract":"Madihin is a form of Banjar oral literature. Madihin was originally an art intended for nobles or royal families. However, as time went by, this art became folk art. This article discusses the origins of madihin, the substance, function, instruments and values contained in madihin. The research method is library research, which is a type of research carried out by reading books or journals and other data sources to collect data from various literature both in libraries and other places, and bibliographic techniques which are carried out by reading, reviewing and taking notes on various important literature. The results of the research show that Madihin is a form of regional literature that was born, grew and developed in Banjar society. Madihin was born from the cultural combination of the Banjar people, which was initially still influenced by Hindu culture with Malay culture which had an Islamic culture. There are 2 values contained, namely holiness values and spirit or spiritual values. The meaning of Madihin oral literature performances has long been used as a medium of communication between the kingdom (king or palace officials) and its people. So it is very relevant if madihin is said to be one of the folk arts that is very communicative for the Banjar people.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"41 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734049","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}
Pub Date : 2024-02-01DOI: 10.58355/dirosat.v2i1.56
A Hasib
Informal education is a form of education without a formal curriculum regulated by certain institutions. With this approach, learning is natural and spontaneous, not age-limited, with common goals such as character and value development. The learning process lasts throughout life, and educational materials are adapted to daily needs.Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring.
{"title":"Changes and Continuity of Islamic Educational Institution Models","authors":"A Hasib","doi":"10.58355/dirosat.v2i1.56","DOIUrl":"https://doi.org/10.58355/dirosat.v2i1.56","url":null,"abstract":"Informal education is a form of education without a formal curriculum regulated by certain institutions. With this approach, learning is natural and spontaneous, not age-limited, with common goals such as character and value development. The learning process lasts throughout life, and educational materials are adapted to daily needs.Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"228 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139832769","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}
Pub Date : 2024-02-01DOI: 10.58355/dirosat.v2i1.56
A Hasib
Informal education is a form of education without a formal curriculum regulated by certain institutions. With this approach, learning is natural and spontaneous, not age-limited, with common goals such as character and value development. The learning process lasts throughout life, and educational materials are adapted to daily needs.Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring.
{"title":"Changes and Continuity of Islamic Educational Institution Models","authors":"A Hasib","doi":"10.58355/dirosat.v2i1.56","DOIUrl":"https://doi.org/10.58355/dirosat.v2i1.56","url":null,"abstract":"Informal education is a form of education without a formal curriculum regulated by certain institutions. With this approach, learning is natural and spontaneous, not age-limited, with common goals such as character and value development. The learning process lasts throughout life, and educational materials are adapted to daily needs.Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring. Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, character building through daily interaction, religious education in mosques or taklim assemblies, and skills education through practical experience and mentoring.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"24 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139892846","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}
Pub Date : 2024-02-01DOI: 10.58355/dirosat.v2i1.57
A.A. Anvarov
This article explains how information culture and its specific features in the modern era of information culture. The social factors that determine the lack of a critical approach to the selection of necessary information among students of a special Islamic educational college have been studied. Also, based on the fact that the acquisition of information culture is a vital necessity for future imams, the author made a number of proposals and recommendations in this regard. In the article in the information society, ensuring fast and high-quality circulation of information in the education system becomes the main criterion for the progress and development of the country, and also analyzes in detail the need for the effective use of information in the field of education. The main factors determining the level of formation of the information culture of students of secondary specialized Islamic education are explained. In the XXI century, every student, every teenager must meet the basic criteria of information culture; the problems of its use in the educational process and, of course, improving the culture of using the Internet are highlighted. The scientific article presents an analysis of studies conducted on the culture of using the Internet and social networks among students studying in secondary specialized educational institutions. This is a scientific study not only in Uzbekistan, but also in all countries of Central Asia; the formation of the information culture of students in secondary specialized Islamic educational colleges has not been studied at all. Formation criteria have been developed and explained in detail information culture of students studying in secondary specialized Islamic educational colleges.
{"title":"Experimental Work Of Development Of Information Culture Of Secondary Special Islamic Colleges","authors":"A.A. Anvarov","doi":"10.58355/dirosat.v2i1.57","DOIUrl":"https://doi.org/10.58355/dirosat.v2i1.57","url":null,"abstract":"This article explains how information culture and its specific features in the modern era of information culture. The social factors that determine the lack of a critical approach to the selection of necessary information among students of a special Islamic educational college have been studied. Also, based on the fact that the acquisition of information culture is a vital necessity for future imams, the author made a number of proposals and recommendations in this regard. In the article in the information society, ensuring fast and high-quality circulation of information in the education system becomes the main criterion for the progress and development of the country, and also analyzes in detail the need for the effective use of information in the field of education. The main factors determining the level of formation of the information culture of students of secondary specialized Islamic education are explained. In the XXI century, every student, every teenager must meet the basic criteria of information culture; the problems of its use in the educational process and, of course, improving the culture of using the Internet are highlighted. The scientific article presents an analysis of studies conducted on the culture of using the Internet and social networks among students studying in secondary specialized educational institutions. This is a scientific study not only in Uzbekistan, but also in all countries of Central Asia; the formation of the information culture of students in secondary specialized Islamic educational colleges has not been studied at all. Formation criteria have been developed and explained in detail information culture of students studying in secondary specialized Islamic educational colleges.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"366 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139831822","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}
Pub Date : 2024-02-01DOI: 10.58355/dirosat.v2i1.57
A.A. Anvarov
This article explains how information culture and its specific features in the modern era of information culture. The social factors that determine the lack of a critical approach to the selection of necessary information among students of a special Islamic educational college have been studied. Also, based on the fact that the acquisition of information culture is a vital necessity for future imams, the author made a number of proposals and recommendations in this regard. In the article in the information society, ensuring fast and high-quality circulation of information in the education system becomes the main criterion for the progress and development of the country, and also analyzes in detail the need for the effective use of information in the field of education. The main factors determining the level of formation of the information culture of students of secondary specialized Islamic education are explained. In the XXI century, every student, every teenager must meet the basic criteria of information culture; the problems of its use in the educational process and, of course, improving the culture of using the Internet are highlighted. The scientific article presents an analysis of studies conducted on the culture of using the Internet and social networks among students studying in secondary specialized educational institutions. This is a scientific study not only in Uzbekistan, but also in all countries of Central Asia; the formation of the information culture of students in secondary specialized Islamic educational colleges has not been studied at all. Formation criteria have been developed and explained in detail information culture of students studying in secondary specialized Islamic educational colleges.
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Pub Date : 2024-01-30DOI: 10.58355/dirosat.v2i1.65
Lamya Anoir, Mohamed khaldi, Mohamed Erradi
This article explores the strong relation between the evolution of the Web and that of e-learning. From the modest beginnings of e-learning, the Web has played a key role in widening access to education on a global scale. The emergence of online educational platforms, increased interactivity, adaptability thanks to artificial intelligence, mobility and accessibility have redefined e-learning. However, challenges remain, including online security and unequal access. In conclusion, the symbiosis between the Web and e-learning offers immense potential for the future of education, demonstrating the capacity of technological progress to transform our teaching methods.
{"title":"Symbiotic Evolution: The Inextricable Relation between the Web and E-Learning","authors":"Lamya Anoir, Mohamed khaldi, Mohamed Erradi","doi":"10.58355/dirosat.v2i1.65","DOIUrl":"https://doi.org/10.58355/dirosat.v2i1.65","url":null,"abstract":"This article explores the strong relation between the evolution of the Web and that of e-learning. From the modest beginnings of e-learning, the Web has played a key role in widening access to education on a global scale. The emergence of online educational platforms, increased interactivity, adaptability thanks to artificial intelligence, mobility and accessibility have redefined e-learning. However, challenges remain, including online security and unequal access. In conclusion, the symbiosis between the Web and e-learning offers immense potential for the future of education, demonstrating the capacity of technological progress to transform our teaching methods.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483869","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}
Pub Date : 2024-01-30DOI: 10.58355/dirosat.v2i1.55
Mupti Al Umam
. Islamic education is a process that takes place continuously and sustainably. Based on this, the tasks and functions that Islamic education needs to carry out are education for the whole person and lasts throughout life. This concept means that the tasks and functions of education are targeted at students who continue to grow and develop dynamically from the womb until the end of their lives. The objectives of this research are 1) what is Islamic education? 2) What are the schools of Islamic education that demand jawwad ridha? The research method in this article uses literature research through document analysis in the form of literature study. The form of this research is qualitative with a descriptive method in the form of a depiction of a particular situation or phenomenon using interactive methods. There are three schools of thought proposed by Jwaad Ridha, namely conservative religious, rational religious and pragmatic. There are several aspects to the Islamic Education Theory built by Muhammad Jawwad Ridla, including the Concept of Teaching/Learning, Psychological Basics of the Learning Process, Understanding of Educational Subjects, Teaching Methods, Teaching (Teachers) and Preparation of Individuals to Actively Participate in the Economic Life of Society. Muhammad Jawwad Ridla classifies three main schools of Islamic educational philosophy with the main figures in each of these schools. The three main schools of Islamic educational philosophy that have been discussed above have different opinions from one another.
{"title":"Jawwad Ridla's Interpretation of Islamic Educational Philosophical Schools","authors":"Mupti Al Umam","doi":"10.58355/dirosat.v2i1.55","DOIUrl":"https://doi.org/10.58355/dirosat.v2i1.55","url":null,"abstract":". Islamic education is a process that takes place continuously and sustainably. Based on this, the tasks and functions that Islamic education needs to carry out are education for the whole person and lasts throughout life. This concept means that the tasks and functions of education are targeted at students who continue to grow and develop dynamically from the womb until the end of their lives. The objectives of this research are 1) what is Islamic education? 2) What are the schools of Islamic education that demand jawwad ridha? The research method in this article uses literature research through document analysis in the form of literature study. The form of this research is qualitative with a descriptive method in the form of a depiction of a particular situation or phenomenon using interactive methods. There are three schools of thought proposed by Jwaad Ridha, namely conservative religious, rational religious and pragmatic. There are several aspects to the Islamic Education Theory built by Muhammad Jawwad Ridla, including the Concept of Teaching/Learning, Psychological Basics of the Learning Process, Understanding of Educational Subjects, Teaching Methods, Teaching (Teachers) and Preparation of Individuals to Actively Participate in the Economic Life of Society. Muhammad Jawwad Ridla classifies three main schools of Islamic educational philosophy with the main figures in each of these schools. The three main schools of Islamic educational philosophy that have been discussed above have different opinions from one another.","PeriodicalId":511018,"journal":{"name":"DIROSAT: Journal of Education, Social Sciences & Humanities","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484175","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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