BASIC PRINCIPLES OF ISLAMIC EDUCATION: MUHAMMAD NATSIR'S THOUGHT ON THE QUALITY COMMUNITY DEVELOPMENT

family is the first and foremost educational institution in society, because it is in the family that humans are born, develop into adulthood. form and content and methods of education in the family will always affect the growth and development of the character, character and personality of each human being. This study discusses The Concept of Islamic Education in the Family According to Zakiah Daradjat, Formulation of research problems How the concept of Islamic education in the family according to Zakiah Daradjat , This research is qualitative research, the author uses a qualitative approach to analyze the concept of Islamic Religious Education for Children in the Family, This data analysis is more focused on Library Research, namely by reading, studying and studying books and written sources that are closely related to the issues being discussed. ideas of Islamic religious education according to Zakiah Daradjat include: the definition of education, the foundation of Islamic education, the goals of Islamic education and the environment and the responsibility of education. concept of Islamic education includes: monotheistic education and moral education. Meanwhile, the Islamic education component consists of educational material consisting of tawhid education, worship, morals and muamalah. Then the educational methods according to Zakiah Daradjat include: exemplary methods, habituation methods and story methods. purpose of children's education is to develop innate human potential so that they can develop optimally and be able to carry out their duties and obligations as caliphs on earth and more specifically as subjects of development in order to achieve happiness in life now and in the future. Keywords : Islamic Education in the Family

The current concept and implementation of education in Islam so far has not shown excellence in solving community problems in an applicative-operational manner. This is because Muslims are often trapped in dichotomous thinking distinguishing Islamic knowledge from non-Islamic knowledge. Islamic education is only considered as related to “hereafter world” which only regulates theoretical relationships. The worldly problems are considered not too important, which ultimately makes Islamic education stresses more on religious sciences. This in turn creates a very wide gap because education in Islam is focused on revelation. As a result, Islamic education has not been able to get involved in the contemporary social and humanist realm.
 Against this backdrop, it seems that there is a pressing need to reexamine the concept of education in Islam to make it more empowering, critical, and creative. The book entitled “Rereading the Concept of Education in Islam” written by Dr. Hujair AH Sanaky, MSi is one of the attempts to re-examine the concept of education in Islam by dismantling the dichotomy between Islamic education and education and offering a design of education in Islam that is more integrative and responsive to the demands of changing societies and times.

The concept of Islamic education is absolutely necessary in forming Muslims who are pious, noble and have good cognitive abilities. For this reason, many Islamic thinkers try to formulate the concept of Islamic education as a whole which can be used as a reference in fostering the younger generation of Islam. Islamic thinkers include: Ibn Hazm, al-Ghazali, an-Nahlawi, Naguib al-Attas and others. In this paper, the author tries to present other nuances from a different perspective, the author tries to uncover the concept of Islamic education According to the hadith scholars, namely Ibn Hajar al-Asqalani in the book Fathul Baari. The research in this paper aims to: (1) To know the concept of Islamic education in the book Fathul Baari, and (2) To find out the differences in the concept of Islamic education in the book Fathul Baari with the concept of other Islamic education. the concept of Islamic education in the book contains the definition of education, the position of science in Islamic education, educators and their duties, and methods of education.

The purpose of this research in general is to find out the concept of Islamic education from the perspective of Imam Al-Ghazali and its relevance to contemporary Islamic education (today). Islamic education today is faced with various developments and challenges that certainly need to make changes and improvements to be able to make adjustments to these changes. The research that the author uses in terms of sources is library research which aims to reveal educational thoughts, especially regarding the concept of Islamic education from the perspective of Imam Al-Ghazali by using a content analysis approach. The results of this study indicate that the concept of Islamic education from the perspective of Imam Al-Ghazali is relevant to contemporary education (today). This can be seen in terms of educational goals, the concept of educators and students, learning methods, and learning curriculum which in its application prioritizes aspects of intellectual, moral, and spiritual development and educational evaluation. With this, educational institutions are expected to be able to adopt Al-Ghazali's concept of education to develop the potential of students to become human beings who believe and fear God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens

Various kinds of concepts of Islamic religious education today in educationalinstitutions both formal and non-formal. So that various kinds of educationalproblems are faced by the community as consumers of educational products.Starting from personal, household, community problems to nation and state.However, there is a concept of education that was born from the perspective of theHadith of the Holy Prophetsa. Namely the basic concepts of education,educational law, objectives, educational institutions, educators, learners,educational materials, methods, adap-adap of education and evaluation of theimplementation of education. So as to give birth to a quality and quality educationprocess and autput as expected. Based on this, the author titled the study of thisarticle, namely the Concept of Islamic Education According to the HadithPerspective. With the aim is to be directed where we want to take the students ofthis nation in the future. The method that the author lived in the study in this studyis a literature review and compares various kinds of literacy, articles, figures andscholars so that we can conclude that the concept of Islamic religious education isbased on the Qur'an, the Sunnah of the Prophet SAW, ijtihad of scholars, peoplewho have succeeded in giving examples so that the implementation is full ofsincerity and sincerity which in the end becomes a reflection of example incontinuing personal life, family, community of nation and state.

Forming an ideal household requires spiritual mental, intellectual, and physical preparation to go through the life in order to achieve harmony of the family which aresakinah, mawaddah, warrahmah. Therefore, Islamic education in the household is very necessary, as it is stated in the works of Cahyadi Takariawan about applicative household. Problem of this research is, How is Islamic education concept in the household? How is household educational concept in the perspective of Cahyadi Takariawan? Is there any relevance between Islamic education in the household and Cahyadi persepectives in the modern era? This is a library research. The approach used is qualitative descriptive analysis. Primary data of this research is some works of Cahyadi Takariawan which have something to do with household. Secondary data is some other books which are relevant to the main problem. Data collection technique was done by using documentation. Meanwhile, data analysis was done by using descriptive analysis, content analysis, and symmetric association analysis.This research reveals three conclusions: Firstly, Islamic education concept in the household is dealing with meaning and scope of education, urgency of education, foundation of education, goal of education, and target of education. Secondly, household educational concept in the perspective of Cahyadi Takariawan related to meaning and scope of education, urgency of education, foundation of education, goal of education, and target of education. Thirdly, relevance between Islamic education in the household and Cahyadi perspectives in the modern era, they are pre marriage, marriage, and post marriage, harmonic couple, and samara family (sakinah mawaddah wa rahmah).

This study departs from the existing anxiety, Islamic boarding schools which are seen as Islamic educational institutions have different understandings in interpreting religious teachings so their actualization in society is also different. Al-Mukmin Ngruki Islamic Boarding School, Sukaharjo Regency, Central Java. As for the data collection using observation, interviews and documentation. While the analysis uses the interpretation of cohesion with the verstehen method, which is an interpretation that is attempted to explain the observed sociological phenomena by the meaning given by the object being observed. The results showed that the concept of Islamic education which was implemented by Al-Mukmin Ngruki Sukoharjo, Central Java first, both adhered to the commitment of Islamic education to tafaqquh fi al-din in creating a generation of Islamic scholars 'amilin, Muslim individuals who are by the teachings of Allah. and practice these teachings in various aspects of their lives. Second, full-time education (full day school) an educational environment that is completely total, because all activities in the pesantren environment have educational values. Third, the concept of integrative education, with a dormitory system, allows the two pesantren to develop all the potential of students gradually towards the perfection of the integrity of the Muslim personality (al-insan al-kamil), both in the cognitive aspect, affective and psychomotor. Fourth, presenting the concept of complete Islamic education (Islamic integrated education) which combines formal, in-formal and non-formal education. As an Islamic educational institution that carries the ideology of salafi-haraki basically places Islam as a way of life, the implications in the community for alumni are to follow the manhaj shalaf ash-shalih which is directed at 'izz al-Islam wa al-muslimin.

The Al-Qur'an is a source of Islamic thought that provides a lot of educational inspiration that needs to be developed philosophically and scientifically, as a basic framework for building the concept of Islamic education today. Considering that currently the concepts of Islamic education that have existed since the time of the Prophet are no longer used as guidelines for education. According to them, education is only based on a diploma without prioritizing religious values ​​so education today has lost the spirit of at-tarbiyah. So this research needs to be discussed so that researchers can understand in detail and deeply the concept of Islamic education contained in the Alkahfi letter which contains the story of the prophet Moses and the prophet Khaidir. The method in this research is Library Research with a descriptive analysis approach through interpretations and educational books. Then the author tries to find a concept of Islamic education in these two stories. Meanwhile, the results of research regarding the concept of education in the interaction of Prophet Khaidir and Prophet Musa are that the first thing in an educational institution that must be thought about and formulated properly is the educational objective because, without a clear objective, the output of the institution will not be by what society needs. secondly, methods are very important because methods are a tool to achieve a goal, thirdly, material is very important in Islamic education because it is a guide in all things, while material that must be used in Islamic education is material that leads to the practice of Islamic teachings and morals, fourthly educators, educators are individuals who will meet the knowledge, attitudes and behavior needs of students, five students. Etymologically, students in other terms are called students meaning "people who want". Meanwhile, according to the meaning of the terminology, students are seekers of reality under the guidance and direction of a spiritual guide (mursyid).

This article aims to explore the concept of Islamic education according to Ibn Khaldun. It includes an overview of his biography, his intellectual style, and his works. Additionally, it delves into his definition and objectives of Islamic education, examining the methods and curriculum he proposed. The paper also discusses the relevance and application of Ibn Khaldun's educational concepts in the contemporary era. This research uses a qualitative library research method with a descriptive approach to analyze the concept of Islamic education according to Ibnu Khaldun theoretically and practically. The data analysis technique is by reviewing various literature that is relevant to the concept of Islamic education according to Ibnu Khaldun. The results of the research show that Ibnu Khaldun was one of the Muslim intellectual figures who had a big influence on the development of science and the progress of the world of education at that time. The concept of Islamic education uses a philosophical and empirical approach in formulating the ideal and practical vision, mission, goals, and targets of Islamic education. Islamic education is a vehicle for producing quality human resources (HR). Islamic education is also the biggest investment in developing knowledge, creating jobs, and the ability to adapt to the times and global challenges. The concept of Islamic education initiated by Ibnu Khaldun remains relevant today, even though he lived in the 14th century AH.

Ibn Khaldun with all efforts to find a concept of Islamic education with some of them about the idea of learning known as malakah theory, generalization, tadarruj, and continuity, which until now is still used as a guide in the world of education. For this research trying to uncover the relationship between Islam Ibn Khaldun's Concept of Education in Relevance o f National Education. This study aims to provide an overview of the reasons behind Ibn Khaldun's ideas with regard to the concept of Islamic education and describes the relevance of the concept of Islamic education Ibn Khaldun to the National Education. This research is a library research by using the method of collecting data is documentation research method, the research model by searching the data using the record of events that have passed such monumental works of Ibn Khaldun. From the analysis that has been done can be concluded that there is relevance of Ibn Khaldun's concept of Islamic education to national education is characterized among other things by the similarity of the concept that the main object of education is a human being, in which man is composed of several basic elements are interrelated and can not be separated from each other.

Islamic Education Institution refers to a place or organization conducting Islamic Education, with a clear structure and responsibility for the implementation of Islamic Education. Islamic education in Salatiga began in 1932. During the Independence period, the education system improved. Since then, formal Islamic education in Salatiga underwent a transformation from the initial marginalization to the proliferation of Islamic educational institutions in all areas of Salatiga. Therefore, this study aims to examine the History and Development of Formal Islamic Education Institutions in Salatiga City from 1932 to 1998. This research applies the historical research method. The stages within the historical research method are (1) Heuristics or data collection, (2) Verification or source criticism, (3) Interpretation or analysis of historical facts, and (4) Historiography or historical writing. The approach in this research is the theory of social change using the concept of formal Islamic Education Institutions and the concept of Islamic education. The results of this study indicate the following: (1) Salatiga is a city of colonial growth and development, from a village to an important city for the colonial authorities. Moreover, it won the De Schoonstestad Van Midden Java or the Most Beautiful City in Central Java award; (2) The emergence of education in Salatiga cannot be separated from the existence of the Dutch government. The Ethical Policy promoted the emergence of educated people in Salatiga; (3) The growth of Dutch educational institutions was inversely compared to formal Islamic educational institutions in Salatiga. It encouraged Muslim scholars to establish formal Islamic educational institutions in Salatiga. HIS Muhammadiyah marks the beginning of formal Islamic educational institutions in Salatiga. The growth and the development of Islamic educational institutions in Salatiga cannot be separated from the government's policy and the initiative of Muslims to build educational systems and institutions appropriate to the times, from primary to tertiary levels.

Islamic Education Institution refers to a place or organization conducting Islamic Education, with a clear structure and responsibility for the implementation of Islamic Education. Islamic education in Salatiga began in 1932. During the Independence period, the education system improved. Since then, formal Islamic education in Salatiga underwent a transformation from the initial marginalization to the proliferation of Islamic educational institutions in all areas of Salatiga. Therefore, this study aims to examine the History and Development of Formal Islamic Education Institutions in Salatiga City from 1932 to 1998. This research applies the historical research method. The stages within the historical research method are (1) Heuristics or data collection, (2) Verification or source criticism, (3) Interpretation or analysis of historical facts, and (4) Historiography or historical writing. The approach in this research is the theory of social change using the concept of formal Islamic Education Institutions and the concept of Islamic education. The results of this study indicate the following: (1) Salatiga is a city of colonial growth and development, from a village to an important city for the colonial authorities. Moreover, it won the De Schoonstestad Van Midden Java or the Most Beautiful City in Central Java award; (2) The emergence of education in Salatiga cannot be separated from the existence of the Dutch government. The Ethical Policy promoted the emergence of educated people in Salatiga; (3) The growth of Dutch educational institutions was inversely compared to formal Islamic educational institutions in Salatiga. It encouraged Muslim scholars to establish formal Islamic educational institutions in Salatiga. HIS Muhammadiyah marks the beginning of formal Islamic educational institutions in Salatiga. The growth and the development of Islamic educational institutions in Salatiga cannot be separated from the government's policy and the initiative of Muslims to build educational systems and institutions appropriate to the times, from primary to tertiary levels.

Based on the Qur’an as the main guideline, Islamic education experts basically agree that the purpose of Islamic education is to form a human being with the personality of “Insan Kamil”. Insan Kamil is a pious individual, spiritually and physically intact, and able to live and develop naturally in accordance with his obedience to Allah SWT. Based on this background, the researcher formulates the problems that become the focus of research, namely: First, What are the main thoughts of Buya Hamka about Islamic education, second, How is the relevance of these thoughts to contemporary Islamic education. This research aims to explore Buya Hamka’s thoughts related to Islamic education and explain its application and relevance to Islamic education in the modern era. Researchers used descriptive methods with a library research approach, which is the process of collecting data or information from various sources of literature to analyze the issues discussed. The results of this study concluded several important points related to the concept of Islamic education according to Buya Hamka. First, the concept of Islamic education in Buya Hamka’s view includes three main meanings: the distribution of knowledge (ta’lim), nurturing (tarbiyah), as well as the formation of adab and potential development (ta’dib). Second, the foundation of Islamic education is the Qur’an and As-Sunnah, with educational goals that include two dimensions, namely ukhrawi (seeking the pleasure of Allah SWT) and worldly (building character and provision for social life). Third, the curriculum of Islamic education according to Buya Hamka includes religious science, rational science, social science, and skills. Fourth, educators in Buya Hamka’s view include parents, teachers, and society. Fifth, ideal learners according to Buya Hamka are individuals who have noble morals, are able to develop their potential, are humble, understand and practice learning manners, and respect and obey others. Looking at the basis and objectives of Islamic education, the concept of Islamic education according to Buya Hamka in his time remains relevant to be applied in the context of contemporary Islamic education.

This research aims to find out the concept of humanist education according to Paulo Freire and to examine Paulo Freire's thoughts from the perspective of Islamic education. The type of research used in this study is library research, which specifically examines a problem to obtain data for research. The data sources in this study were obtained from primary data (main) and secondary data (supporting or supporting primary data). The approach used in this study is historical-philosophical. Furthermore, the data analysis method used in this study is documentary analysis. The data analysis technique used in this study is content analysis. From the results of the study, it is known that Paulo Freire's educational thoughts contain humanism, academic goals, and the concept of humanist education, which contains the values of Freedom, equality, justice, and deliberation. The results of the analysis of Paulo Freire's humanist education in the perspective of Islamic education are that both have their characteristics but there are some similarities between Paulo Freire's humanist education concept and the concept of education in Islam, while Paulo Freire's humanist education that is by Islamic education is in terms of humanism and human nature. As human nature requires the values of Freedom, equality, justice, and deliberation.

This research is based on the phenomenon of the relationship between educators and children in the concept of Islamic education which was initiated by Abbudin Nata. so he has a big share in the progress of Islamic education, within the scope of teaching which is the subject of research questions, namely: What is the concept of Islamic education according to Abbudin Nata? How is the application of the concept of Islamic education according to Abbudin Nata? To solve this question, this study uses library research (library research). Because the research here uses literature, the writer examines the concept of Abuddin Nata's thoughts with other people's books. The results of the research show that according to Abuddin Nata, first, Islamic education according to Abuddin Nata is an effort to foster, guide and instruct students who make learning habits accept with sincerity of learning, seeking knowledge for the sake of Allah, consciously and planned to have a personality in accordance with the values ​​of Islamic teachings, namely the Al-Qur'an and Sunnah. Second, the concept of educators according to Abuddin Nata is an Islamic scholar who has a very broad knowledge of Islam based on his experience because it requires educators to be sincere only for Allah SWT, what is the condition of educators to be the most role models for their students. His view of students is that they are creatures that have natural potential and, giving up everything just to learn, pursue knowledge solely because of Allah SWT, being kind to their teachers.