The Concept of Islamic Education in The Perspective of Hasan Langgulung and its Relevance in the Era of Globalization

The dichotomic view that appears in people's lives has a negative impact on Islamic education in Indonesia. This dichotomic view gives a negative impact likes backwardness and disintegration on Islamic education in Indonesia. In fact, Islamic education in Indonesia has not produce the scholars who have a spiritual and intellectual commitment. Therefore, this research offers the concept of Muhammad Abduh's Islamic education as a solution.This research aims to analyze the concept of Islamic education of Muhammad Abduh and to show the implication of the concept of Islamic education of Muhammad Abduh towards Islamic education in Indonesia. The research used qualitative approach with library study. The data collecting technique used was documentation technique. The data obtained was then analyzed using content analysis. The result of the research indicates that the concept of Islamic thought of Muhammad Abduh was to educate the mind and soul of the students. The implication of Islamic education concept of Muhammad Abduh towards Islamic Education in Indonesia was the objective of the education should pay attention the natural tendency of human being comprehensively. The students, both boys and girls, should increase the knowledge. The educator should have intellectual competences and good religious. The learning method implemented should develop the mind and spiritual aspects (transfer knowledge and transfer value). The Islamic education in Indonesia should learn about the realm of modern knowledge and religious knowledge.

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.

Relation between �Nusantara Islam� and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong �bond� with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood.

This study discusses Zakiah Daradjat's perspective on Islamic education and its contribution to Islamic education in Indonesia. The main issues discussed are: (1) The concept of Islamic education according to Zakiah Daradjat; (2) The contribution of Zakiah Daradjat's thoughts about Islamic education to Islamic education in Indonesia. This study used the library research method, with primary data sources obtained from the works of Prof. Dr. Zakiah Daradjat who focuses on 3 (three) books, namely Psychology, Islamic Education, and Religious Education in Mental Development, as well as secondary data sources in the form of books relevant to this research. The data analysis technique used by the author in this study is data triangulation. The results of the discussion concluded: the concept of Islamic education according to Zakiah Daradjat is the essence of forming human beings who have noble morals or in other words morals are good deeds. Morals are a reflection of faith in the form of behavior, speech, and attitude. Because Islamic education is not merely religious education, but the cultivation of a religious spirit by accustoming children to good qualities and habits. The goal of Islamic Education is the embodiment of Islamic values in the human person of the student that is endeavored by Muslim educators. The contribution of Islamic education thought initiated by Zakiah Daradjat can be seen theoretically, namely: The components of Islamic education according to him are educators, students, educational methods, and curriculum which are an inseparable unit, one with the other equally taking part in achieve the goal, namely to create a generation of good morals. In practice, he was a reformer of Islamic education in his day.

This study discusses Zakiah Daradjat's perspective on Islamic education and its contribution to Islamic education in Indonesia. The main issues discussed are: (1) The concept of Islamic education according to Zakiah Daradjat; (2) The contribution of Zakiah Daradjat's thoughts about Islamic education to Islamic education in Indonesia. This study used the library research method, with primary data sources obtained from the works of Prof. Dr. Zakiah Daradjat who focuses on 3 (three) books, namely Psychology, Islamic Education, and Religious Education in Mental Development, as well as secondary data sources in the form of books relevant to this research. The data analysis technique used by the author in this study is data triangulation. The results of the discussion concluded: the concept of Islamic education according to Zakiah Daradjat is the essence of forming human beings who have noble morals or in other words morals are good deeds. Morals are a reflection of faith in the form of behavior, speech, and attitude. Because Islamic education is not merely religious education, but the cultivation of a religious spirit by accustoming children to good qualities and habits. The goal of Islamic Education is the embodiment of Islamic values in the human person of the student that is endeavored by Muslim educators. The contribution of Islamic education thought initiated by Zakiah Daradjat can be seen theoretically, namely: The components of Islamic education according to him are educators, students, educational methods, and curriculum which are an inseparable unit, one with the other equally taking part in achieve the goal, namely to create a generation of good morals. In practice, he was a reformer of Islamic education in his day

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

Islamic religious education in Indonesia has experienced a long journey influenced by various thoughts and contributions of great figures in Islamic history. This article examines the evolution of Islamic religious education in Indonesia with a focus on the thoughts of Ibn Sina as one of the great figures in the world of classical Islamic thought, and M. Natsir as a reformer of Islamic education in Indonesia in the 20th century. This study aims to analyze the contribution of the thoughts of these two figures to the formation and development of the Islamic religious education system in Indonesia, as well as how their ideas shape Islamic education patterns that are relevant to the social and cultural context of Indonesia. Ibn Sina, with his philosophical and scientific approach to education, has had a major influence on the intellectual tradition of Islam that is oriented towards science and spirituality. Meanwhile, M. Natsir played an important role in the modernization of Islamic education in Indonesia, emphasizing the importance of character and moral education through Islamic-based educational institutions. This study uses a historical and analytical approach to explore the traces of the thoughts of these two figures and their impact on the Islamic religious education system in Indonesia, which is expected to provide new insights in developing more dynamic and contextual religious education in the future.

In education, there are many Islamic figures who have great influence and they are Ibn Sina, Ibn Khaldun, Al-Kindi, Al-Khwarizmi, Al-Ghazali, Prof. Dr. H. Mahmud Yunus, Amin Abdullah etc. The large number of Islamic education figures who have emerged have had a very significant influence on the development of Islamic educational institutions and this can be clearly seen from the many innovations that have emerged and reforms which are of course very beneficial for the world of education, especially Islamic education in Indonesia. However, of the several figures mentioned above, all of whom are very important figures in the science of education, this research only focuses on Islamic educational thought, two of which are Islamic educational thought according to Mahmud Yunus and Amin Abdullah. Meanwhile, according to Mahmud Yunus's thoughts, Islamic education is intellectual education, moral education and community education. The concept of Islamic education from Mahmud Yunus's perspective is education that seeks to produce people who are ethical, moral and have noble character, and have knowledge and skills in the field of general knowledge. Meanwhile, according to Amin Abdullah, integration- interconnection departs from the conception that Islam develops knowledge that is universal and does not recognize the dichotomy between qauliyyah/hadhârah al nash sciences. In other words, the relationship between existing Islamic education, both in the realm of hadharat an-nash, hadharat al-ilm, and hadharat al-falsafah, needs to be seen from the perspective of dialogue or even integration. Therefore, Islamic education, as emphasized by M. Amin Abdullah, is closely related to the practical- social dimension, because it always has a social impact and is required to be responsive to social reality so that it is not limited to the scope of theoretical- conceptual thinking as understood during This. Amin Abdullah teaches religious education and general education, namely through an integration-interconnection approach, with no separation between the two education models. He believes that science must unite and interact within the scope of scientific dialogue. Islamic education must be able to connect all learning materials both in the preparation process, both in the implementation and learning process in the classroom and outside of learning. The concept of Islamic education, according to Amin Abdullah and also Mahmud Yunus, is still very relevant to be implemented today and this is proven by the existence of universities and schools in Indonesia that still apply the concept of thought.

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 condition of Islamic education in Indonesia has existed since the Dutch colonial period, especially Islamic education is in a very dwarf condition that is not yet able to contribute to the progress of the nation. This happens due to the narrow mindset of the community in interpreting the verses of the Qur'an. In addition, there is discrimination by the colonialists against Islamic education. Education established by new Muslims around Islamic boarding schools which are considered unable to meet the demands of the times. This research focuses on the concept of Islamic education according to Mahmud Yunus by using qualitative research, content analysis approaches that examine historical, textual, and comparative approaches. Findings from the results of this study according to Mahmud Yunus, education is more specialized in moral education than the objectives of Islamic education, in the process of learning that places priority over methods. Thus the researcher is able to conclude about the concept of Islamic education from Mahmud Yunus from the objectives, methods, institutions, systems, and curriculum that really gives a great influence on Islamic education in Indonesia.

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

The differences of views about Islam is single or plural impact on the debate on the use of terminology of Indonesia Islamic education. This debate on terminology actually arose among the Muslims who have more understanding about the conception of Islamic education. Therefore, this study aims to explore the attitudes of the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga against the use of Islamic education terminology in Indonesia, so as to know the views of respondents about Islam is single or plural. This research uses quantitative descriptive research type. The population of this study are students of the third semester and the fifth semester at the State Islamic Institute (IAIN) at Tarbiyah and Science Teachers (FTIK) Salatiga as many as 1763 respondents. Researcher took 355 samples of respondents with cluster random sampling technique. Data collection use questioner method. Data were analyzed with descriptive statistics. The data that has been collected then followed the stages of description, reduction, selection, discussion, analysis and conclusions. This research concluded that the majority of the academic community of the State Islamic Institute (IAIN) Salatiga were disagree with the terminology of Islamic education of Indonesia. They are more amenable to use the term Islamic education in Indonesia. This shows that the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga views that Islam as single rather than plural. The study also found that respondents who have more understanding about the conception of Islamic education who reject the terminology of Islamic education in Indonesia are greater than those who have less understanding of the conception of Islamic education. Therefore, it is suspected that there is a negative correlation between the level of understanding of the concept of Islamic education with plurality attitude.

Hasan Langgulung is a thinker who is quite influential and has contributed significantly to the development of Islamic education in Indonesia and outside Indonesia. He is one of the thinkers of contemporary Islamic education, where he has contributed ideas that have been contained in several books that are thick with the study of Islamic education. Langulung thought has an exciting style and characteristic to study, especially about the development of Islamic education felt, by reviewing several aspects of its field of expertise, namely education, psychology, language, history, and philosophy. The purpose of this study 1) To determine the concept of Islamic education thought according to Hasan Langgulung. 2) To determine the implementation of Hasan Langgulung's Islamic educational thought in Indonesia. This study uses a qualitative approach. Data collection was done by interview, observation and documentation. Data analysis was done through data reduction, data presentation and conclusion drawing. The results of this study indicate that 1) the thought of Islamic education, according to Langgulung, emphasises the word at-trading, namely, educating humans. The education process should pay attention to the basics of humanity, consider students intelligent creatures of God, and have the right to receive an education. Respect, love and guidance. 2) According to Hasan Langgulung, the Islamization of science must be carried out due to several factors that cannot be avoided, first, the current globalisation, which emphasises science and technology; second, the science of the Qur'an explains a lot about science; this is efforts to prove that all knowledge comes from the Qur'an and hadith.

Islamic education is one of the fields of Islamic studies that has received a lot of attention from scientists. Why is this because its role is very, very strategic in efforts to improve human resources and also in Islamic education there are many problems that deserve attention. In this day and age, some adults are preoccupied with the problem of a paradigm, which is very suitable for the development of Islamic education in Indonesia. Such as from magazines, newspapers, journals, even seminar and workshop activities that discuss Islamic education. However, in essence, this problem is not difficult if educational thinkers, namely Islamic education thinkers in Indonesia in particular, are willing to review the concepts of Islamic education that have been explained by classical Islamic figures such as Ibnu Sina, Ibnu Khaldun, Ibnu maskawaih, and Ibn Taymiyah and several others. Whatever will be explained here is the concept of Islamic education according to Ibn Taimiyah, who apart from being famous as a scholar, is also famous as a Muslim. Because his thoughts in the field of education are a response to various problems currently faced by Islamic society which demand logical solutions through educational channels. Ibnu Taimiyah, he was born in the city of Haram in Syria 5 years after Baghdad was occupied by Mongol troops under the leadership of Hulagu Khan. His birth day was Monday 10 Rabiul Awal 661 AH, which coincides with January 22 1263 AD. Ibn Taimiyah died in Damascus on the evening of Monday 20 Dzulqo'dah 728 coincides with September 26, 1328 AD. It is explained that the concept of education according to Ibn Taimiyah is that students are required to have good educational tools to gain knowledge and master perfectly what they learn by aligning knowledge and charity. There are three types of educational methods according to Ibn Taimiyah, namely first with Al Hikmah, second with Al Mauidzah, third with dialogue ( Aljadal Al Ahsan). Regarding his personality, he is very persistent in fighting for reformation efforts, also including community traditions that are against the teachings of Islam and he emphasizes the open door of ijtihad while still holding firm to his own Sufism. Humans themselves will not escape what is called ethics or manners. Ibnu Taimiyah himself is very sensitive to the ethics of educators or students so that he requires them to have them in order to acquire knowledge accompanied by good manners. As for the philosophy of education according to Ibnu Taimiyah, it should be built on the basis of monotheism of faith in the oneness of God, monotheism which is the basis of education including the monotheism of rububiyyah, uluhiyah, and monotheism of name wa sifat. Based on this view of monotheism, Ibnu Taimiyah then explained the purpose of education, students, teachers, curriculum and so on.

ABSTRACTChanges in education in modern society in the era of the expectation that is in accordance with the needs of the community, especially to meet the needs in the field of education through the inculcation of Islamic values in the teaching and learning process of students. Islamic education is expected to be an education that is not only as knowledge but Islamic education must be able to be applied to personal learners to the fullest as Muhaimin said that Islamic education that is currently underway in several Islamic educational institutions is more dominant in the transfer of knowledge, while the practical aspects are not serious maximum attention. the transfer of knowledge is very important but far more important is the practice of science itself through Islamic values.Basically, Islamic education is sourced from the Al-Qur'an and Hadith therefore a person who wants to develop the concept of Islamic education must base on the Al-Qur'an and Hadith in an Islamic-based educational institution starting from the stake holders of existing Islamic educational institutions, Therefore, in applying Islamic education there must be Islamic values that must be carried out continuously, so that Islamic education can be applied by stakeholders in Islamic-based institutions, so that these values can become a culture that must be implemented in the environment of Islamic education institutions with such institutions can be good and advanced in the eyes of society or government.Studying KH. Salahudin Wahid Hasyim in the concept of Islamic education, he tried to present the concept of Islamic education through Islamic values that originate from the Qur'an and hadith, such as sincerity, honesty, responsibility, hard work and tolerance (tasamuh). These values must be implemented in the world of Islamic education and Islamic education institutions. Islamic education which is based on the values of the Koran and Hadith provides an opportunity for all students to be directly involved in developing their abilities and talents, so that students are able to become good human beings, have good morals and have active, creative and innovative abilities in accordance with values - the value of good Islamic education.��Keywords: Islamic Education Value, KH. Salahudin Wahid