Concept Of Islamic Education Research Articles

The Concept of Islamic Education in the Perspective of Imam Al Ghazali and Its Relevance in the Contemporary Era

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

KONSEP KESEHATAN MENTAL DALAM PENDIDIKAN ISLAM Analisis Pemikiran Prof. Zakiah Daradjat

Abstract: This study aims to determine and describe the concept of mental health according to Zakiyah Daradjat through Islamic education. This study uses a descriptive qualitative research method with a library research approach, namely a study conducted by searching for and discussing related literature or books. The data sources used are Zakiyah Daradjat's books as primary data sources and other books related to the research object as secondary data sources. The results of this study indicate that the concept of Islamic education in mental health according to Zakiah Daradjat is a change in attitude and behavior in accordance with the instructions of Islamic teachings, aimed at improving mental attitudes that are manifested in actions, both for the needs of oneself (individual) and others (society). Islamic education plays a role in controlling these morals and personalities. With Islamic guidance, students are helped to improve their personalities starting from the basic aspects, namely their mental condition. The concept is divided into two, namely: (1) theoretically (2) practically. Both theories include: (a) recognition, understanding, and urgency of individual mental health (b) ways of guidance that are carried out in real educational environments (family, school, community) by paying attention to the psychological development of students (c) instructions for handling mental health problems, namely by worshiping and getting closer to Allah Ta'ala.

GAGASAN ISLAMISASI ILMU PENGETAHUAN SEBAGAI PONDASI PENDIDIKAN ISLAM MENURUT SYED MUHAMMAD NAQUIB AL-ATTAS

Abstract: This study aims to examine Syed Muhammad Naquib Al-Attas's idea of ​​the Islamization of science as a basis for the reconstruction of the Islamic education system. This study was motivated by concerns about the influence of secularism and westernization that caused the de-Islamization of Muslim thought. To overcome this problem, Al-Attas proposed the concept of the Islamization of science which aims to free science from non-Islamic values ​​and harmonize it with Islamic principles based on the Qur'an and Sunnah. This article uses a qualitative research method with a library research type. The main data source is the written works of Syed Muhammad Naquib Al-Attas, such as books, journals, and other writings. Secondary data was obtained through other literature relevant to the topic of the Islamization of science and the concept of Islamic education to enrich the discussion. The results of the study show that Al-Attas's Islamization of science is built on an Islamic worldview that is sourced from the teachings of monotheism. The epistemology of science needs to be reconstructed in line with Islamic principles by placing spiritual aspects as its foundation. Al-Attas also proposed the concept of ta'dib as a model of Islamic education that integrates physical, intellectual, and spiritual aspects with adab as the core of its method.

Pemikiran KH. A. Wahid Hasyim (Religius -Rasional) Tentang Pendidikan Islam dan Relevansinya dengan Pendidikan Islam Kontemporer

Among the many thinkers and observers of Islamic education, Wahid Hasyim's name is still rare and has received less attention about his ideas regarding the problems of contemporary Islamic education. In addition to his thoughts and struggles related to the State, the figure of Wahid Hasyim also thinks a lot about the strategy and progress of Islamic education in facing various challenges and demands of the community on the needs of the world of education. Islamic education has always been an interesting study not only because it has its own characteristics, but also because it is rich in concepts that are no less quality than modern education. Many figures have made innovations in the world of education, one of which is Wahid Hasyim's thought in advancing Islamic education. This research uses the literature method (liberary reseach) The results of this study are the educational concepts of K.H. Abdul Wahid Hasyim, namely, 1) Religion, 2) Development of students' potential, 3) Social, and 4) National spirit. Those are the 4 pillars of the concept of Islamic education contributed by K.H. Abdul Wahid Hasyim in the Islamic education system.

Rehabilitasi Pecandu Narkotika melalui Konsep Pendidikan Islam Menurut Al-Ghazali

This research aims to examine and analyze the implementation of rehabilitation for narcotics addicts based on the concept of Islamic education according to Imam Al Ghazali at IPWL Bahrul Maghfiroh, Malang City. The research was conducted qualitatively using a phenomenological approach with purposive sampling techniques through interviews with Rehabilitation Home Assistants, Guardians of Addicts, and Representatives of Addicts who are currently undergoing or have completed the rehabilitation period. The research results show that Therapeutic Community (TC) is the main program at IPWL BMCI Malang City based on Islamic education through an Islamic emotional approach because it prioritizes environmentally friendly therapy. The TC concept applied is Al-Ghazali's educational concept within the scope of Hablumminallah and Hablumminannas. The Hablumminallah concept can be seen in the principle of Man Helping Man to Help by the Mujahadah Principle, the Recovery Concept by Tadzkiyatun Nafs, as well as the Right Living concept by Al-Ghazali's Educational Curriculum Principles, namely that they are both oriented towards a straight approach to Allah. The problem with the Islamic education-based Therapeutic Community program is that the companion cannot know the truth of the expressions expressed by the rehab students as a whole, the companion can only detect changes in behavior and prevent behavior that will arise from signs obtained through information extracted after counseling. personally.

Konsep Pendidikan Islam dalam Interaksi Nabi Khidir dan Nabi Musa dalam Surat Al-Kahfi Ayat 60-82

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).

Harmoni Pendidikan Islam Moderat: Telaah Ayat-Ayat Moderasi dalam Tafsir Al Azhar Karya Buya Hamka Melalui Pendekatan Tafsir Tematik

This research aims to interpret the verses on moderation and moderate Islamic education according to Buya Hamka in Tafsir Al-Azhar. This research method uses a library approach and qualitative research type. Through a thematic interpretation approach. The results found about the concepts emphasized by Buya Hamka in his interpretation of moderate verses in the Al-Quran. These concepts include the right to freedom in all aspects of life, including freedom of belief, as well as rationalism in seeking the truth, as expressed in QS Al-Baqarah verse 256. Understanding of piety, social spirit regardless of racial, ethnic or religious differences, and Polite behavior towards neighbors, even non-Muslims, as explained in QS Al-Mumlahanah verse 8, is the main basis in the concept of moderate Islamic education. Apart from that, the concept of moderation verses also teaches the values of getting to know each other, interacting, helping each other, and cross-religious cooperation to advance civilization, in accordance with QS Al-Hujurot verse 13. The concept of having a moderate spirit and prohibiting extremism, as found in QS An-Nisa' verse 171, becomes the basis for forming a balanced character of Muslims.

Konsep Moderasi Beragama Dan Relevansinya Dengan Pendidikan Agama Islam Dalam Perspektif Pemikiran K.H. Abdurrahman Wahid

This research aims to explore the concepts of religious moderation and Islamic education according to the perspective of K.H Abdurrahman Wahid, and their relevance in the context of Indonesia's rich diversity. Conducted through qualitative literature research using content analysis approach, the study found that Abdurrahman Wahid views education as a process that should adapt to contemporary developments, integrating classical and modern knowledge without losing the essence of Islamic teachings. He advocates for stimulating intellectual development among students while avoiding doctrinal approaches. Furthermore, religious moderation in Indonesia is seen to have achieved a balanced approach, although efforts are needed to strengthen harmony amidst conflicts in various regions. Abdurrahman Wahid also highlights the relevance of Islamic education to religious moderation, emphasizing values such as multiculturalism, liberation, humanism, and inclusivity. The significance of these concepts is considered logical and crucial for discussion in the context of an era increasingly emphasizing openness over exclusivity.

The Concept of Islamic Education: Comparative Study of Ibn Katsir’s Tafsir and Al-Misbah's Tafsir on QS. Al-Anbiya: 7

There are many studies on Islamic education from the perspective of the Qur'an. But few studies of Islamic education according to QS. Al-Anbiya': 7 from the perspective of classical and contemporary scholars. This study aims to determine the model, method, and style of Ibn Katsir’s and Al-Misbah's interpretation as well as the value of Islamic education in QS. Al-Anbiya': 7. This research design uses a literature review. Primary sources are the Ibn Katsir and Al-Misbah interpretations. Secondary sources are articles and literature related to the concept of Islamic education from the perspective of Qur'anic interpretation. Then researchers compare the concept of Islamic education in QS. Al-Anbiya': 7 according to Ibn Katsir’s and Al-Misbah's interpretation. The results showed that the model of Ibn Katsir interpretation is classical because it uses the form of tafsir bil ma'tsur, the method used is the tahlili method, the style of interpetation uses tartib mushafi, and sometimes it uses ratios / reasoning. While Al-Misbah's interpretation model is contemporary because it uses the form of tafsir bi al-ra'yi and the method used is tahlili, the style of interpretation tends to use the literary style of social culture. The value of Islamic education in QS. Al-Anbiya': 7 that can be applied today is the importance of asking people who are knowledgeable about lifelong learning in order to become broad-minded and knowledgeable people so that it can lead us to a good and right path according to the teachings of Islam. Aabstrak Ada banyak penelitian tentang pendidikan Islam dalam perspektif al-Qur’an. Namun, masih sedikit kajian pendidikan Islam menurut QS. Al-Anbiya’: 7 perspektif ulama klasik dan kontemporer. Penelitian ini bertujuan untuk mengetahui bentuk, metode, dan corak tafsir Ibnu Katsir dan tafsir Al-Misbah serta konsep nilai pendidikan Islam pada QS. Al-Anbiya’: 7. Desain penelitian ini menggunakan tinjauan pustaka. Sumber primer adalah Tafsir Ibnu Katsir dan Tafsir Al-Misbah dan sumber sekunder berupa artikel dan literatur yang berkaitan dengan konsep pendidikan Islam dari sudut pandang penafsiran Al-Qur'an. Kemudian peneliti bandingkan konsep pendidikan Islam dalam QS. Al-Anbiya’: 7 menurut tafsir Ibnu Katsir dan tafsir Al-Misbah. Hasil penelitian menunjukkan bahwa model Tafsir Ibnu Katsir adalah klasik karena menggunakan bentuk tafsir bil ma’tsur, metode yang digunakan yaitu metode tahlili, corak tafsir menggunakan tartib mushafi, dan terkadang menggunakan rasio/penalaran. Sedangkan model tafsir Al-Misbah adalah kontemporer, karena menggunakan bentuk tafsir bi al-ra’yi, metode yang digunakan yaitu tahlili, corak tafsir cenderung menggunkan corak sastra budaya kemasyarakatan. Nilai pendidikan Islam dalam QS. Al-Anbiya’: 7 yang dapat diterapkan pada zaman sekarang adalah pentingnya bertanya kepada orang yang berilmu (berguru) dan belajar sepanjang hayat agar menjadi pribadi yang luas wawasan dan berilmu sehingga dapat menuntun kita ke jalan yang baik dan benar sesuai ajaran agama Islam.

Konsep Pendidikan Islam Dalam Sebuah Cerita: Yang Amat Arif

This story is categorized as a community story for the Malays, and the author is a Muslim man. This study focuses on the merits of this story based on two aspects: the concept of Islamic education mentioned in the story, and how successful is the writer in conveying the experience from the Islamic perspective? The topic of this study is as follows: introducing the story, the content of the story, the concept of Islamic education, the objective of the story, and then the experience from the perspective of the writer's Islamic religion. The research method is based on the inductive library method, which is by reading stories, translating and explaining some texts that contain the concept of Islamic education. The main discussion topic of this story is about the writer, the main character and the supporting characters. The second topic of discussion is about the summary of this story. While the third topic of discussion, the author debates about four concepts of education, namely: the voice of conscience, the request to prevent from committing sins, the recitation of the basmalah and its blessings and finally the remorse of conscience. The fourth discussion topic breaks down the overall narration in this story and its objectives. The fifth discussion topic is about the author's success and ability to convey experiences from the Islamic perspective in what is discussed in the story. The approach used by the writer Rahmat Haron in this story is an Islamic writing style approach that is characterized by a strong pillar of the Islamic religion, and even enriches the writing by injecting elements of Islamic literature.

Relevansi Konsep Pendidikan Islam Pada Masa Khulafaurrasyidin Dengan Pendidikan Indonesia

The aim of this research is to analyze the relevance of the concept of Islamic education during the Khulafaurrasyidin period to Indonesian education. This type of research is a library study. Data collection with documentation. Data analysis with SLR. The research results The concept of Islamic education during the Khulafaurrasyidin era has strong relevance to education in Indonesia today, especially in terms of moral and ethical values ​​that are integrated into the education curriculum. During Khulafaurrasyidin's time, education did not only focus on mastering knowledge but also on character formation based on Islamic teachings, such as honesty, justice and social responsibility. These principles are reflected in the Indonesian education system which prioritizes the development of national character and the formation of individuals with integrity and noble character. By adopting these values, Indonesian education seeks to produce a generation that is not only intellectually intelligent but also moral and contributes positively to society.

The Concept of Islamic Education by Abuddin Nata: Relevance and Application in Contemporary Islamic Education

This research delves into the comprehensive and adaptable concept of Islamic education as articulated by Abuddin Nata. The study aims to explore Abuddin Nata’s biography, his perspectives on Islamic education, and their relevance to contemporary Islamic educational practices. Employing a qualitative approach, specifically library research, this study draws from primary sources—books authored by Abuddin Nata—and secondary sources, including relevant books and journals. The analysis method employed is descriptive-analytical. The findings reveal that Abuddin Nata’s proposed Islamic education aligns with perennialist principles, emphasizing universality, balance, clarity, realism, and dynamism. These principles ensure that Islamic education remains steadfast in its core values, objectives, and distinctive features, despite societal changes. Abuddin Nata’s concept underscores a holistic and comprehensive approach grounded in divine values, making it relevant across different epochs. This study also highlights the alignment of Abuddin Nata's principles with modern educational frameworks, such as character education and competency-based curricula, showcasing their continued relevance.

The Concept of Progressive Islamic Education According to Haedar Nashir's Thoughts

This research aims to analyze progressive Islamic education according to Haedar Nashir's thoughts. This research attempts to examine a figure named Haedar Nashir within the Muhammadiyah Organization and his thoughts on progressive Islamic education. This study is examined holistically starting from Haedar Nashir's internal and external background, the development of his thought and his contribution to the progress of the times. Data collection techniques in this research are observation and interviews, especially those that describe and analyze phenomena, events, social activities, attitudes, beliefs, perceptions and opinions of individuals and groups. The results of this research conclude that first, Nashir views that Islamic education must be practiced holistically in the midst of a pluralistic society, so that the Muhammadiyah education system is embodied in three lines, general education (schools), madrasas and modern Islamic boarding schools. All three are directed at efforts to empower, liberate and advance society. Second, progressive Islamic education must be achieved through a holistic approach, namely the implementation of continuous education between levels, from kindergarten to higher education in a synergistic and simultaneous manner. Third, a learning orientation that optimizes all student potential, including social-emotional, intellectual, moral, creative and spiritual. Finally, Nashir explained that Islamic education is progressing in line with the pure values of Islam in building human civilization and being a blessing for the universe (ad-Din al-Hadlarah).

Paradigma Pendidikan Agama Islam: Upaya Dalam Meningkatkan Nilai-Nilai Pendidikan Agama Islam Di Era Teknologi Pada Remaja

The Islamic religious education paradigm is one way to find out the point of view and how to respond to changes that occur in the current of globalization in this era of increasingly developing technology. There is a need for strengthening in responding to developments by increasing the values ​​of Islamic religious education for teenagers as an effort to form a person. those who have noble character uphold the values ​​of the Islamic religion and are able to achieve the status of a moral human being. This research is to describe the paradigm method of Islamic religious education in facing the challenges of the times in the current technological era. This research uses library research (library research). Data collection uses text analysis. In this writing, we discuss the concept and paradigm of Islamic religious education in responding to the challenges of the times, namely talking about Islamic religious education and developments in this technological era. This paradigm is used as a step in responding to these changes with the hope that Islamic religious education is able to adapt to technological developments, so that Islamic religious education can build human morals to adapt to the current of globalization.

THE CONCEPT OF HUMAN FIṬRAH IN ISLAMIC PHILOSOPHY OF EDUCATION

From the perspective of the Qur’an, investigating the concept of human nature becomes an intriguing subject for scientific exploration, with a particular focus on the term “muḥsin”. This word holds a wide range of interpretations within the Qur’an, encompassing both its semantic implications and its relevance to understanding humanity. This pursuit of understanding and learning within the realm of science, especially in academic lectures and research, aims to analyze the correlation between the concept of human nature and Islamic education as they relate to the Qur’an and Ilmud dilalah (the science of semantics). This research is specifically oriented towards qualitative research, utilizing a literature review approach. Data was collected from online sources through literature searches on platforms such as Google Scholar, Scopus, and Siendirect. Data analysis involved a meticulous content analysis process. The findings of this study highlight the concept of “fiṭrah” as a divine endowment bestowed upon humans by God, defining their existence. Understanding the meaning of this inherent nature is deemed essential for all individuals, ensuring that God’s gift is not squandered and that one’s full potential is developed. Islamic education plays a pivotal role in this context, serving as a guiding force that helps individuals preserve and direct their innate nature, particularly in fostering trust and confidence in Allah. It emphasizes the importance of nurturing one’s full potential. In Islam, education is not only emphasized but also intricately linked with the philosophy of science when applied to Islamic religious education. It is understood that Islam, as a holistic religion, provides comprehensive guidance and education for Muslims.

Islamic Education Thought Seyyed Naquib Al-Attas

This paper explains the concept of Islamic education originating from one of the Muslim scholars, Syed Muhammad Naquib al-Attas. His concept of Islamic education can be said to be fundamental. His concept was based on his thoughts on the Islamization of Science. Thus, al-Attas believes that the fundamental problem of Islamic education is the carelessness of people in formulating and developing educational plans based on integrated Islamic principles. Thus, he considered that the concept and pattern of notification of Islamic education lies in its system and purpose. He offered "ta'dib" as a term for the concept of education. The choice of this term has implications for the Islamic education system, including: objectives, forms, and curriculum.

Nilai-Nilai Perjuangan Pendidikan Karakter Islam K.H. Abdullah Sa’id

The concept of Islamic education according to K.H. Abdullah Sa'id aims to shape individuals according to the vision of his creation as abid and caliph of Allah. He emphasized two main steps: developing a philosophical view of "human identity" and building an epistemology based on the Koran and Sunnah. This education uses the systematics of revelation, with the stages of the revelation of the Koran as a foundation, to form a vision of an educational movement aimed at building Islamic civilization. The process of character formation is carried out through habituation, attention and example. The Islamic values implemented are reflected in the "Gunung Tembak Charter" which is a guideline for Hidayatullah cadres. This education not only produces graduates, but also individuals who make real contributions to society.

Concept of Islamic Education Perspective of Sayyid Muhammad Naquib Al-Attas

Sayyid Naquib Al-Attas is a figure of reform in Islamic education, he is considered to be the originator of the Islamization of science and has influenced many other figures. He formulated a strategy in forming an educational curriculum for Muslims. Having the full name Muhammad Naquib ibn Ali ibn Abdullah ibn Muhsin Al-Attas, he is a descendant of Rasulullah SAW from Sayyidina Husein whose title is Sayyid. The concept of Islamic education explained by Al-Attas, he offered one term among the three which according to him more accurately refers to the meaning of education, namely Ta'dib. In Arabic the term ta'dib means civilized or adab. According to al-Attas, adab is one of the missions of Rasulullah SAW. So education as something that is no less important in the world will be more focused if conceptualized using the term Ta'dib. Sayyid Naquib Al-attas stated that the aim of Islamic education is not only to produce good citizens and a generation capable of working well, but also to become perfect beings or human beings. The values that need to be prioritized in the goals of education are the values of being a complete human being as a citizen and as an individual who has a spiritual attitude. So it is not human value as a physical manifestation that is pragmatic in its usefulness for the state and society.

Islamic Education from the Perspective of KH Hasyim Asy'ari

Hasyim Asy'ari as a Muslim intellectual, introduced the results of his thoughts on Islamic education as an aspect of life formed in the religious field. He implemented an education system based on the Qur'an as a guideline. This article aims to analyze the concept of Islamic education in the perspective of KH. Hasyim Ash'ari. This research is qualitative research in the form of literature study. The object of this study is the concept of KH thinking. Hasyim Asy'ari on Islamic education. The results showed that Islamic education in the perspective of KH. Hasyim Asy'ari is patterned on traditional Islam which emphasizes the values of Sufism which is divided into three areas, namely Sufism, theology and jurisprudence. This is very different from modernist ideas, until the works he wrote adhered to traditional Islamic beliefs.

Sistem Rekrutmen dalam Pengembangan Manajemen Sumber Daya Manusia Berdasarkan Konsep Pendidikan Islam

This study aims to explore the implementation of a recruitment system based on the concept of Islamic education in the development of human resource management (HR). The research method used is descriptive qualitative with a case study approach in several organizations that apply Islamic principles in the recruitment process. Data are obtained through interviews, observation, and analysis of related documents. Data analysis is carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The results showed that the integration of Islamic values in recruitment criteria had a positive impact on work culture, performance, and organizational alignment with Islamic principles. Training employees on Islamic ethics has also proven effective in strengthening their understanding of the values that should be upheld in the work environment. This research provides practical recommendations for organizations in developing an Islamic-based recruitment system, such as integrating Islamic aspects in performance monitoring and evaluation, as well as organizational commitment to human resource development in accordance with Islamic principles.