Paradigm Of Islamic Education Research Articles

PARADIGMA PEMIKIRAN PENDIDIKAN KH. AHMAD DAHLAN

Education is a really important matter. many well-known figures, one of which is KH. Ahmad Dahlan. this research is library research with documentary data collection method, and analysis with content analysis. Basic paradigm of KH. Ahmad Dahlan’s concept of educational thought were formed an educational process that was educated by his family, teachers up to he studied in Makkah, and was inspired by his reading leturature books, specially from the thought books of Muhammad Abduh and Jamludin Al-Afghani. Starting from his deep understanding of Al-Qur’an and Al-Hadits Which is contextualized with empirical ralitythrough a philoshopical approach, the construction of the paradigm of Islamic education thought KH. Ahmad Dahlan was placed on the formulation of th concept educational goal. To realize these educational goal, KH Ahmad Dahlan developed a school system educational with combining two educational models, namely the madrasa system and school.

Students in Islamic Education

In Islamic education students are individuals who are developing. The term student has a deeper meaning than the mention of students. that is, in the educational process there are individuals who really want students to be active in the teaching and learning process, not educators. The term learner in Arabic is designated by a number of terms, including terms, mutarabbi, muta'allim, mutaaddib, and daris . In the paradigm of Islamic education, students are God's creatures who have a number of basic potentials (nature) that have not yet developed and have not reached the level of maturity, both from the physical, mental-spiritual, intellectual, and psychological aspects. Therefore, he always needs help, assistance, and direction from educators so that he can optimally develop his potential and direct him to maturity. This means that Islamic education does not only improve the academic quality of students, but also is responsible for the formation of the noble character of students.

Various Paradigms in Islamic Educational Thought: Fundamentalism, Modernism, and Liberalism

Substantially, Islamic education contains meaning and purpose. According to Muljono Damopolii, the purpose of Islamic education has a significant contribution in giving birth to various types of education, such as military education, teacher education, Islamic education, and so on. Paradigms are oriented to basic meanings, perspectives on things, and the ability to create descriptions that drive change. This research was conducted with a library approach. Researchers collect articles related to various paradigms in Islamic education thinking. With that, it was found that the discussion about the Islamic education paradigm means linking it to the present context. Before discussing further the paradigm of Islamic education, the author should describe the meaning of the paradigm. The paradigm means (1) Cases used as samples or examples, (2) an Outline of basic concepts and postulations that become references in the research process, (3) Models in scientific theory, (4) Groups of thought systems, thinking frameworks, a link lists all the formations of a word showing the word's conjugation and declension. According to Mahmud, the paradigm is (1) a way of looking at something, (2) a model, pattern, or ideal. From these models, various phenomena are viewed and explained, (3) Total theoretical and methodological premises that define and describe a concrete scientific study.

Problems of Islamic Education in The Era of Industrial Revolution 4.0

The existence of Islamic education in Indonesia has been around for a long time since the 13th century AD, but various problems have always accompanied Islamic education from the colonial colonial era, the Old Order, the New Order, Reformation, to the Industrial Revolution Era 4.0. especially in the midst of this era of industrialization, forcing all elements within the State and society based on digitalization and manufacturing. This is very much different from the paradigm of Islamic education which focuses on guiding humans so that they become Islamic-spiritual human beings who must be oriented towards technology and manufacturing. There are a number of problems that are still the "blockstone" of Islamic education in the midst of this rapid flow of industrialization, namely: First, there is still a dichotomy of science (between general science and religious knowledge); Second, the research culture in Islamic educational institutions is still weak (both scholars, practitioners, policy makers, and the openness of educational institutions such as Islamic boarding schools and madrasas, each of which considers research to be a Western product); Third, curriculum problems that often change along with changes in the minister of education; Fourth, limited human resources in terms of quantity and quality (both teachers, lecturers, tutors, ustadz, and others); Fifth, the Islamic education management system is still not well organized; mastery of science and ICT in the administration of education, and; Sixth, the education evaluation system which so far still relies on national exam scores. The research conducted by the author is a field research with a qualitative description.

Kontribusi Paradigma Pendidikan Islam Hasan Langgulung terhadap Pembentukan Karakter Muslim Moderat

<p><em>Education and psychology are two related fields in an effort to form a human person with good character. Conceptually, these two domains according to Hasan Langgulung can be a force in constructing the paradigm of Islamic education. Both contribute to each other and have implications for knowledge system, attitudes and human behavior. Every action taken by Muslims actually has a close relationship with their system of Islamic knowledge and understanding. Moderate character and or vice versa which is owned by every Muslim person is basically a form of psychological expression and religious understanding. Hasan Langgulung recommended the importance of a psychological approach in Islamic studies as an effort to deliver a moderate, dynamic and inclusive Muslim person. </em></p><p><strong><em>Key words</em></strong><em>: Islamic Education, Psychology, Fitrah and Freedom </em></p>

The Concept of Fitrah as a Paradigm of Islamic Education: Perspective of The Quran

This study aims to describe the concept of fitrah as a paradigm of Islamic education according to the Koran. This qualitative research uses the descriptive-analytical method. All data from written materials related to the variables will be discussed and relevant. The concept of fitrah is a character, temperament, origin, religion, and all inherent potential, which is a gift from Allah Swt. Every human child born from his mother’s womb will always be accompanied by nature as the basis for personality formation in living his life. Human psychological components related to nature include human structure (physical, spiritual, nafsani, heart, reason, and lust), al-hayah (vitality), al-khuluq (character), al-sajiah (skills or talents), heredity (heredity), intuition (the ability to receive inspiration from god) and al-amal (behavior).

Merdeka Belajar: a New Paradigm of Islamic Education in the Setting of Social Change

Perubahan sosial menjadi bagian yang tidak dapat dipisahkan dari pendidikan Islam yang berparadigma baru. Perubahan tersebut berimplikasi kuat dalam tatanan pendidikan yang menuntut adanya system pendidikan yang lebih humanis dan memerdekakan. Merdeka belajar merupakan konsep pendidikan yang menawarkan arah baru yang memungkinkan penerapan pendidikan dilakukan secara otonom dan desentralistik. Kebijakan yang diluncurkan dalam konsep ini membawa misi lepasnya pendidikan dari belenggu aspek adminsistratif-formalistik. Implimentasi dari paket kebijakan ini melahirkan perubahan yang esensial meliputi; 1) Assesment Kompetensi Minimum (AKM); 2) Survey Karakter; 3) Survey Lingkungan Belajar.

Dynamics and New Paradigm of Islamic Education in Indonesia

This paper aims to analyze the dynamics and new paradigm of Islamic education in Indonesia from a historical perspective. This study uses the library to research reference books, journals, archives, documents, and other writings relevant to the title under study. This research is historical research and the object is the dynamics and new paradigm of Islamic educational institutions that grew and developed in Indonesia before and after Indonesia's independence. The new paradigm of Islamic education in Indonesia is through the realization of three dimensions of the substance of Islamic education, namely the acquisition of students towards science; the realization of students towards science in the format of their attitudes or behavior towards the learning environment, and even towards society; and the synergy between the acquired knowledge and their actualized attitudes or behavior in everyday life. Then, a new paradigm of Islamic education emerged, namely the Hadhari paradigm, which is an educational paradigm that connects education in an integral-interconnective way.

Paradigma Pendidikan Islam dalam Kajian Gender Perspektif Riffat Hasan

This study aims to describe the paradigm of Islamic education in several gender studies in Riffat Hasan's perspective. The method used is a qualitative method with descriptive analysis. This study resulted in the finding that the paradigm of Islamic education thought by Riffat Hasan about the position and role of men and women has clear roots, proving that before Allah humans are functionally the same, namely to worship and benefit others, that's all. Riffat Hasan demanded several things which he thought were unfair and equal in the teachings of Islam which were branded by patriarchal people, he emphasized that Islam is very fair in this gender issue, it's just that the patriarchs always act victorious on their own behalf and in the name of religion in their attitude.

REKONSTRUKSI PENDIDIKAN ISLAM KONTEMPORER (SEBUAH TINJAUAN FILSAFAT PENDIDIKAN ISLAM)

Islamic education efforts to transform by adapting to technological developments without applying Islamic teachings. Islamic education encourages to change and maximize potential in carrying out the obligations of a leader with full sense. A person who is tough and loves knowledge from outside of Islamic education, the social community will experience changes for the better based on the needs and needs of the times. The paradigm of Islamic education tends to be more oriented towards the humanities and social sciences, whereas science and technology development is absolutely necessary. Facing the era of globalization, the actualization of contemporary Islamic education must also have clear directions and objectives, for example carrying out an educational revolution in Indonesia; 1) Science education, 2) Creativity education, 3) Digital education, 4) Higher education. In addition to being able to create concepts with basic values and strategies that are productive and anticipatory, facing future developments in the future, they must also be able to maintain basic values that are truly believed to be maintained and developed, including entering and even adapting to the development of technology through its use and utilization as a source and learning media.

E-Learning Flipped Classroom: Instituting an Integrated Islamic Education Paradigm for Character Building

Islamic education today has faced very complex challenges. The endless pandemic, the era of the Industrial Revolution 4.0, and even Society 5.0 are among the challenges that must be well responded. Therefore, a paradigm shift is a must in Islamic Education today. This work offers an exploration of the need to institutionalize a new paradigm of integrative Islamic education through e-learning flipped classroom (ELFC). This study is library research using literature as the basis for extracting data. This study uses a qualitative approach with the method of documentation. The purpose of this research is exploratory, namely finding the concept of a new paradigm of integrative Islamic education through ELFC in developing the character of Mukmin Ulul Albab in the field of Islamic Education. This study concludes that the new paradigm of Islamic Education which is integrative, effective, and efficient, along very urgent to be institutionalized in Islamic Educational Institutions. The steps of institutionalization through institutional design are as follows: preparation of regulations, procedures, values, and organizational structures to direct appropriate behaviour because of mutual agreement in the form of regulations and or institutional policies. The findings of this concept have implications for character growth into spirituality, moral nobility, breadth of knowledge, and professional maturity. These implications become very important because alumni who are able to take part in global scope but still manifest their identity as the true believers are the success of Islamic Education.

WHOLE HUMAN CONCEPT IN THE BOOK OF PARADIGM ISLAMIC EDUCATION BY H. MASDUKI DURYAT

Along with the times and increasingly sophisticated technology, humans forget the nature of themselves as caliphs on this earth and the purpose for which they were created. The way to find out why humans become caliphs and the purpose for which they were created is to examine how the concept of the whole human being is in the book Paradigm of Islamic Education (Efforts to Strengthen Islamic Religious Education in Quality and Competitive Institutions) by Dr. H. Masduki Duryat, M.Pd.I. This research is a type of literature research carried out using library research methods. This type of research uses qualitative research. The data source used in this research is the book Paradigm of Islamic Education (Efforts to Strengthen Islamic Religious Education in Quality and Competitive Institutions) by Dr. H. Masduki Duryat, M.Pd.I (primary) and books relevant to this research. The method of analysis used descriptive analysis and content analysis. Based on literature research that has been carried out on the concept of the whole human being contained in the book Paradigm of Islamic Education (Efforts to Strengthen Islamic Religious Education in Quality and Competitive Institutions) it can be concluded that it is necessary to know the basics, namely (covering: al-Qur'an, Hadith, and ijtihad) , goals (becoming a caliph on this earth as it should be and being a happy human being in this world and in the hereafter), aspects (including: monotheism, morals and science, physical, and reason). However, there are several other aspects that are interrelated, and the responsibilities (including: parents, teachers, and the community) of Islamic education.
 Keywords : human concept, Islamic education, Masduki Duryat

Konsep Dasar Pendidikan Islam Inklusif : Studi Tentang Inklusivitas Islam Sebagai Pijakan Pengembangan Pendidikan Islam Inklusif

The paradigm shift in the inclusive Islamic education curriculum is an essential part of Presidential Decree No. 7 of 2021. There is a tendency for religious learning to be normative-indoctrinative and lead to truth claims, raising suspicions that religious education contributes to the generation of extreme views. PPIM UIN Jakarta research shows that the PAI curriculum is still ambiguous on the issue of tolerance, and there is a tendency for PAI teachers to have an intolerance opinion towards minorities by 34%, and towards adherents of other religions by 29%. This study discusses the concept of inclusive education in Islam, the urgency of inclusive Islamic education, and the paradigm shift from exclusive to inclusive. This research is a literature study with a rationalistic approach. Data analysis uses reflective thinking logically to interpret the inclusive values of Islamic education and reflect them into strategic steps to answer the challenge of exclusivity. This study shows that Islam carries an inclusive spirit characterized by terminologies such as at-ta'arruf, at-tasammuh, at-tawassuth, and at-ta'awun. The urgency of inclusive Islamic education is intended so that the character of inclusive Islam is truly taught in learning. To change the paradigm of Islamic education from exclusive to inclusive, improvements are needed in curriculum elements, educators, and learning strategies.

KONSEP PLURALISME PENDIDIKAN ISLAM DI INDONESIA DALAM PERSPEKTIF ABDURRAHMAN WAHID (GUS DUR)

The issue of pluralism has become an important issue specifically discussed throughout the ages and along with the development of the scientific world. Pluralism has been in the spotlight, especially among theological and Islamic thought, so that the issue of pluralism has entered Indonesia and has even reached the implementation of Islamic education. Talking about the term pluralism universally becomes an important point because today's problem is the concept of pluralism is not only a concept that leads to theology. But especially in Indonesia, pluralism is the main knife that must be developed, especially in Islamic education. This paper is here to discuss the pluralism figure in Indonesia, namely Abdurrahman Wahid who is familiarly called GUSDUR the intelligent idol who is one of the figures in Indonesia who gives the concept of pluralism to Islamic education. The focus of this research explores several issues that are quite urgent, namely: First, how is Abdurrahman Wahid's concept of pluralism in Islamic education. Second, what is the basis for Abdurrahman Wahid's thoughts on pluralism in the context of Indonesia. This basic assumption is the main reference which is studied in depth in this research. The type of research is library research with a descriptive analytical research approach that explains the roots of thinking critically. Specifically, it can be concluded that pluralism in education is the most effective institution and media in managing this diversity. The function of education is nothing but an effort to transform the values of a nation. Educational pluralism is an effort to inculcate national and human values, which must be pursued both in the family, community and educational environment. Islamic education in Abdurrahman Wahid's perspective is a sub-system of national education that has quite a big role in the transformation of religious values to students. This should start from Muslims, considering Islam as the majority religion. Changes in the paradigm of Islamic education must be pursued. This is because the paradigm that has been used so far turns out to be more selfish, closed (exclusive), intolerant, and oriented towards personal piety. In facing the plurality of society: multi-ethnic and multi-religious, according to Gus Dur, an educational paradigm that is tolerant, inclusive and oriented towards social piety is needed, not forgetting individual piety.

Fanatisme dalam Praktik Pendidikan Islam

This paper examines the problem of fanaticism in Islamic education in Indonesia. As a plural country with its diversity, a high sense of tolerance is needed in Indonesia. This research is a qualitative research with library research. Documentation methods were used in this study to collect data from various literature, such as books, journals, and other electronic sources. The data is analyzed using content analysis method, whereas in the conclusions is drawn using an inductive mindset. The results of the study concluded that the paradigm of Islamic education should be done through multicultural inclusive education and prophetic education. Islamic Education (PAI) teachers in this regard have an important role in instilling a harmonious sense of religion. Inclusive multicultural education is expected to foster a sense of belonging and togetherness, dissociated from primordial barriers by emphasizing plurality-based religious education.

Memaknai Ulang Konsep Pendidikan Islam (Telaah Kritis Epistemologi Hasan Langgulung dalam Pembelajaran di Masa Pandemi Covid-19)

This study aims to reinterpret the epistemology of Hasan Langgulung Islamic education and its application in learning during the Covid-19 pandemic. As a library research, the primary research data are in the form of six writings by Hasan Langgulung. The researcher also presented research data related to learning that had occurred during the COVID-19 pandemic season. The data collection technique is done by documentation. Then the data analysis was done descriptively-analytically. Researchers generalized and critically analyzed the concept of Hasan Langgulung Islamic education from various primary and secondary literatures and then discussed the concept on the actualization of Islamic education during the Covid-19 pandemic season. The results of data analysis, in this case Hasan Langgulung's Islamic educational thought paradigm, were then concluded and became the results of research. The results of the study show that online learning that has occurred during the pandemic so far is still disoriented to the epistemology of Islamic education. Hasan Langgulung offers an epistemological paradigm of Islamic education, namely 1) teachers should formulate online learning aims and goals that are realistic and can be measured through indicators with specified timelines. Aims and learning goals are oriented to three aspects of cognitive, affective, and psychomotor; 2) choosing learning strategies to be more precise with guidance, counseling, and providing incidental student assistance; 3) the learning evaluation system must be realistic and measurable, all of which include cognitive, affective, and psychomotor aspects.

Interkoneksi Paradigma Pendidikan Islam di Sekolah Menengah Atas Tren Sains Tebuirang Jombang

This study aimed to analyze Islamic Education in high school Trens Science studying and researching verses of the universe are contained in the Qur'an and the Hadith serve as a reflection of the unity of the Divine principle. This is what later became basic principles in organizing education in the high school Trensain-based monotheism. Through research field research this researchers using a qualitative approach-descriptive methods of data collection used observation, interview, and documentation. The theoretical framework to analyze the findings of the field used the concept of Islamization of Science Ismail Raji Al-Faruqi. The results of the findings in the field show that, high school Trens Science Tebuireng, applying the paradigm of Islamic education based on Science which is based on Al-qur'an dah Hadith as a system of education that is in harmony with the idea of the islamization of Science Ismail Raji Al-Faruqi

POLA PENGEMBANGAN KURIKULUM PAI DI MADRASAH MELALUI PENDEKATAN KOMPREHENSIF

The curriculum that is developed by the Islamic based school/Madrasah is an operational curriculum that is compiled and implemented by each school/Madrasah and it is used as a reference for learning in school. The urgency of the attention and application of the principle is to ensure that the Islamic education curriculum is developed completely convenient with the condition of the students, schools, communities so that it does not only revolve around the issue of aqidah and morality but also includes all the sciences that relate to various aspects of human life, balanced between the worldly needs and the hereafter needs, body and soul, material and spiritual. The new paradigm of Islamic Education requires integrated and continuous innovation. One manifestation is an innovation by the teacher in learning activities. The teacher's habit of gathering information about students' level of understanding through questions, observations, assignments, and tests will be very useful in determining the level of student mastery and in evaluating the effectiveness of the learning process.

The Implementation of Madrasa Culture in Building Students' Character

The study aims to explore the paradigm of Islamic education, democratic education to face the globalization challenges in Indonesia. This research method was a qualitative approach with type of literature study. Paradigmatically, democratic education is the process to develop all human potentials that values of plurarity and heterogeneity as a consequence of cultural, ethnic, ethnic, and religious diversity. The emphasized main values in democratic education are equality and tolerance. Whereas in Islamic education, the values of transcendence taught in the curriculum must be practiced in daily life in order to achieve the pious charity conference. The challenges of globalization that have penetrated into the world of education have become a driving force for inclusive and sustainable educational innovation.This study is expected to provide contributions for academician, education practical, and teacher in Indonesia as an actualization of Islamic education and democratic education to confront globalization challenges in Indonesia. The main objective of the integration of Islamic education and multicultural education is to provide student to face globalization challenge as khoirul ummah.

TAFSIR AYAT-AYAT NEUROSAINS (‘Aql Dalam Al-Qur’an dan Relevansinya Terhadap Pengembangan Berpikir Kritis dalam Pendidikan Islam)

Development of reason or innovative creative thinking in Islamic education so far has been seen as not having a normative and theological foundation in the Koran so that it is clashed with the development of morals that already have a normative basis in the Koran, namely qolb. This study analyzes the concept of ‘Aql in the Koran as a normative-theological foundation for critical, creative and innovative thinking in Islamic education. The approach in this study is a qualitative type of library research. The data source in this study is the interpretation of the Qur'anic verses about the activities of thinking or berpikir ‘Aql, such as thinking (fikr), pondering (taddabur), understanding (tabashshur), understanding and so forth. The data analysis technique used in this study is interpretive hermeneutics. Qur'anic verses about neuroscience can be traced through key terms that refer to brain activity. The results showed that the interpretation of neuroscience verses can be traced through the concepts of tafakur, tadabur, ta'aqul, and so on. The interpretation of the concept of ‘Aql in the perspective of neuroscience can be a theological normative foundation in the development of critical, creative and innovative thinking in Islamic education. the results of this study will have implications for the paradigm of Islamic education which was originally only oriented to developing dichotomic qolb-based morals into the development of the critical thinking potential of students who are more holistic with a more scientific approach.