Paradigm Of Islamic Education Research Articles

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.

The Concept of Islamic Education in Strengthening Children's Independence

This article aims to discuss the basic concept of strengthening children’s independence within the paradigm of Islamic education. Specifically, this study focuses on the child's self-reliance factors, the method, and the benefits of strengthening children’s independence according to the concept of Islamic education. We argue that self-independence is important for children future life. It affects the mentality and the quality of upbringing that determines the ability of the child. Parents should be able to build and ensure that the parental values are infused within children belief system as a capital in their next life. Among the many methods of strengthening children's independence are Targhipand Tarhib. These methods is generally about letting the child to take part in the decision making process.

PARADIGMA PENDIDIKAN DEMOKRASI DAN PENDIDIKAN ISLAM DALAM MENGHADAPI TANTANGAN GLOBALISASI DI INDONESIA

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.
 Keywords: democratic education, Islamic education, and globalization challenges.
 
 Abstrak
 Penelitian ini bertujuan untuk mengeksplorasi paradigma pendidikan Islam, pendidikan demokratis untuk menghadapi tantangan globalisasi di Indonesia. Metode penelitian ini adalah pendekatan kualitatif dengan jenis studi literatur. Paradigmatically, pendidikan demokratis adalah proses untuk mengembangkan semua potensi manusia yang menghargai pluralitas dan heterogenitas sebagai konsekuensi dari keragaman budaya, etnis, etnis, dan agama. Nilai-nilai utama yang ditekankan dalam pendidikan demokratis adalah kesetaraan dan toleransi. Sedangkan dalam pendidikan Islam, nilai-nilai transendensi yang diajarkan dalam kurikulum harus dipraktikkan dalam kehidupan sehari-hari untuk mencapai konferensi amal saleh. Tantangan globalisasi yang telah merambah ke dunia pendidikan telah menjadi kekuatan pendorong bagi inovasi pendidikan yang inklusif dan berkelanjutan. Studi ini diharapkan dapat memberikan kontribusi bagi akademisi, praktik pendidikan, dan guru di Indonesia sebagai aktualisasi pendidikan Islam dan pendidikan demokrasi untuk menghadapi tantangan globalisasi di Indonesia.
 Kata kunci: pendidikan demokrasi, pendidikan Islam, dan tantangan globalisasi.

SHIFTING ISLAMIC EDUCATION PARADIGM ON LAMPUNG TRADITION COMMUNITY

This article presents the results of research on the "new direction" of Islamic education in Lampung: reading the shifting paradigm of Islamic education to Lampung indigenous people. The purpose of this study is to describe the paradigm shifting process of Islamic education within Lampung indigenous people. The research data were collected through interviews, observations, and text reviews. The result of the study shows that the paradigm shift in Islamic education within the Lampung indigenous people was caused by several factors, namely internal factors and external factors. Among the internal factors, the dominance of the parent's mindset is the most significant for the direction shift of education for the Lampung indigenous people. In addition, human resources also influence the shift in the direction of Islamic education. Islamic education exists as a main education and sub education. A the external factors, globalization and modernization are the entry points for a paradigm shift in Islamic education for Lampung's indigenous people. Cultural dynamics and social change are challenges for the world of Islamic education. Islamic boarding schools or Islamic educational institutions are assumed to have no relevance to the progress of the age.
 Keywords: Paradigm, Islamic Education, and Lampung Indigenous People

Konsep Manusia dan Pendidikan dalam Pandangan Syed Muhammad Naquib Al-Attas: Catatan Awal

In determining human concepts and Islamic education that are appropriate, comprehensive, ideal and integral, it becomes a moral responsibility for every education expert to develop theories as the paradigm of Islamic education that he formulated, as practiced by the popular education figure, Syed Muhammad Naquib Al-Attas. For Al-Attas, humans are creatures consisting of two elements, namely physical and spiritual. What is very important to develop according to him is the spiritual side, because if the spiritual side is established and knows the nature of life's purpose, the greater the potential to become a civilized human being. So that it will provide instructions on education, both in theory and practice. So it is expected that an expert in exploring and developing the concept of education must first study and examine the nature of human beings and their environment, this will affect the pattern of solving the educational problems they face. For Al-Attas the proper term for Islamic education is ta'dib not tarbiyyah or ta'lim because according to al-Attas the structure of the concept of ta'dib includes the elements of science (ilm), instruction (ta'lim) and good coaching (tarbyiyah). The term ta'dib is not only limited to cognitive aspects, but also includes spiritual education.

Potret Paradigma Pengembangan Pendidikan Islam di Indonesia

Islamic education in Indonesia has long been on the topic of discussion, policies for its development has also been made. However, there are some hindrances in advancing Islamic education. It deals with the unclear paradigm of Islamic education. This article is intended to clarify some platforms of lslamic education in Indonesia. It elaborates three platforms which gives us clear ideas how to develop Islamic education in Indonesia. The madrasa development policy seeks to accommodate three main interests, namely (1) as a vehicle for fostering the spirit or practice of Islamic life; (2) clarifying its orientation to strengthen the existence of madrassas as equals with the school system, as a vehicle for developing intelligent, knowledgeable, personality and productive citizens; and (3) to respond to future demands, in the sense of being able to give birth to humans who have access to the era of globalization, industrialization and the information age.

PEMIKIRAN PENDIDIKAN ISLAM ABDURRAHMAN MAS’UD

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'ud seems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects.

Pemikiran Pendidikan Islam Abdurrahman Mas’ud

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'udseems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects.

Pemikiran Pendidikan Islam Abdurrahman Mas’ud

This paper will examine the thoughts of Abdurrahman Mas'ud on Nondikotomik Educational Format (Humanism Religious as Paradigm of Islamic Education). Mas'ud argues, there is no separation between religious science and general science. Mas'ud seems to want to compromise the general assumption between Western education which is more concerned with the knowledge aspect with Eastern education emphasizing more on the Religious aspect. The educational goal according to Abdurrahman Mas'ud is the connection between man and his God (Hablum Minallah) and between man and man (Hablum Minannas). Ultimately, education aims to enable students to become human beings, which is perfect in the eyes of human civilization and perfect in the standard of religion. Furthermore, Mas'ud is in line with the concept of religious humanism that is applied in Islamic education by emphasizing on the aspects of teachers, aspects of methods, aspects of pupils, material aspects, and evaluation aspects

Konstruksi Pendidikan Islam Berbasis Rahmatan Lil’alamin; Suatu Telaah Diskursif

Islamic education today, faced with increasingly crucial challenges, the view, not separated from the atmosphere of modernization and globalization. Therefore, the presence of Islamic education is required to play its role dynamically and is expected to provide social change in the midst of pluralistic society life. Thus to build Islamic education in Indonesia that can bring the vision of universal Islam, it is necessary paradigm of Islamic education based rahmatan lilalamin, by promoting several principles, among others; maintaining harmony, peace, mutual respect, liberation, not the contrary as domestication and social domestication. In that context, the educational portrait referred to, is seen as a socio-cultural enlightment. Therefore, the effort to build the paradigm of Islamic education in question is a necessity, this can be done by restoring the social values of Islamic education universally (kaffah), in addition to being dynamic (inclusive), through several stages, namely (a) build awareness inclusive by transmitting the whole system of religious social values such as ketauhidan, tolerance and fairness into the structure of the curriculum as culture domination and control. (b) reconstructing the Islamic educational paradigm from the perspective of indoctrination to participatory, (c) changing the ideological paradigm to being scientific by allowing the human mind to study and develop knowledge through his guidance.
 Keywords: Construction, Islamic Education based on Rahmatan Lil, alamin

Implementasi Landasan Filosofis – Teleologis Pendidikan Islam Dalam Membangun Pendidikan Karakter (Telaah Surat Ali Imran Ayat 79)

<p>Education is a necessity for every human being, education has the task to form the character, both the character of educators and the character of learners. Al Qur'an letter of Imam Ali 79 paragraph emphasizes the formation of rabbani human beings who will form human beings who love science, love to learn and nagging amar ma'ruf nahi munkar. This review is important to provide an overview of the importance of Islamic education in character building. Therefore, this study can provide a new color for the change of paradigm of Islamic education in conducting academic and non academic activities in an effort to form the character from an early age. So that it can reach the rabbani man in accordance with the Qur'an letter of Imran Ali 79 paragraph and can be implemented in the Islamic education practice both formal and non formal.</p><p>Keyword: Character Education, Insan Rabbani, Philosophical Foundation - Teleologis</p>

PARADIGMA PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MELENIAL; SEBUAH KAJIAN DISKURTIF

Sociologically, multicultural education is an attempt to preserve Islamic values as the vision of Islam rahmatanlil'alamin. Therefore, Islamic education today, faced with various increasingly crucial challenges, this view, cannot be separated from the atmosphere of modernization and globalization. Thus the presence of Islamic education is required to play its role dynamically and is expected to be able to provide change in the midst of a pluralistic society. Thus to build Islamic education in Indonesia which can bring a universal vision, it is necessary to have a paradigm of multicultural Islamic education, by promoting several principles, including; maintaining harmony, peace of mutual respect and liberation, not the other way around as domestication and social taming (social and cultural domestication). In this context, education is referred to as social enlightenment. Therefore, the effort to build the paradigm of Islamic education is a necessity, this can be done by restoring the social values of Islamic education universally besides being dynamic (inclusive), through several stages, namely a) building inclusive awareness by transmitting the entire system socio-religious values such as ketauhidan, tolerance and justice in the curriculum structure (culture domination and control). b) reconstructing the paradigm of Islamic education from the point of view of indoctrination to participatory, c) changing the ideological paradigm into scientific by giving the human mind the freedom to study and develop knowledge through His guidance.

PARADIGMA PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MELENIAL; SEBUAH KAJIAN DISKURTIF

Sociologically, multicultural education is an attempt to preserve Islamic values as the vision of Islam rahmatanlil'alamin. Therefore, Islamic education today, faced with various increasingly crucial challenges, this view, cannot be separated from the atmosphere of modernization and globalization. Thus the presence of Islamic education is required to play its role dynamically and is expected to be able to provide change in the midst of a pluralistic society. Thus to build Islamic education in Indonesia which can bring a universal vision, it is necessary to have a paradigm of multicultural Islamic education, by promoting several principles, including; maintaining harmony, peace of mutual respect and liberation, not the other way around as domestication and social taming (social and cultural domestication). In this context, education is referred to as social enlightenment. Therefore, the effort to build the paradigm of Islamic education is a necessity, this can be done by restoring the social values of Islamic education universally besides being dynamic (inclusive), through several stages, namely a) building inclusive awareness by transmitting the entire system socio-religious values such as ketauhidan, tolerance and justice in the curriculum structure (culture domination and control). b) reconstructing the paradigm of Islamic education from the point of view of indoctrination to participatory, c) changing the ideological paradigm into scientific by giving the human mind the freedom to study and develop knowledge through His guidance.

Pendidikan Islam Di Indonesia: Problem Masa Kini Dan Perspektif Masa Depan

Abstract: Today, globalization is seen as an irresistible force that provides economicprosperity to people throughout the world. But on the other hand, he was accused ofbeing the source of all contemporary diseases, especially Islamic education in Indonesia.The problem of Islamic education that is happening today actually refers more to thechallenges of Islamic education institutions in overcoming the destruction of the pillars ofthe nation's character. While the challenge that must be faced by Islamic education is interms of education management, a plan for future education must cover three maincharacteristics of society, namely the future of socio, the future of techno and the futureof bio, with all its implications and impacts on the human soul. As stated that one of theobjectives of Islamic education is to create a generation that has strength both in faithand mastery of science and technology. So Islamic education must be able to adjust to thedevelopment and demands of the times. Islamic education has presented itself aseducation that is flexible, responsive, in line with the times, oriented towards the future,balanced, oriented to superior quality, fair, democratic, dynamic and so on. Somealternative solutions that can be done, among others, are the new paradigm of Islamiceducation must be based on theocentric and anthropocentric philosophy at the same time,Islamic education is able to build scientific and educational progress that is integrativebetween spiritual, moral and material values for human life. Keyword, Islamic Education, Islamic education in Indonesia, and responsive

Paradigm of Islamic Education in the Future: The Integration of Islamic Boarding School and Favorite School

Islamic education goes into future options, and became a reference in developing the potential of learners and the embryo of world civilization; the progress of Islamic civilization was born of Islamic education quality. Therefore, islamic religious education should be managed professionally, based saintek and quality. Islamic educational system urgently reformulated in accordance with the dynamics of the times, the needs of the market, and based on local wisdom, thus bringing forth a superficial scientists clerics and scholars scientist. Methodology used in this research is qualitative research, this research works in Parepare city, with sample of excellent school and Pesantren Al- Badar. The result of study is the integration of the educational system, good educational system and system seed boarding school education, relevant done as an attempt to find the ideal model of islamic education and real in the era of globalization.

Problematika Pendidikan Islam Sebagai Sub Sistem Pendidikan Nasional di Era Global

<em>A globalization, which looks like both sides of one coin, has both positive and negative impacts. The globalization inspired not only by capitalism but also by pragmatism has practically affected the education in Indonesia. The roles of education become practically unfamiliar and faraway from society needs. The globalization takes some issues such as competence, standardization, and commerce. To face this era, what should Islamic education do as sub-system of national education? The Islamic school (madrasah) as a sub-system of Islamic education in Indonesia, had extremely strong experienced to face the challenges at the last era of Dutch colonialism. The fact that madrasah had not only an autonomy but also an intellectual resources had proven that it could fulfill the needs of Islamic community. These are cultural potencies which should be kept and not be abandoned for the sake of globalization interest. The globalization as a cultural transformation process affects the world, especially the practice of education in Indonesia. All people using science and technology can easily access the global culture. The global culture which is value-free should be faced by transformation of values of which Islamic scholars had transformed in pesantren (Islamic boarding schools) and Islamic schools (madrasah). In other word, both pesantren and madrasah should not be entrapped in capitalism ideology and could serve all people. It is because the paradigm of Islamic education differs from that of both capitalism and pragmatism. The article tries to elaborate how Islamic education in Indonesia especially madrasah should be positioned in the global era</em>

Paradigma Pendidikan Islam Holistik

M. Zainuddin
 
 
 There is a number of Islamic Education outputs who could not meet the needs of society and the development of science and technology. Therefore, a wholistic paradigm of Islamic education which urgently needs to be formulated and applied in Islamic education This article focuses on how Islamic education does not only cover eschatological dimension, but also profane one. The approach or methodology used in this paper is a philosophical one. The results of the study recommend that the concept and curriculum of Islamic education should be focused on character building and values teaching as well as developing skills of communication, interpersonal relationships, community service, and leadership which all support the actualization of human duties and responsibilities as God’s khalîfah on the earth.
 

Membangun Paradigma Ilmu Pendidikan Islam: Kajian Ontologi, Epistemologi dan Aksiologi

Islamic education as a science faces a pull of the study of dogmatic theological or philosophical studies. So there is an assumption that the study of Islamic education has been adopting Western philosophy and then looked for justification in Qur’an. From this background, it is necessary to the existence of thought that led to the paradigm of Islamic education as a science from the perspective of ontology, epistemology and axiology. In the study of ontology that Islamic education should have a separate study area with a distinctive style of Islamic education that differentiates it from other sciences such as human, educational function, the purpose of education, education curriculum, students, teachers, teaching methods and approaches, and evaluation based on the teachings of Islam. From the aspect of educational epistemology of Islam must have a way to explore and test the truth of such examining values of Islamic education in a philosophical ideal that exists in the Qur'an and the Hadith as well as empirical studies through pragmatic. The level of educational paradigm axiology as a science should have a value associated benefits and goals such as building science to human welfare, educating and directing humans towards awareness of God, and has the social and vocational skills.

PARADIGMA PENDIDIKAN ISLAM: TINJAUAN EPISTEMOLOGI

The article elaborates the paradigm of Islamic education from epistemological perspective. In fact, the development of technology, information and free trade has been as problems in the globalization era. The condition appears anxiety toward the existence of Indonesian education in preparing competitive human resources. Indonesian Education is still trapped by dichotomy between religious science and secular one. In the globalization era, however, the dichotomy is not popular anymore and the separation is one of some factors that makes Indonesia left behind other countries. The emergence of the Acts No. 20 of 2003 concerning National Educational System is truly an attempt of Indonesian country to reach equality among countries in the world. Thus, the Islamic concept of non-dichotomy education finds its significance. In terms of Islamic contexts, it is necessary to reformulate the paradigm of science that underlines all educational system in order to fulfill the demand of society and era.