Problems Of Islamic Education Research Articles

Epistemologi Pendidikan Islam: Memutus Dominasi Barat terhadap Pendidikan Islam

This study discusses the essence, approach, and method of the epistemology of Islamic education and its urgency to developing Islamic education in the modern era. The discussion will clarify the reasons why Western education dominates and influences Islamic education, the epistemological system of the Islamic education, the renewal of the epistemology of the Islamic education, and efforts to build the epistemology of the Islamic education. This research is a conceptual study whose data is collected through library documentation and analyzed by content analysis method. The results show that 1) the epistemology of the Islamic education is a series of ways to find the theories and concepts of Islamic education, so as to solve various problems of Islamic education; 2) there are four epistemological approaches to the Islamic education: empirical, scientific, philosophical, and religious (theological). There are six epistemological methods of Islamic education, namely: rational, intuitive, dialogical, comparative, critical, and ‘ibrah; 3) the urgency of the epistemology of Islamic education in developing Islamic education in the modern era is to filter Western thought or shield from the influence of Western epistemology, reform Islamic education without removing idealism (characteristic of Islam), integration of Islamic education with the national education system.

KONSEP PEMIKIRAN FAZLUR RAHMAN TENTANG MODERNISASI PENDIDIKAN ISLAM DAN RELEVANSINYA TERHADAP PENDIDIKAN ISLAM DI INDONESIA

This study focuses on the theme of the modernization of Islamic education by reintroducing a Muslim intellectual in the repertoire of Islamic thought in modern era, Fazlur Rahman, a Muslim scholar who positioned himself in the Neo-modernist group. This type of research is library research, with a descriptive-qualitative approach, a research methods that aim to describe in full and in depth about social reality and various phenomena that occur in society. The results showed that the Fazlul Rahman's idea of the modernization of Islamic education was motivated by his anxiety about the development of Islamic education which was increasingly left behind and tended to be stagnant. According to Rahman this is due to the many problems in Islamic education, such as: 1) the purpose of education that is not directed in a positive, education tends to be incentive, 2) the existence of educational dichotomy 3) low quality of students, 4) lack of quality and professional educators 5) and the limited Islamic literature available in several libraries and educational institutions. Through his ideas, he tried to renew Islamic education by not forgetting the classical heritage of Muslims. His criticism is directed at the orientation of Islamic education which should not only focus on the needs of the world or the hereafter, but must be both, the world and the hereafter. The contribution of thought and renewal of Islamic education that has been inscribed by Fazlur Rahman has been widely applied in various countries, including in Indonesia.�Keywords: Fazlur rahman, Modernization, Islamic Education

Raising the Quality of Muslim Learning: Broadening the Curriculum

Two efforts have taken place in the Muslim world in recent decades - 1977 to 1996 - to reform education. The first initiative was launched by the OIC. A parallel attempt was launched by the IIIT. The latter was in certain aspects a response to the former. While the two efforts shared a common aim – the reform of Muslim education - they adopted different approaches to realise this objective. The differences between the two approaches are due to different perceptions about the reasons for the decline of Muslim education, and how it may be overcome. The OIC initiative traced the problems in Islamic education to a dualism which separated religious studies from contemporary subjects. This approach was content with integrating “contemporary” subjects in established Islamic studies. The Islamisation movement, by contrast, insisted that contemporary subjects needed to be “Islamised” before being introduced into the curricula of Islamic institutions of learning. In retrospect, the integration approach has proven enduring and resilient compared to the Islamisation approach. Currently, it is being implemented successfully in the Gulf region and in nations such as Malaysia.

Raising the Quality of Muslim Learning : Broadening the Curriculum

Two efforts have taken place in the Muslim world in recent decades – 1977 to 1996 – to reform education. The first initiative was launched by the OIC. A parallel attempt was launched by the IIIT. The latter was in certain aspects a response to the former. While the two efforts shared a common aim – the reform of Muslim education – they adopted different approaches to realise this objective. The differences between the two approaches are due to different perceptions about the reasons for the decline of Muslim education, and how it may be overcome. The OIC initiative traced the problems in Islamic education to a dualism which separated religious studies from contemporary subjects. This approach was content with integrating “contemporary” subjects in established Islamic studies. The Islamisation movement, by contrast, insisted that contemporary subjects needed to be “Islamised” before being introduced into the curricula of Islamic institutions of learning. In retrospect, the integration approach has proven enduring and resilient compared to the Islamisation approach. Currently, it is being implemented successfully in the Gulf region and in nations such as Malaysia.

REKONSTRUKSI PEMIKIRAN A. MALIK FADJAR TENTANG PEMBAHARUAN MADRASAH MENUJU SEKOLAH MODEL

Moh. Nurhakim *)Fakultas Agama Islam UMMABSTRACTThis paper aims to discuss about the three things matter. The first is about the views ofA. Malik Fadjar of the principal problems of Islamic education due process ofmodernization and globalization. Second, about the ideas and concepts A Malik Fadjarrenewal of curriculum, institutional, and management of Islamic education. Third,about ideas and concepts can significantly affect the efforts to establish a modelmadrassas, as well as improving the quality of the learning processes.Kata Kunci :Rekonstruksi, Madrasah, Sekolah Model

MASYARAKAT ISLAM IDEAL DALAM KONSEPSI FILSAFAT PENDIDIKAN ISLAM

The essence of society is an integral part of the discussion of the philosophy of Islamic education. Fazlur Rahman even conclude that the primary purpose of the Quran is to enforce a social order thats fair and ideal. As a community order which emphasizes tolerance, democracy and civilized, civil society to contribute positively to the needs of Muslims today. For the basic concept of philosophy of Islamic education should be placed in the context of civil society supra-system of education in which it will be applied. Therefore reconstruction of Islamic educational philosophy into something very urgent and relevant to todays problems of Islamic education.

KONTRIBUSI PEMIKIRAN PENDIDIKAN IMAM AL-GHAZĀLI (1058-1111 M) DAN YŪSUF AL-QARḌĀWI (1926 M) DALAM MENGHADAPI PROBLEMATIKA PENDIDIKAN ISLAM DI INDONESIA DEWASA INI

This article presents that Imam al-Ghazali and Yusuf al-Qardawi have contributed significantly to the Islamic education paradign today. The concept of Islamic education should be developed so that it is compatible to modern education without ignoring religious values. Therefore, to deal with some problems in Islamic education is to think over again the concept of education of Imam al-Ghazali and Yusuf al-Qardawi. That is, their thoughts are still relevant to the present settings and provide possible solution to the present education problems.Key words: Islamic education concept, education problems

Islamic Education Toward the Era of Social Change: Effort in Enhancing the Quality

The current social change demands Islamic education to be able to follow the flow of that change. Islamic education which considered by the majority as a “slow responds education in anticipating social changes” needs more professional management. Therefore, it is not only needed to preserve its existence, but also it needs consideration, future anticipation, and reorganization of all aspects. In behalf of making alternative solution, this article aims for observing within the problems of Islamic education in one aspect, and its relation to the social chance in another aspect. Finally, found the thing that must be realized frequently is send the meaning to education, and also its correlation with the future. It is also essential to think of how as a process it (education) shows its efficiency and able to produce output effectively.

Problems of Islamic education in Malawi

(1991). Problems of Islamic education in Malawi. Institute of Muslim Minority Affairs. Journal: Vol. 12, No. 1, pp. 127-134.