Az-Zarnūjī, Ta'līm al-Muta'allim-Ṭarīq at-Ta'-allum. Instruction of the Student: The Method of Learning

Vida, G. Levi Della; Grunebaum, G. E. von; Abel, Theodora M.

doi:10.2307/595783

Cited by 6 publications

(11 citation statements)

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“…Bukan hanya itu, di pesantren bercorak modern; kegiatannya telah dijadwal sedemikian rupa. (Vida, von Grunebaum and Abel, 1948;Abdul, 1991;Huda et al, 2016) Ditambah dengan sistem kontrol hirarkis dari kiai kepada guru senior, lalu guru junior, hingga santri senior terhadap junior; serta hal-hal yang mendorong implementasi praktis guna pengamalan ilmu yang telah didapat melalui pelajaran dengan sistem klasikal (pembagian santri ke dalam berbagai kelas). Sehingga, para santri mendapatkan "pengajaran" (ta'līm) di kelas dari gurunya; serta mendapatkan "pengasuhan" (tarbiyah) dan "pendidikan" (ta'dīb) saat ia berkegiatan bersama seniornya, guru, hingga kiainya.…”

Section: Relevansi Pendidikan Islam Sebagai Anti Terorismeunclassified

Tradisi Intelektual Fardhu Ain dan Fardhu Kifayah Pesantren dalam Menanggulangi Terorisme

Taqiyuddin¹

2021

Jurnal Penelitian Pendidikan Islam

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Most people believe that religion and ideology contribute to the spread of terrorism. Thus, it can be seen from the method of text interpretation and the implementation of over-textual and rigid interpretations in religious studies that are very instant and indoctrinal; which resulted in the spread of 'radicalism'. This aspect forgets the essence of Islamic education which emphasizes tolerance, courtesy, and love for peace. Conversely, Islamic studies that are too contextual, will eliminate the epistemological footing; that is, their identity and essence, because they merely follow all the social changes that continue to occur without regard to the wisdom and wisdom of local wisdom. Thus, the search for knowledge is no longer sacred and then encourages the loss of etiquette (loss of adab). Therefore, conceptual efforts in Islamic education need to be carried out appropriately. This qualitative model study seeks to collect fragments and data from various studies based on Islamic turots on the fardhu ‘ain and fardhu kifayah models and their relevance in various contexts of Islamic studies such as integrative aspects between religious science and social science and contemporary technology. Through content analysis, thematic analysis as well as critical discourse analysis. This study concludes that the scientific equilibrium based on fardhu ‘ain and fardhu kifayah has proven to make Islamic insights and discourse broad and flexible, so as to give birth to attitudes that both physically and spiritually represent the essence of Islamic teachings themselves.

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Section: Relevansi Pendidikan Islam Sebagai Anti Terorismeunclassified

Tradisi Intelektual Fardhu Ain dan Fardhu Kifayah Pesantren dalam Menanggulangi Terorisme

Taqiyuddin¹

2021

Jurnal Penelitian Pendidikan Islam

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“…Burhan al-Din (proof of Din) or Burhan al-Islam (proof of Islam) al-Zarnuji were his agnomen, or moniker. Collections of biographies believed that his given name was al-Nu'mān ibn Ibrōhīm (Della Vida, 1948). So, al-Zarnūjī is associated with two names: one is honorific (i.e., Burhān al-Dīn) while the other is his actual name (i.e., al-Nu"mān ibn Ibrōhīm).…”

Section: A Brief Biography Of Al-zarnūjīmentioning

confidence: 99%

“…He is reported to have understudied and corresponded with several scholars during the period of his learning. However, the following appear to be the most popular (al-Zarnūjī, 2014;Della Vida, 1948). It is reported that by 1203, al-Zarnūjī had compiled all the 13 chapters of this book, reveals that the book was written in the 13th century (Della Vida, 1948).…”

Section: A Brief Biography Of Al-zarnūjīmentioning

confidence: 99%

“…However, the following appear to be the most popular (al-Zarnūjī, 2014;Della Vida, 1948). It is reported that by 1203, al-Zarnūjī had compiled all the 13 chapters of this book, reveals that the book was written in the 13th century (Della Vida, 1948). However, it appears that much of the work was done earlier.…”

Section: A Brief Biography Of Al-zarnūjīmentioning

confidence: 99%

“…The assumption is that, in today's world, human perfection cannot be achieved with religious knowledge alone. Therefore, its integration with the practical sciences reflects the overall essence of knowledge in Islam, which accelerates transformation in terms of spirituality, character, and material well-being and survival (Velasufah & Setiawan, 2019;OECD, 2019;Setiawan, 2019Setiawan, , 2018al-Zarnūjī, 2014;al-Maḥallī & al-Suyūṭī, 2010;Halstead, 2004;Della Vida, 1948;von Grunebaum & Abel, 1947).…”

Section: The Purpose Of Learning In Islammentioning

confidence: 99%

See 2 more Smart Citations

Six Main Principles for Quality Learning based on “Ta’līm al-Muta’allim Ṭorīq al-Ta’allum”

Si'ayah¹,

Kurniawati²,

Setiawan³

2020

Preprint

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This article examines the requirements for quality learning, that is based exclusively on the perspective of Burhān al-Dīn al-Nu’mān ibn Ibrōhīm al-Zarnūjī in his treatise entitled “Ta’līm al-Muta’allim Ṭorīq al-Ta’allum”. It reveals that quality learning has six things dependency: ingenious acumen, fervent desire, resilience, sufficent sustenance, guidance of a teacher, and length of time. The way to test of any educational factors, of course, develop instruments to measure quantitatively. The development of instruments is yet to do.

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Islamic Pedagogy: Potential and Perspective

Memon

Alhashmi

2018

Islamic Schooling in the West

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Az-Zarnūjī, Ta'līm al-Muta'allim-Ṭarīq at-Ta'-allum. Instruction of the Student: The Method of Learning

Cited by 6 publications

References 0 publications

Tradisi Intelektual Fardhu Ain dan Fardhu Kifayah Pesantren dalam Menanggulangi Terorisme

Tradisi Intelektual Fardhu Ain dan Fardhu Kifayah Pesantren dalam Menanggulangi Terorisme

Six Main Principles for Quality Learning based on “Ta’līm al-Muta’allim Ṭorīq al-Ta’allum”

Islamic Pedagogy: Potential and Perspective

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