Islamic Education: Philosophy

Zaman, Mujadad

doi:10.1007/978-3-319-64683-1_2

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…Dengan kata lain, pendidikan menemukan arah (implementasi) terbaiknya dengan teori-teori pedagogis para pemikir filosofis. 48 Pandangan tersebut akan memiliki dampak positif bahwa filsafat adalah pemikiran yang diperlukan dalam segala hal.…”

Section: Islamic Worldview Sebagai Basis Filosofis Pendidikan Islamunclassified

Islamic Worldview: Konstruktivisme Filsafat Dan Teologi Pendidikan

Syihabudin¹,

Ma’mur²,

Gunawan³

2023

KUTTAB

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The Islamic view of science forms the basis of thinking to reach the level of confidence in the future development of science. This study discusses a philosophical perspective based on the Islamic worldview as a scholastic theology. Research shows that based on the ontology of Islamic education, there are two types of knowledge: the science of material substance and immaterial substance. Based on the epistemology of Islamic education, there are two types of knowledge, namely Kasby science and Radunni science. Based on the axiomatic theory of Islamic education, science has two functions: useful for humans in real life and the future. The implications of research with educational theological constructivism strengthen the Islamic worldview in the Islamic education system.

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Section: Islamic Worldview Sebagai Basis Filosofis Pendidikan Islamunclassified

Islamic Worldview: Konstruktivisme Filsafat Dan Teologi Pendidikan

Syihabudin¹,

Ma’mur²,

Gunawan³

2023

KUTTAB

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“…Despite their variations, Islamic education reforms across the Muslim world have one thing in common: all have lost their former majesty and glory, are struggling to meet the demands of a competing world, and are on the fringes of formality. One of the efforts to align the traditional approach and content of Islamic education has resulted in the internationalization of Islamic education institutions and adjusting the curriculum to add new subjects, such as foreign languages and natural sciences, to accommodate global discourse (Zaman, 2018). It is important to discuss how the new direction of Islamic education is facing an increasingly globalized industrial market.…”

Section: Introductionmentioning

confidence: 99%

Modernization of Islam and Language Education in the Society 5.0 Era in the Perspective of Harun Nasution

Mahmudah,

Siregar,

Putra

2023

Scaffolding

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This study aims to describe the thoughts of modernizing Islamic and language education in the Era Society; 5.0 Harun Nasution's perspective. This research is qualitative with a literature study approach. The research data is in the form of thoughts on the modernization of Islamic education in Indonesia from the perspective of Harun Nasution. Sources of data were obtained from several books by Harun Nasution. Data collection techniques with documentation. While data analysis with data reduction, data presentation, and conclusion. The research results show that first, the modernization of Islamic education is a historical necessity, and its movement can be initiated in Islamic universities. Second, to strengthen the contribution of Harun Nasution's thought in modernizing Islamic education, he recommended two major agendas of change, namely academic tradition and institutional transformation. In the academic tradition, he emphasizes curriculum changes that are more dynamic and futuristic, as well as a philosophical and critical methodology of Islamic studies. Islamic and language education curriculum to always be dynamic and futuristic in welcoming the Era of Society 5.0. Meanwhile, the intended institutional transformation is the change from IAIN to UIN. Harun Nasution's big agenda for modernizing Islamic education is considered strategic to lead Muslims to become modern and rational human beings without leaving faith and Islam.

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“…Pemahaman tentang disiplin ilmu lain setidaknya memungkinkan kita untuk mengajukan pertanyaan tentang kegunaan atau nilainya, misalnya kepada siswa-guru atau guru praktik, kepada peneliti atau pembuat kebijakan pendidikan; tetapi dalam kasus filsafat pendidikan kita hampir tidak dapat melakukan ini sampai kita tahu apa yang kita bicarakan. 2 Setelah filsafat pendidikan Islam muncul, malah lebih rumit dan kompleks. Perkembangannya juga didominasi dalam teoritisasi pendidikan Islam masih perlu penguatan dari para pemikir pra-modern.…”

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Sejarah Peristilahan Tarbiyah Dan Taklim Dalam Tinjauan Filsafat Pendidikan Islam

Imroatun¹,

Ilzamudin²

2020

UJII

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The terms in the philosophy of Islamic education need more attention because of the variety of content and methods that sometimes appear paradoxes in their studies. This could be the result of the theoritization of Islamic education which was still dominated by classical Islamic thinkers in the pre-modern era. Moreover, the term philosophy is still not recognized as a part of comprehensive Islamic studies. Through historical research, this article intends to explore further the basic terms of Islamic education which are infused from Arabic. Rather than other terms, ta'dib has a historical syncornization and scope that corresponds to the fact that education is a human right in a scope that includes the basics in the Quran and Hadith.

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Islamic Education: Philosophy

Cited by 5 publications

References 18 publications

Islamic Worldview: Konstruktivisme Filsafat Dan Teologi Pendidikan

Islamic Worldview: Konstruktivisme Filsafat Dan Teologi Pendidikan

Modernization of Islam and Language Education in the Society 5.0 Era in the Perspective of Harun Nasution

Sejarah Peristilahan Tarbiyah Dan Taklim Dalam Tinjauan Filsafat Pendidikan Islam

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