Konsep Pendidikan Islam Dalam Perspektif K.H. Ahmad Dahlan

Abstract

Education has become a "trademark" in Muhammadiyah movement, as a concrete form of the role of Muhammadiyah in empowering Muslims and the intellectual minds of the nation. Discussion of Muhammadiyah-based education cannot be separated from the figure of K.H. Ahmad Dahlan, involving the focus of ultimate truth to capture what was implicit in Al-Manaar's interpretation so that although he did not have a western education, he was able to open the gate of rationality through the teachings of Islam itself, which was called ijtihad. By rejecting taqlid. KH. Ahmad Dahlan can be regarded as a "model" in the generation of revival which is a "central point" of a movement that appears to overcome the challenges facing Islam in the form of backwardness and stagnation in the Islamic educational system. Unlike a number of national figures in his days who were more concerned with political and economic issues, K.H. Ahmad Dahlan devoted himself fully in the field of education. Based on this description, this study aimed to investigate the concept of Islamic education from KH. Ahmad Dahlan's perspectives. In particular, the direction of this study was to understand the goals of Islamic education according to K.H. Ahmad Dahlan, the conceptualisation of Islamic education curriculum according to K. Ahmad Dahlan, as well as the methods of Islamic educational practice according to K. AH Ahmad Dahlan. The study was library research with the technique for data collection including documentation conducted through looking for data about things or variables in the form of notebook transcripts, newspapers, magazines, inscriptions, minutes, meetings, agendas, and so on. Data analysis were carried out through descriptive analysis. The findings of this study revealed that the perspectives of KH. Ahmad Dahlan about Islamic education: first, the aim of Islamic education is to maintain the purity of human beings; second, the curriculum is integral; third, and the method of hiwar/repetition, balance and proportionality between theory and practice was used.

Muhammadiyah’s Contribution to Education in Indonesia and Its Influence on People’s Social Life

“…thus creating a good character. There are four typical models in the development of character education, namely the habituation model, civilizing, exemplary, local and extra-curricular content [1] Islam as a universal religion teach mankind to carry out education (Putra, 2018). Religion-based education in Muhammadyah is expected to be able to produce humans who always strive to perfect faith, piety, and noble character, noble character includes ethics, character, or morals as the embodiment of education.1 Such humans are expected to be strong in facing challenges, obstacles, and changes that arise in the association of the community both in the local, national, regional and global scope.…”

Refleksi Pemikiran Pembaharuan Pendidikan Islam Kh. Ahmad Dahlan terhadap Problematika Pendidikan Islam

“…Sikap yang demikian menjadikan pemikiran dan gerakan pembaharuan KH. Ahmad Dahlan dapat diterima oleh masyarakat umum (Putra, 2018).…”

Pembaharuan Pendidikan Berdasarkan Pemikiran K. H. Ahmad Dahlan

“…K. H. Ahmad Dahlan juga beranggapan bahwa pengembangan daya yang kritis, menghargai potensi akal dan hati yang suci, dan bersikap dialogis adalah startegi yang bagus bagi peserta didik dalam mencapai pengetahuan tertinggi. Dengan semua pendapat itulah, K. H. Ahmad Dahlan ingin menciptakan pembaharuan visi dasar bagi reformasi pendidikan melaui penggabungan sistem pendidikan tradisional dan modern secara harmonis dan integral (Putra, 2018).…”