Pemikiran Pendidikan Ki Hadjar Dewantara dalam Perspektif Pendidikan Islam

Abstract

<p>Education is the guidance in the growth of children's lives so that they can achieve salvation and happiness. Education must have a vision and a noble mission; the vision is far into the future beyond time and space, while the mission of Islamic education is on accordance to the concept of Tawheed, so that it will always relevant in every time and all conditions. Education should be based on divine revelation (al-Qur'an and al-Hadith). If education is not guided and does not display the spirit of the two ideologies, the education can be mentioned as a strange education. The focus of this research is the profile of Ki Hadjar Dewantara, his educational thought based on the perspective of Islamic education review, the research is focused on the aspects of the conception of education issues, including: basic, content and education systems. The objective was to determine the level of Ki Hadjar Islamic educational perspective. The research method used is the libraries research. By approaching to the history (Historical Approach) and biography of Ki Hadjar. While the data collection consists of primary and secondary data sources. Techniques of data analysis was using content analysis (content analysis), descriptive, comparative and inductive. These data were then analyzed for the conclusions drawn from the phenomena, with the steps: topic selection, collection of data sources, verification, interpretation, and historiography. The results of the study. 1, the concept of education Ki Hadjar focused on aspects of guidance to children in order to achieve happiness based on the nature of nature. This is not consistent with the concept of Islamic education that focused on aspects of worship and Tawheed based on divine revelation. 2, Ki Hadjar�s basic education is the principle Pancadarma (five principles), which of the five principle is explicitly no principle of divinity, it is contrary to basic Islamic education which is based on al-Quran and al-Sunnah. 3), the Content or the essence of Ki Hadjar�s education is character, humanism, freedom, natural culture. It is also incompatible with the core content of Islamic education Faith-monotheism, worship and noble character divine revelation. 4) Ki Hadjar�s education system, good goals, curriculum, methods, teachers, students and the evaluation does not lead and is tied to the value of faith and worship, it is also not in line with the Islamic education system has always associate with both religious values. 5, Ki Hadjar�s educational thought is nationalist-secular. Nationalists, because based on the culture of the nation, while secular because it is not linked with the spirit of the teachings of Islam (monotheism). Recognizing the importance of education, the study recommends to the government, the union and the school administrators Tamansiswa, should give attention and progressive education by applying basic, content, objectives, methods and curriculum grounded in a principled framework and closely linked to religion and morals of Islam and develop Ki Hadjar faith-based thinking piety.</p><p class="keywords">Keywords� education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality</p>

The Essence of Legal Education in Indonesia: A Critical Appraisal

“…A number of articles have concluded that the concept of Education in the context of Ki Hajar Dewantara is relevant to Islamic Religious Education [15], and Ki Hadjar's multicultural education was nationalistic and universal in nature [16]. One of the main purposes [17] of the educational institution is to enable a person/student to become active, independent and responsible, to promote the personal skills and competences (including knowledge, skills and values) of a student, enabling them to shape their own and the community's life independently, critically.…”

Konsep Pendidikan Ki Hajar Dewantara dan Relevansinya dengan Pendidikan Madrasah Ibtidaiyah

“…Akan tetapi pengajaran budi pekerti mengandung maknapentransfer materi tentang kehidupan jiwa atau perikeadaban manusia. Atau dengan kata lain, kaharusan memberi keterangan dan penjelasan mengenai budi pekerti secara lebih luas (Muthoifin & Jinan, 2015).…”

Sistem Among dalam Penerapan Nilai-nilai Luhur Pendidikan Karakter Ki Hadjar Dewantara

“…Didirikan pada tahun 1954, TK Taman Indria menjadi salah satu TK yang telah berumur lebih dari setengah abad. TK Taman Indria merupakan salah satu bagian dari sebuah perguruan yang memiliki filosofi dan karakteristik yang mencerminkan filosofi Ki Hadjar Dewantara, salah satu tokoh pendidikan yang merupakan Bapak Pendidikan Nasional Indonesia Pendidikan karakter merupakan jiwa dalam pendidikan, demikian ungkapan dari Ki Hadjar Dewantara (Muthoifin & Jinan, 2015). Sebagai sebuah lembaga yang berada di bawah naungan Perguruan Tamansiswa, pendidikan karakter di TK Taman Indria memiliki karakteristik atau ciri khas yang berbeda dengan yang diterapkan di tempat lain.…”

“…Apriliyanti, Hanurawan, Sobri, Sistem Among dalam… 1052 PEMBAHASAN Pendidikan karakter menurut Ki Hadjar Dewantara dinamakan sebagai pendidikan budi pekerti (Dewantara, 2013;Tamansiswa, 2013) yang diartikan sebagai bulatnya jiwa manusia, sebagai jiwa yang" berasas hukum kebatinan". Pendidikan karakter merupakan jiwa dari pendidikan menurut Ki Hadjar Dewantara (Muthoifin & Jinan, 2015). Hal tersebut menunjukkan bahwa pendidikan karakter menjadi suatu prioritas dalam suatu lembaga yang berada di bawah naungan Perguruan Tamansiswa.…”