Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal Hunafa: Jurnal Studia Islamika
Pramitasary, Rateh Ninik
Unknown Affiliation
Arts Humanities

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
HUBUNGAN MASJID DAN SEJARAH SOSIAL PENDIDIKAN ISLAM Triayudha, Anna; Pramitasary, Rateh Ninik; Anas, Hermansyah Akbar; Mahfud, Choirul
Hunafa: Jurnal Studia Islamika Vol 16 No 1 (2019): Studia Islamika
Publisher : State Institute of Islamic Studies (IAIN) Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1176.715 KB) | DOI: 10.24239/jsi.v16i1.531.142-153

Abstract

The growth and development of Islamic Education is inseparable from the growth of institutions. The Prophet made it happen by establishing institutions that had a role in developing and advancing Islamic education, one of which was a mosque. Research on the relationship of mosques with the social history of Islamic education is discussed by using descriptive qualitative methods that are oriented to literature review. This paper shows that in the early period of Islamic education, the Prophet provided exemplary by building and empowering mosques. The example of the Prophet continued with the Caliphs afterwards until the present era. The mosque was built by the Prophet from the Al Haram mosque located in Makkah, Quba Mosque located in Quba, Nabawi mosque located in Medina and so on. The role and function of the mosque at that time was as a place of prayer, a place of prayer, a place for discussion or deliberation, a meeting place to develop a war strategy and others related to the problems and needs of Muslims. From time to time, the role or function of the mosque has changed slightly. In essence, mosques are currently influencing the development of the social history of Islamic education in Indonesia.
COMPARATIVE STUDY OF AL-GHAZALI'S THINKING AND ZAKIAH DARADJAT'S IN ISLAMIC EDUCATION CURRICULUM Pramitasary, Rateh Ninik
Hunafa: Jurnal Studia Islamika Vol 16 No 2 (2019): Studia Islamika
Publisher : State Institute of Islamic Studies (IAIN) Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.767 KB) | DOI: 10.24239/jsi.v16i2.561.1-15

Abstract

This research focuses with the view of the curriculum from Islamic thinkers, Al-Ghazali and Zakiah Daradjat. Both are compared to find out the meeting point of similarities and differences in compiling Islamic Education curriculum. The research process uses qualitative methods. Research with qualitative nature is descriptive and is a literature study that prioritizes a lot of reading in the library. The research objective is to explain the view of the Islamic curriculum according to Al-Ghazali, the view of the Islamic curriculum according to Zakiah Daradjat, as well as their differences and similarities. Al-Ghazali in the book Ihya 'Ulumuddin revealed that there are three aspects namely mental development, intellectual education, physical education. Zakiah Daradjat in the book of Islamic Education revealed that the Islamic Education curriculum must contain seven aspects, namely physical education, sense education, faith education, moral education, psychology education, beauty education, and social education.
Co-Authors Anas, Hermansyah Akbar Choirul Mahfud Triayudha, Anna