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All Journal Farabi Irfani Tadbir: Jurnal Manajemen Pendidikan Islam Pena Justisia: Media Komunikasi dan Kajian Hukum PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti
Tita Rostitawati
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Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Irfani

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NEO-MODERNISME FAZLURRAHMAN DAN IMPLIKASINYA DALAM PENDIDIKAN ISLAM Tita Rostitawati
Irfani Vol. 13 No. 1 (2017): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.572 KB)

Abstract

Hingga kini pendidikan Islam masih berada dalam posisi problematik antara “determinisme historis” dan “realisme praktis” Di satu sisi, pendidikan Islam belum sepenuhnya keluar dari idealisasi kejayaan pemikiran dan peradaban Islam masa lampau yang hegemonic, sementara di sisi lain pendidikan Islam juga dipaksa untuk mau menerima tuntutan-tuntutan masa kini, khususnya yang datang dari Barat dengan orientasi yang sangat praktis. Dalam dataran historis-empiris, kenyataan tersebut seringkali menimbulkan dualisme dan polarisasi system pendidikan di tengah-tengah masyarakat muslim sehingga agenda transformasi sosial yang digulirkan seakan berfungsi hanya sekedar “tambal sulam” saja. Oleh karena itu tidak mengherankan apabila di satu pihak kita masih saja mendapati tampilan (performance) system pendidikan Islam yang sangat tradisional karena tetap memakai baju lama, sementara di pihak lain kita juga mendapati system pendidikan Islam yang bercorak materialistic-sekularistik.Fazlurrahman sebagai tokoh pembaru Islam mempunyai gambaran tentang perjalanan sejarah pendidikan, turut serta dalam melihat fenomena kegagalan pemaknaan Al-Quran dan Al-Sunnah oleh umat Islam, sehingga kritik tradisionalisasi ilmu dalam sejarah Islam ia lantunkan dengan gaya pemikiran neo-modernismenya.
TUHAN, MANUSIA DAN ALAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM Tita Rostitawati
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.841 KB)

Abstract

Object study of philosophy of Islamic education can be divided into two categories: macro and micro. The study of God, man and nature are the object of a macro philosophy of Islamic education. If there is a nature-nature, then there is first nature (al-Haqq al-Awwal), the first is the nature of God or called Causa Prima, and ends or returns to God anyway. Man is the manager of God's creation, while human nature as a means of doing, all three have an associated role between one and the other. The human ability to manage natural and translate the revelation of God is the manifestation and harmonious manner. Instead the human capacity to manage natural but was unable to translate the revelation of God is considered as a form of perversion, because humans ignore creation. On the other hand the human ability to translate the revelation of God but not able to translate nature is considered as a form of denial of pasilitas given to man by God. So, we need a complate understanding between the three. The universe is the medium of education as well as the means by which the human family to carry out the educational process. In this universe man can not live and the "independent" with the real. Because between man and the universe is interdependent and complementary with each other. Where this universe need a man to care for and maintain it while humans need nature as a means of interacting with other human beings.
NEO-MODERNISME FAZLURRAHMAN DAN IMPLIKASINYA DALAM PENDIDIKAN ISLAM Tita Rostitawati
Irfani (e-Journal) Vol. 13 No. 1 (2017): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Hingga kini pendidikan Islam masih berada dalam posisi problematik antara “determinisme historis” dan “realisme praktis” Di satu sisi, pendidikan Islam belum sepenuhnya keluar dari idealisasi kejayaan pemikiran dan peradaban Islam masa lampau yang hegemonic, sementara di sisi lain pendidikan Islam juga dipaksa untuk mau menerima tuntutan-tuntutan masa kini, khususnya yang datang dari Barat dengan orientasi yang sangat praktis. Dalam dataran historis-empiris, kenyataan tersebut seringkali menimbulkan dualisme dan polarisasi system pendidikan di tengah-tengah masyarakat muslim sehingga agenda transformasi sosial yang digulirkan seakan berfungsi hanya sekedar “tambal sulam” saja. Oleh karena itu tidak mengherankan apabila di satu pihak kita masih saja mendapati tampilan (performance) system pendidikan Islam yang sangat tradisional karena tetap memakai baju lama, sementara di pihak lain kita juga mendapati system pendidikan Islam yang bercorak materialistic-sekularistik.Fazlurrahman sebagai tokoh pembaru Islam mempunyai gambaran tentang perjalanan sejarah pendidikan, turut serta dalam melihat fenomena kegagalan pemaknaan Al-Quran dan Al-Sunnah oleh umat Islam, sehingga kritik tradisionalisasi ilmu dalam sejarah Islam ia lantunkan dengan gaya pemikiran neo-modernismenya.
TUHAN, MANUSIA DAN ALAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM Tita Rostitawati
Irfani (e-Journal) Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Object study of philosophy of Islamic education can be divided into two categories: macro and micro. The study of God, man and nature are the object of a macro philosophy of Islamic education. If there is a nature-nature, then there is first nature (al-Haqq al-Awwal), the first is the nature of God or called Causa Prima, and ends or returns to God anyway. Man is the manager of God's creation, while human nature as a means of doing, all three have an associated role between one and the other. The human ability to manage natural and translate the revelation of God is the manifestation and harmonious manner. Instead the human capacity to manage natural but was unable to translate the revelation of God is considered as a form of perversion, because humans ignore creation. On the other hand the human ability to translate the revelation of God but not able to translate nature is considered as a form of denial of pasilitas given to man by God. So, we need a complate understanding between the three. The universe is the medium of education as well as the means by which the human family to carry out the educational process. In this universe man can not live and the "independent" with the real. Because between man and the universe is interdependent and complementary with each other. Where this universe need a man to care for and maintain it while humans need nature as a means of interacting with other human beings.
Co-Authors AMINUDIN Damhuri Damhuri Ferlin Anwar Moh. Rivaldi Abdul Muh. Arif Ruljanto Podungge Salma Amir