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Fazlur Rahman: Esensi Pendidikan Islam Dinata, Syaiful; Latipah, Eva; Izzah, Ismatul
Research in Education and Technology (REGY) Vol. 1 No. 2 (2023): Research in Education and Technology (REGY)
Publisher : PT The Collaboration UVW

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62590/regy.v1i2.11

Islamic education should not only be a process of transmitting material, but far from it, integrated into the personality and become a guide in the activities of daily life. Fazlur Rahman is one of the reformers of Islam who incised his thoughts on the modernity of Islamic education. His ideas include the basics of Islamic education, namely the Qur'an and Sunnah, the goal of Islamic education is to form a morally and intellectually intact human being, the education system integrates general knowledge and religion. Education curriculum with a double movement and mastery of language. The method of writing is descriptive analysis with a library research approach. Analyze the data collected through books or scientific journals, then describe them. The result of his research is that the essence of Islamic education from Fazlur Rahman's perspective is the growth of original and adequate Islamic thought. Then, Fazlur Rahman said that the most important thing about Islamic education is its essence and as Islamic intellectualism, because for him this is what is meant as the essential essence of Islam itself.

Kebijakan dan kepemimpinan pendidikan islam di indonesia pada masa orde reformasi Sahbana, M. Dwi Rahman; Dinata, Syaiful
At-Tadbir: Jurnal Manajemen Pendidikan Islam Vol 2 No 2 (2022): At-Tadbir
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51700/attadbir.v2i2.483

The purpose of this study is to analyze the policies and leadership of Islamic education in Indonesia during the Reformation Order. Research in this paper uses literature study, namely research whose subject is in the form of literature. The results of this study say that the government at that time had different policies in national education and religious education, including Islam. In this study, there were five presidential terms, namely those of Habibie, Abdurrahman Wahid, Megawati Soekarnoputri, SBY and Jokowi. With different leadership and policies by each president, the author analyzes national education policies and Islamic education during his reign. The results of the analysis are that first Habibie made the campus free from NKK intervention and review and changed PTN status to BHMN, Second Abdurrahman Wahid issued regional financial balancing laws, Third Megawati Soekarnoputri raised the degree of religious subjects or courses which became number one in education, equalizing between education under the auspices of the Ministry of Education and Culture and KEMENAG, both in terms of institutions, teachers and lecturers and students who are involved in it, Fourth SBY emphasized the administration of institutions and the prosperity of teachers, Fifth Jokowi the most famous breakthrough was the implementation of online learning due to the impact of Covid-19

Pendidikan Karakter Perspektif Buya Hamka dalam Buku Pribadi Hebat serta Relevansinya dengan Pendidikan Islam Kontemporer Irawan, Toni; Alwizar, Alwizar; Dewi, Eva; Dinata, Syaiful; Sahbana, M. Dwi Rahman; Firdaus, Muhammad
Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Vol 8, No 1 (2025): Pendidikan Islam Masa Kini: Perspektif dan Tantangan
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jspi.8.1.11-30

Pendidikan karakter sangat penting menjadi fokus utama penyelenggaraan pendidikan Islam untuk mengatasi kemerosotan perilaku peserta didik di era global saat ini. Tokoh yang menaruh perhatian terhadap pendidikan karakter di Indonesia adalah Buya Hamka. Penelitian ini menggunakan jenis penelitian kepustakaan. Sumber utamanya adalah buku Pribadi Hebat karya Buya Hamka. Hasil penelitian menunjukkan bahwa Buya Hamka menyebut karakter dengan istilah kepribadian. Kepribadian hebat adalah seseorang yang dapat menjadikan dirinya memiliki sifat-sifat kepribadian hebat yang meliputi (a) memiliki daya tarik, (b) pandai, (c) penuh pertimbangan, (d) berani, (e) bijaksana, (f) berpandangan baik, (g) mengenal diri sendiri, (h) menjaga kesehatan badan, (i) bijaksana dalam berkata-kata, dan (j) percaya kepada diri sendiri. Sementara itu, implementasi konsep pendidikan karakter Buya Hamka untuk membentuk pribadi hebat harus dilakukan dengan melibatkan seluruh unsur sistem pendidikan, yang meliputi tujuan, pendidik, peserta didik, kurikulum, dan lingkungan pendidikan.

Integrasi Agama dan Sains: Dari Tokoh Pembaharuan M. Amin Abdullah Sofia, Veni; Dinata, Syaiful
Khazanah : Journal of Islamic Studies Volume 4 Nomor 1 Februari (2025)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/khazanah.v4i1.2448

Penulisan ini bertujuan untuk mengetahui integrasi agama dan sains dalam sudut pandang M. Amin Abdullah. Metode penelitian yang penulis lakukan ialah penelitian kualitatif dengan pendekatan library research (studi pustaka). Sumber data berasal dari buku dan jurnal ilmiah yang membahas tentang integrasi agama dan sains dalam sudut pandang M. Amin Abdullah. Berdasarkan hasil kesimpulan bahwa pemikirannya memberikan kontribusi signifikan dalam menghapus dikotomi antara ilmu agama dan ilmu umum. Melalui konsep "interkoneksi keilmuan", ia menekankan pentingnya pendekatan multidisipliner dan transdisipliner dalam membangun pemahaman ilmu yang lebih komprehensif. Konsep ini tidak hanya berorientasi pada aspek rasional dan empiris, tetapi juga memperhitungkan dimensi etika dan spiritual. Implementasi gagasan integrasi agama dan sains telah diterapkan dalam sistem pendidikan tinggi Islam di Indonesia, khususnya dalam pengembangan kurikulum dan metode pembelajaran yang lebih interdisipliner. Namun, penerapan konsep ini masih menghadapi berbagai tantangan, seperti paradigma dikotomis yang masih kuat, resistensi terhadap perubahan, serta keterbatasan metodologi dan sumber daya. Untuk mengatasi tantangan tersebut, diperlukan strategi yang mencakup penguatan kurikulum berbasis integrasi, peningkatan kapasitas dosen, kolaborasi antar lembaga pendidikan, serta pemanfaatan teknologi dalam pembelajaran. Secara keseluruhan, pemikiran M. Amin Abdullah mengenai integrasi agama dan sains memiliki dampak luas dalam perkembangan ilmu pengetahuan dan kehidupan masyarakat. Dengan menerapkan pendekatan ini, diharapkan dapat tercipta sistem pendidikan yang lebih holistik, inklusif, dan berorientasi pada kemajuan peradaban yang berlandaskan nilai-nilai keislaman. Meskipun masih menghadapi tantangan, konsep ini memberikan arah baru bagi perkembangan ilmu yang lebih harmonis antara aspek spiritual dan rasional, sehingga mampu menjawab tantangan globalisasi dan modernisasi secara lebih bijaksana.

Hamka: Character Education's Relevance to Contemporary Islamic Education Dinata, Syaiful; Aulia Ali Rahman; Veni Sofia
Indonesian Journal of Islamic Educational Review Vol. 2 No. 3 (2025): October 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v2i3.409

The gap that occurs regarding the issue of adolescent character continues to be a hot topic in this country. One of the figures who is very strong in paying attention to character education in Indonesia is Hamka, for that reason it is necessary to study in depth the concept of character education according to Hamka. This research uses a library study type of research with the main source of Hamka's book. The results of the study show that Hamka calls character with the term personality. While a Great Person is someone who is able to make himself have a great personality character which includes (a) having charm, (b) being smart, (c) considering feelings, (d) being brave, (e) being wise, (f) having good views, (g) knowing himself, (h) maintaining physical health, (i) being wise in speaking, and (j) believing in oneself. Meanwhile, the relevance of Hamka's perspective on character education to contemporary Islamic education now lies in the instillation of valuable values in humans. Hamka states that personality is a collection of traits and strengths, which show a person's superiority over others. In other words, Hamka also explains that personality is a collection of intellectual traits, will, ideals and body shape. This, according to Hamka, is what sets humanity apart from others. Islamic education today remains anchored in the instillation of noble moral values, and this, of course, cannot be valued by anything. Therefore, it can be said that the current Islamic educational process remains rooted in the same principle: morality, but the difference lies in the challenges of an ever-changing era. Thus, contemporary Islamic education faces significant challenges in technological advancement if it fails to instill the character education championed by Hamka.

Ki Hajar Dewantara's Learning Concepts & Kadar M. Yusuf's and Its Relevance in The Era of Society 5.0 Dinata, Syaiful; Achadi , Muh. Wasith
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol. 14 No. 01 (2023): March
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/syaikhuna.v14i01.6445

Learning is a very important component of making humans truly human. Therefore, this study aims to analyze the learning concept of Ki Hajar Dewantara and Kadar M. Yusuf and its relevance in the era of society 5.0. In this study using the library research method, namely research that analyzes written literature in the form of books and scientific journals as the main source, the results of this study indicate that the concept of learning from the point of view of Ki Hajar Dewantara, namely learning is an activity that will provide knowledge and knowledge, thus obtaining safety. and the highest happiness. Whereas from the point of view of Kadar M. Yusuf said that learning is an activity that will produce knowledge and the concept of learning, Kadar M. Yusuf emphasized that learning includes all sensory aspects so that knowledge is obtained, awareness is formed, admiration is formed, and the final estuary is the formation vertical and horizontal piety. The two figures said that learning is all activity that will provide knowledge, and humans can form piety in themselves to achieve the highest safety and happiness. Therefore, the thoughts of Ki Hajar Dewantara and Kadar M. Yusuf regarding the concept of learning are very relevant in the era of society 5.0; this is because the two figures do not reject changes in the world of Education, as long as the activities carried out produce knowledge and knowledge. Furthermore, the existence of technology can facilitate the achievement of learning objectives because the media in learning is growing and not boring. The thoughts of the two figures are not only relevant in the era of society 5.0 but must be implemented and realized in order to provide a good filter for humans to enjoy the era of society 5.0

Kurikulum berbasis moral dan tujuan pendidikan Islam perspektif Harun Nasution Sungkowo, Andri; Sehabudin, Encep; Dinata, Syaiful; Hatta, Hatta; Ernawan, Ayunda Silvia Dewi; Achmad, Fatoni
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 2 (2025): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i2.154

This study aims to analyze the objectives of Islamic education and its curriculum from Harun Nasution’s perspective using a library research method through books and scientific journals. The findings show that Harun Nasution’s thoughts on the Islamic education curriculum are progressive and systematic, emphasizing spiritual, moral, intellectual, and social harmony. He proposed a phased curriculum suited to students’ cognitive, emotional, and spiritual growth, beginning with introducing basic values and moral formation in early education and culminating in broader religious understanding and social responsibility at higher levels. The foundation of this curriculum lies in placing morality at the center, stressing that religious education is not merely knowledge transfer or ritual practice but should shape strong character and tolerance. Harun highlighted rationality, causality, and guidance from the Qur’an and Sunnah, rejecting fatalism. Its success depends on ideal educators knowledgeable, exemplary, and adaptive, capable of integrating spirituality, reason, and social competence to form holistic individuals relevant to modern challenges.

Analisis Kedudukan Akal Perspektif Hamka Dinata, Syaiful
Journal of Southeast Asian Islam and Society Vol. 3 No. 1 (2024): JSEAIS
Publisher : UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jseais.v3i1.1544

A study of the position of reason needs to be carried out in order to be able to distinguish between right and wrong, and good and bad. Many previous Muslim figures who provided sheets of their writings discussed the intricacies and problems of reason. However, the issue of the position of reason is still being discussed around certain issues, especially in Islamic thematic issues. This fact is of course very concerning, because an issue as important as reason should not escape serious discussion. The problem in this research is how to describe the position of reason in Hamka's perspective. The purpose of this study is to analyze the position of reason from the perspective of Hamka. By using a descriptive qualitative research method, the findings of this study illustrate that the position of reason from the perspective of Hamka, namely the position of reason is an important thing in human life, because it is the determinant of good and evil. Reason is the ability to think that is in human beings, and is also explained as a manifestation or embodiment of one's soul. According to Hamka reason is a bond, meaning that with the position of reason in the human soul, it will keep people from following seductions, traps, even the shackles of lust.

Integrasi Agama dan Sains: Dari Tokoh Pembaharuan M. Amin Abdullah Sofia, Veni; Dinata, Syaiful
Khazanah : Journal of Islamic Studies Volume 4 Nomor 1 Februari (2025)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/khazanah.v4i1.2448

Penulisan ini bertujuan untuk mengetahui integrasi agama dan sains dalam sudut pandang M. Amin Abdullah. Metode penelitian yang penulis lakukan ialah penelitian kualitatif dengan pendekatan library research (studi pustaka). Sumber data berasal dari buku dan jurnal ilmiah yang membahas tentang integrasi agama dan sains dalam sudut pandang M. Amin Abdullah. Berdasarkan hasil kesimpulan bahwa pemikirannya memberikan kontribusi signifikan dalam menghapus dikotomi antara ilmu agama dan ilmu umum. Melalui konsep "interkoneksi keilmuan", ia menekankan pentingnya pendekatan multidisipliner dan transdisipliner dalam membangun pemahaman ilmu yang lebih komprehensif. Konsep ini tidak hanya berorientasi pada aspek rasional dan empiris, tetapi juga memperhitungkan dimensi etika dan spiritual. Implementasi gagasan integrasi agama dan sains telah diterapkan dalam sistem pendidikan tinggi Islam di Indonesia, khususnya dalam pengembangan kurikulum dan metode pembelajaran yang lebih interdisipliner. Namun, penerapan konsep ini masih menghadapi berbagai tantangan, seperti paradigma dikotomis yang masih kuat, resistensi terhadap perubahan, serta keterbatasan metodologi dan sumber daya. Untuk mengatasi tantangan tersebut, diperlukan strategi yang mencakup penguatan kurikulum berbasis integrasi, peningkatan kapasitas dosen, kolaborasi antar lembaga pendidikan, serta pemanfaatan teknologi dalam pembelajaran. Secara keseluruhan, pemikiran M. Amin Abdullah mengenai integrasi agama dan sains memiliki dampak luas dalam perkembangan ilmu pengetahuan dan kehidupan masyarakat. Dengan menerapkan pendekatan ini, diharapkan dapat tercipta sistem pendidikan yang lebih holistik, inklusif, dan berorientasi pada kemajuan peradaban yang berlandaskan nilai-nilai keislaman. Meskipun masih menghadapi tantangan, konsep ini memberikan arah baru bagi perkembangan ilmu yang lebih harmonis antara aspek spiritual dan rasional, sehingga mampu menjawab tantangan globalisasi dan modernisasi secara lebih bijaksana.

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