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Relasi Otoritas dan Tradisi dalam Pewacanaan Pancasila pada Tafsir Al-Azhar Akmal Rizki Gunawan
AL QUDS : Jurnal Studi Alquran dan Hadis Vol 5, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

The Relations of Authority and Traditions in Pancasila Discourse on Tafsir Al-AzharRevealing the reasons and describing Hamka's interpretation behind his inconsistency and ambiguity towards Pancasila discourse in Tafsir Azhar and several of his works is the aim of this article. On one side, Hamka accepted Pancasila (1951), but on the other side, Hamka firmly rejected Pancasila (1957-1966). This paper will highlight the phenomenon above using the Maudhui Al-Farmawi method of interpretation and philosophical Hermeneutic Theory of Hans Georg Gadamer. This research proves that the existence of a relationship of authority and tradition encompassing Hamka has implications for inconsistencies (acceptance and rejection) in Pancasila discourse in his primary work Tafsir Al-Azhar and the other several secondary works. In this case, the writer concludes that Hamka, through authority and tradition, undergoes a formation and transformation within himself, so that he no longer tends to impose his objective and reflective attitudes on some of his subjects. However, he is also open-ended in a way that lets others speak differently, so that it has implications for the intersection and integration (fusion) horizons of understanding. Hamka Transformation in the context of Pancasila can be understood that Hamka is an idealistic figure in understanding the first principle of "God Almighty" and a compromise figure in understanding the second to the fifth precept.

Nalar Moderasi Beragama Muslim Merespon Covid-19 Suprima Suprima; akmal rizki Gunawan; Rabiyyanur Lubis; Abdul Khoir; Acep Mulyadi; Siti Asiah
Kalimah: Jurnal Studi Agama dan Pemikiran Islam Vol 19, No 2 (2021)
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/klm.v19i2.5267

This research is try to explain the reason for thinking moderation of Muslims, who are divided in two in response to Covid-19. On the one hand it is fatalistic and some are rationally liberal. The data obtained was analyzed qualitatively using religious moderation theory consisting of 4 aspects, namely; Fiqḥ Al-Maqāṣid (فقه المقاصد), Fiqḥ Al-Mālāt (فقه المالات), Fiqḥ Al-Muwāzanat (فقه الموازنة), and Fiqḥ Al-Awlawiyāt (فقه الأولويات). In this study the authors concluded as follows; First, in the context of Fiqh Al-Maqāṣid (فقه المقاصد) and Fiqḥ Al-Mālāt (فقه المالات), the reason for the moderation of a Muslim religion in the face of the Covid-19 pandemic cannot separate between ikhtiar ruhaniyah and scientific ikhtiar. That means it takes an integral understanding that is not partial. It is not enough to offer only religious methods, because human beings are physical beings. Nor is it enough just through medical because man is also a spiritual being. Second, in the context of Fiqḥ Al-Awlawiyāt (فقه الأولويات), should as a Muslim be required the ability to ground the reasoning of putting public logic above private logic, both in aspects of "ubudiyah" and "mu'amalah". Third, in the context of Fiqḥ Al-Muwāzanat (فقه الموازنة), should every Muslim put the reason hifẓ al-nafs (keeping the soul) among other maintenance.

Pemberdayaan Anak Melalui Kegiatan Belajar, Bermain, dan Mngeksplorasi (BBM) dalam Meningkatkan Motivasi Belajar di Desa Ligarmukti Akmal Rizki Gunawan Hsb; Alwi Hakim; Yoyo Hambali; Agus Suprianto
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v4i2.5068

: Proses pembelajaran formal maupun non-formal sama-sama memiliki hambatan belajar, seperti halnya motivasi belajar, media pembelajaran serta metode yang digunakan. Maka diperlukan kegiatan yang dapat menunjang serta menjadi pembeda bagi suasana kelas yang monoton dan kurang asik. Bersamaan dengan hal ini kemudian dilakukan sebuah upaya kegiatan, yang dinamakan kegiatan BBM (belajar, bermain dan mengeksplorasi) yang bertujuan untuk mendukung semangat serta menghilangkan kejenuhan belajar anak usia sekolah dasar, terutama anak di desa Ligarmukti. Metode yang digunakan dalam pengabdian masyarakat ini adalah action research, yang mana digunakan metode riset dalam pemecahan masalah, terjadi interaksi langsung antara penulis dan client dalam mencapai tujuan pengabdian. Kegiatan yang dilaksanakan pada 6-7 November 2021 ini membuahkan hasil, yaitu terjadi peningkatan motivasi belajar dalam diri anak. Hal itu dilihat dari antusias 85% dari 32 anak usia sekolah dasar untuk mengikuti kegiatan dengan semangat, mereka lebih aktif dalam mengemukakan pendapat, lebih interaktif atau tidak malu-malu. Both formal and non-formal learning processes have learning barriers, such as learning motivation, learning media and methods used. So we need activities that can support and be a differentiator for a monotonous and less cool class atmosphere. Simultaneously with this, an activity effort was then carried out, called the BBM activity (learning, playing and exploring) which aims to support enthusiasm and eliminate boredom in learning for elementary school age children, especially children in Ligarmukti village. The method used in this community service is action research, where research methods are used in problem solving, there is a direct interaction between the author and the client in achieving the goals of the service. The activity, which was held on 6-7 November 2021, yielded results, namely an increase in learning motivation in children. This can be seen from the enthusiasm of 85% of 32 elementary school age children to participate in activities with enthusiasm, they are more active in expressing opinions, more interactive or not shy.

Impelementasi Literasi Numerasi Kampus Merdeka di SDIT Darul Hikam Insani Suprima Suprima; Akmal Rizki Gunawan; Arina Salsabila; Rafikha Desta Ramadhania
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v4i2.5069

Tujuan dari pengabdian ini untuk mengimplementasikan kegiatan literasi dan numerasi dalam upaya menghidupkan pembelajaran di SDIT Darul Hikmah Insani. Pengabdian ini dilatarbelakangi oleh ketidakefektifan Pembelajaran Jarak jauh (PJJ) di SDIT Darul Hikmah. Kegiatan pengabdian yang diadakan adalah kelas tutor dan yang menjadi sasaran utamanya adalah para siswa yang masih kurang paham mengenai literasi dan numerasi. Keberhasilan program diukur dari sejumlah soal yang diberikan pada siswa seputar literasi dan numerasi. Teknik pengumpulan data yang digunakan dalam pengabdian ini adalah dokumentasi, wawancara, dan observasi. Hasil dari kegiatan pengabdian ini menunjukkan bahwa kegiatan kelas tutor yang mengajarkan literasi-numerasi pada siswa berjalan dengan baik untuk mencapai tujuan utamanya. Kelas tutor yang dilaksanakan setiap habis pembelajarn ini berfokus pada pengajaran literasi-numerasi pada siswa yang mengalami keterlambatan pemahaman. Dalam mengatasi kendala tersebut SDIT Darul Hikam Insani bersama mahasiswa Kampus Mengajar meningkatkan pendekatan terhadap siswa dengan cara menambah jam untuk belajar literasi-numerasi setiap hari Senin-Jumat setelah jam pelajaran wajib selesai, tepatnya dari jam 10.30-11.00 WIB selama 2 Agustus-17 Desember 2021. The purpose of this service is to implement literacy and numeracy activities in an effort to revive learning at SDIT Darul Hikmah Insani. This dedication is motivated by the ineffectiveness of Distance Learning (PJJ) at SDIT Darul Hikmah. The service activities held are tutor classes and the main targets are students who still do not understand literacy and numeracy. The success of the program is measured by a number of questions given to students about literacy and numeracy. The data collection techniques used in this service are documentation, interviews, and observations. The results of this service activity indicate that tutor class activities that teach literacy-numeracy to students are going well to achieve its main goal. The tutor class, which is held after each lesson, focuses on teaching numeracy-literacy to students who experience delays in understanding. In overcoming these obstacles, SDIT Darul Hikam Insani and Campus Teaching students improve their approach to students by adding more hours to study literacy-numeracy after compulsory school hours are over, from 12.00-13.00 WIB (2 August-17 December 2021) to be exact.

MEMBANGUN KARAKTER KEBANGSAAN MELALUI PENDIDIKAN MULTIKULTURAL BERBASIS AL-QURAN Akmal Rizki Gunawan Hsb; Siti Asiah
Attadib: Journal of Elementary Education Attadib: Journal of Elementary Education, Vol. 2 No. 2 Desember 2018
Publisher : Fakultas Agama Islam Universitas Ibn Khaldun Bogor

One of the problems the community posmodern is the euphoria of celebrating differences. However, when the author of saving the current multiculturalism it reached eksremitasnya, it will give birth to racism. I.e. the peak when an individual or group to establish the difference so as not to be reunited. Surely this discourse is very contrary to the explanation of the Koran (al-Hujarat: 13), which indicates that the entire nation is comrade, the whole man is a friend, and most recently the goal is peace. Although the reality was, to this day Islam often desebut as a religion of violence and anti-kemajemukan. Thus, how the concept of national character building through multicultural education based al-Quran?. Approach libraries research towards literature-related literature, this study concludes that the concept of multicultural education based Koran in building national character brings the humanist theory of teosentris includes five principles, namely: Believe In The One Supreme God, Humanity, Unity, Democracy, Justice. It is based on the description of al-Quran regarding interconnection and harmonious interaction between man and God, man with himself, man with human. The methods used in this study is the tafsir method maudhu'i and the historical-critical method-contextual. While the approach used was qualitative and quantitative approach. A qualitative approach is used to generate data which is the descriptive results are presented in the form of qualitative. Whereas the quantitative approach, is used to generate the data through a series of observations about the verses that relate.

Kompetensi Pendidik Ideal Berbasis Al-Qur'an (Telaah terhadap Q.S. Luqman; 12, Q.S. Ar-Rahman: 1-5, Q.S. An-Najm: 3-10, Q.S. An-Nahl: 43-44) Akmal Rizki Gunawan
AL QUDS : Jurnal Studi Alquran dan Hadis Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/alquds.v6i2.4200

Al-Qur'an-Based Ideal Educator Competencies (A study of Q.S. Luqman; 12, Q.S. Ar-Rahman: 1-5, Q.S. An-Najm: 3-10, Q.S. An-Nahl: 43-44)The purpose of this study is to analyze theoretical concepts regarding the competence of ideal educators based on the Quran. In this study, the author used the maudhu'i interpretation method, which served to comprehensively explore the thematic ideas of the "ideal educator" in the Qur'an. This paper finds, in Q.S. Lukman; 12 it can be understood that the ideal educator has an argumentative scientific competence that is clean from fallacies, stupidity, so as to change the situation towards the improvement of the aqidah, worship, and morals of the learners. in addition, he also has a gentle and persuasive attitude in conveying messages. In Q.S. Ar-Rahman: 1-5 it can be understood, that the ideal educator is one who is able to teach his students to communicate both orally and in writing. In Q.S. An-Najm: 3-10, it can be understood among the traits that the teacher needs to possess are; a. Physically and mentally strong, (شديدالقوي), b. Intelligent and intellectually high (ذُو مِرَّةٍ), c. Have talents as educators that can be seen from words, behaviors, and deeds (استوى), d. Always establish closeness with students in order to understand and encourage them to move forward ( دنا ), e. Understanding the character as well as the shortcomings of each learner (تدلي), f. Always make efforts to improve in ability as a professional teacher (اْوحى), g. Meet the demands of the curriculum and syllabus (مااْوحى). in Q.S. An-Nahl: 43-44 understandably, the educator must be good at it (Ahl Zikr), in other words his knowledge is broader than the learner. The teacher must also have good handbooks (bayyinat) and diktats (zubur).

Character education and early childhood creativity strategies through educational games in Megamendung village Rusdian Rifgiyansah; Akmal Rizki Gunawan; Yoyo Hambali; Siti Khadijah; Siti Yuliyati; Fika Diena Q; Didi Dito Laksono
At-Tajdid: Jurnal Ilmu Tarbiyah Vol. 12 No. 2 (2023): At-Tajdid
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

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This dedication aims to emphasize the role of educators in shaping the character and creativity of early childhood. It goes beyond theoretical discussions during meetings or face-to-face classes, but involves active creation using instructional instruments and learning techniques that utilize direct teaching media. Innovation must be maximized as it can enhance children's reasoning abilities. All thoughts within teenagers can be created through creative activities. Creative activities provide valuable opportunities to express feelings and perspectives, fostering creativity in children. Educators are expected to continuously demonstrate innovative strategies. This technique brings children into active participation in learning cultivating their excellence effectively. The activity was carried out on July 15-16, 2023, at Camp Ground Lentemland, Curug Panjang Subdistrict, Bogor Regency, West Java, involving 20 elementary school children and 30 students from the Department of Islamic Education, 45 Islamic University, Bekasi. Based on the results of the dedication, it can be concluded that education strategies for the character of early childhood through learning while playing, engaging in learning activities, playing, and developing artistic souls can provide a new impression on children and enhance their creativity. Additionally, children begin to interact with their peers and accompanying students, creating a sense of enthusiasm and synergy

POTRET MUFASSIR NUSANTARA ERA MODERN (METODOLOGI DAN KONTEKSTUALISASI TERHADAP PENAFSIRAN) Muhammad Andrean; Mutiara Maida NR Ns; Akmal Rizki Gunawan; Mardian Idris Harahap
Raudhah - Proud To Be Professional مجلد 8 عدد 3 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah- Desember 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i3.559

Fokus penelitian ini adalah melihat dinamika perkembangan pemikiran interpretatif di Indonesia dengan meninjau beberapa tokoh yang sering melakukan rekonstruksi pemikiran seperti M. Quraish Shihab, Syu'bah Asa, dan Nasaruddin Umar yang telah berkembang, sehingga pemikiran interpretatif di Indonesia telah melakukan usaha dan membangun argumentasi melalui metodologi dan kontekstualisasi dalam hal interpretasi. Pendekatan penelitian ini adalah historis-analitis, yaitu mengkaji menurut akar sejarah secara analitis untuk melihat dinamika dan keragaman tafsir Al-Qur’an dalam bidang perkembangan tafsir Indonesia. Hasil penelitian ini menemukan bahwa, pemikiran interpretatif di Indonesia telah menjalani dinamika dan perkembangan. Hakikat tafsir adalah sebagai solusi dan penafsiran yang berpola kontekstual (hermeneutika) dengan menimbang secara adil dengan melihat sejarah Al-Qur’an dengan aspek pendekatan (tahlîlî), yaitu analisis terhadap keberagaman pendekatan keilmuan bukan pada jalur tekstual. pengertian tekstual yaitu apa yang tampak pada substansi teks.

Teologi Inklusif Kehidupan Pesantren: Tasamuh Sebagai Etika Sosial Akmal Rizki Gunawan; Syamsul Wathani; Yoyo Hanbali; Muhammad Roni
Eduprof : Islamic Education Journal Vol. 3 No. 2 (2021): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v3i2.87

“The presence of Islamic boarding schools in Indonesia is a display case for the distinctive face of Islam, with social, cultural, religious and political arrangements for civil society. Pesantren becomes an educational institution as well as a house of wisdom, where students and the pesantren community learn to be good individuals. The strengths of the educational, ethical and socio-religious principles of Islamic boarding schools need to be discussed more deeply, in order to explore the richness of inclusiveness in Islamic boarding schools. Inclusiveness is a result of pesantren cultural education, and inclusiveness is the result of pesantren curriculum education. The principle of inclusiveness in Islamic boarding schools can be seen in the realm of social interaction, not in the realm of ideas. Education carried out in Islamic boarding schools is education that is integrated in three intelligences at once; intellectual, spiritual and emotional. The educational culture of this pesantren is unique. Where the value of education forms the value in a santri from the formation of classical book studies with a Sufism or Sufism pattern. Education in Islamic boarding schools prioritizes the theological-philosophical goals of Islamic education. In addition to seeking knowledge (li talab al-ilm) also seeking blessings (li talab al-barakah). Tasamuh, gentle, calm attitude, respect, respect for others, open thinking (inclusive), are authentic social ethics of Islamic boarding school products. Tasamuh, Islamic boarding schools are not only theoretical, but become a way of life (al-'amal al-hayah). The social ethics of Islamic education in Islamic boarding schools lies in the ability to optimize -spiritual- tarbiyah, ta'lim -intellectual-, ta'dib -emotional- education which is the spirit of Islamic education. Pesantren has an exclusive and inclusive attitude that is well harmonized.”. ABSTRAK “Kehadiran pondok pesantren di Indonesi menjadi etalase wajah beragama Islam yang khas, dengan tatatan sosial, budaya, agama dan politik masyarakat madani. Pesantren mejadi lembaga pendidikan sekaligus rumah kearifan, dimana santri dan masyarakat pesantren belajar menjadi pribadi yang baik. Kekuatan prinsip pendidikan, etika dan sosial-religius pesantren perlu diwacanan lebih dalam, guna menggali kekayan khazanah inklusifitas di pondok pesantren. Inklusifitas merupakan sebuah hasil dari pendidikan kultur pesantren, dan sikap inklusif merupakan hasil dari pendidikan kurikulum pesantren. Prinsip inklusif di pondok pesantren dapat dilihat dalam ranah interaksi sosial, bukan pada dataran ide. Pendidikan yang dilaksanakan di pesantren adalah pendidikan yang digabungkan (integrated) dalam tiga kecerdasan sekaligus; intelektual, spiritual dan emosional. Kultural edukatif pesantren ini menjadi khas. Dimana nilai kendidikan membentuk nilai dalam diri seorang santri dari bentukan kajian kitab klasik yang bercorakan tasawwuf atau sufistik. Pendidikan di pondok pesantren mengendepankan tujuan teologis-filosofis pendidikan Islam. Selain mencari ilmu (li thalab al-ilm) juga mencari keberkahan (li thalab al-barakah). Tasamuh, sikap lembut, teduh, menghargai, menghormai orang lain, berfikir tebuka (inklusif), merupakan etika sosial otentik produk pondok pesantren. Tasamuh, pondok pesantren tidak hanya teoritis, melainkan menjadi sebuah laku hidup (al-‘amal al-hayah). Etika sosial pendidikan Islam pondok pesantren terletak pada kemampuan dalam mengoptimalkan Pendidikan tarbiyah ¬-spritual- , ta’lim -intelektual-, ta’dib -emosional- yang menjadi ruh pendidikan Islam. Pesantren memiliki sikap eksklusif serta inklusif yang diharmonisasikan dengan baik.”.

Komparasi Model Pendidikan di Finlandia, Jepang dan Indonesia (Kajian Paradigma Paulo Freire sebagai Pendekatan) Akmal Rizki Gunawan; Muhamad Resky; Hasna Latifah; Halimatussadiyah; Tania Amanda Putri; Alfiah Zahra
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2024: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung

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Modernisasi pendidikan merupakan suatu keharusan di era globalisasi. Pendidikan yang modern mampu mempersiapkan peserta didik untuk menghadapi tantangan global yang semakin kompleks. Tantangan modernisasi pendidikan yang tidak segera diatasi dapat menimbulkan berbagai bahaya, baik bagi individu, masyarakat, maupun bangsa, seperti ketidaksiapan individu dalam menghadapi tantangan global dan pengangguran. Tujuan dari penelitian ini adalah untuk membahas pentingnya modernisasi pendidikan di era global, dengan fokus pada perbandingan model pendidikan di negara maju dan berkembang. Metode Penelitian yang digunakan yaitu metode kualitatif dengan pendekatan studi literatur. Data yang dikumpulkan dalam penelitian ini adalah buku dan jurnal yang dianalisis dengan menggunakan metode analisis isi. Analisis data dilakukan secara kualitatif melalui proses deskripsi, reduksi, kategorisasi, dan interpretasi. Hasil penelitian menunjukkan bahwa untuk menghadapi Society 5.0 diperlukan modernisasi model pendidikan yaitu peningkatan anggaran pendidikan, kualitas SDM pendidikan, pengembangan budaya belajar yang positif, kurikulum dan metode pembelajaran yang relevan dengan kebutuhan global, serta pemanfaatan teknologi untuk meningkatkan kualitas pembelajaran dan akses pendidikan. Penelitian ini berimplikasi pada dalam upaya-upaya yang perlu dilakukan oleh pemerintah, masyarakat, dan pemangku kepentingan pendidikan lainnya untuk mengatasi faktor penghambat dalam modernisasi model di Indonesia.

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