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All Journal Jurnal Kajian Anak (J-Sanak) Takuana: Jurnal Pendidikan, Sains, dan Humaniora Millah: Journal of Religious Studies Oasis: Jurnal Ilmiah Kajian Islam Advances In Education Journal
Usman Usman
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Neuroscience Social Sciences

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STUDI PENGEMBANGAN KOGNITIF DAN NILAI AGAMA DALAM PROGRAM TAḤFIẒUL AL-QUR’ĀN Wahyu Purwasih; Usman Usman
Jurnal Kajian Anak (J-Sanak) Vol 1 No 01 (2019): Jurnal Kajian Anak (J-Sanak)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (403.637 KB) | DOI: 10.24127/j-sanak.v1i01.5

Abstract

Tulisan ini menyajikan tentang Pengembangan Kognitif dan Nilai Agama dalam Program Taḥfiẓul al-Qur’ān di TK Qurrota A’yun Yogyakarta. Subyek dalam penelitian ini adalah siswa kelas B TK Qurrota A’yun Yogyakarta. Adapun metode penelitian yang digunakan adalah mix methode dengan desain sequential exploratory. Yaitu mengolah data kualitatif terlebih dahulu, selanjutnya diperkuat dengan data kuantitatif. Hasil analisis menunjukkan bahwa program taḥfīẓul al-Qur’ān yang diterapkan, mampu meningkatkan kemampuan fungsi kognitif anak. Implikasi pada perkembangan nilai agama anak antara lain anak mampu menghafal bacaan sholat, dzikir, dan doa. Anak juga tidak nampak tertekan untuk menjalankan sholat dan membaca Al-Qur’an ketika di rumah. Hal ini diperkuat dengan data kuantitatif yang menunjukkan bahwa kemampuan kognitif dan nilai agama anak meningkat 15% setelah mengikuti program taḥfīẓ
KRITIK IDEOLOGI ATAS GERAKAN ANTI HAK ASASI MANUSIA DI INDONESIA Usman Usman
Millah: Journal of Religious Studies Vol. XII, No. 1, Agustus 2012 Islam dan Hak Asasi Manusia
Publisher : Program Studi Ilmu Agama Islam Program Magister, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/millah.vol12.iss1.art8

Abstract

Step Real Counteract Communist Movement that contrast to Human Right through Education: A Critique Ideology. This discussion describes the emancipatory critical social theory of Jurgen Habermas anti-thesis to the ideology of Marxist-Leninist-Maoist-Communist Party. It Explained that the concept of rationalization of community development; emancipatory form of social interaction, has proceeded in a fear and balanced. Include: the rationalization of technical/job dimensions, rationalization of practice/dimensions of interaction or communication, and rationalization of the system/power dimension. By this, they can expand the technical mastery of the external world, capable of conditioning the situation of human communication that is free as well, and may set technical goals and practice themselves perfectly. This is the development of community/human to fit his (human), without getting stuck in ideology. While the Marxist-Leninist-Maoist-Communist Party, stuck into a one-sided rationalization, i.e. technical/instrumental action, so that people/humans evolved in shades of rational action aims/production (reification of self; mechanical, linear, scientific, and indoctrination (ideological), because there is no interaction and communication. His idea can be implemented through his educational concept. First, human beings should lead to the achievement of human beings capable of managing the world with shades of deep understanding (hermeneutics and Verstehen) the reality of his next life, as well as in dialogical relations system; equivalent, communicative, and egalitarian. Second, it must be supported by a curriculum that be able to nurture the potential of cognitive interests: technical, practice and emancipatory. Third, it must be realized by the method of learning with the theoretical and practical model.
Integrasi Nilai Islam dan Pancasila dalam Konsep Pendidikan Dasar Islam di Masyarakat Muslim Indonesia Ari Deca Fitriani; Usman
Advances In Education Journal Vol. 1 No. 6 (2025): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

Artikel ini membahas konsep dasar pendidikan dasar islam dalam kerangka kesadaran masyarakat muslim Indonesia yang hidup dalam tatanan nilai-nilai pancasila sebagai falsafah bangsa. pendidikan islam tidak hanya bertujuan membentuk individu yang cerdas secara intelektual, tetapi juga berkarakter mulia dan berakhlak baik sesuai ajaran islam. Dalam konteks Indonesia, nilai-nilai pancasila seperti ketuhanan, kemanusiaan, persatuan, musyawarah, dan keadilan menjadi landasan penting yang sejalan dengan prinsip-prinsip pendidikan islam, melalui pendekatan kualitatif dengan studi literatur, artikel ini menelaah integrasi antara nilai-nilai islam dan pancasila dalam membangun sistem pendidikan dasar yang kontekstual, inklusif, dan relevan dengan kebutuhan masyarakat. Hasil kajian menunjukkan bahwa harmoni antara nilai-nilai religius dan kebangsaan dapat memperkuat peran pendidikan islam dalam membentuk generasi muda yang beriman, toleran, dan cinta tanah air.
Filsafat Pendidikan dalam Pemikiran Religius-Konservatif Syekh Nawawi al-Bantani dan Relevansinya terhadap Dunia Pendidikan Islam Kontemporer Arnin Agung; Maragustam Maragustam; Usman Usman
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.163

Abstract

This study examines Shaykh Nawawi al-Bantani’s educational thought through library-based research using content and descriptive analysis. His ideas remain highly relevant to contemporary Islamic education, emphasizing four pillars: foundations based on the Qur’an and Sunnah, goals centered on the development of knowledgeable and virtuous Muslims, a balanced curriculum between religious and secular sciences, and a learning method rooted in ethics and systematic process. His holistic and integrative model aligns with national education policy and addresses challenges of globalization and secularization. This study highlights the continuing relevance of Shaykh Nawawi al-Bantani’s religious-conservative educational philosophy to contemporary Islamic education. By reconstructing his classical ideas into a contextual and integrative model, the research bridges traditional moral–spiritual values with modern educational demands. Rooted in Qur’anic principles, ethics, and adab, his thought offers a holistic framework that unites cognitive, affective, and spiritual dimensions of learning. The study thus contributes to the renewal of Islamic educational philosophy and provides a practical foundation for character formation within the modern national education system.
Perkembangan Cara Berpikir Ilmiah di Barat dan Relevansinya terhadap Paradigma Pendidikan Islam Lutfiah Holifa Balkis; Amri Saputra; Winda Islamitha Nurhamidah; Maesaroh Maesaroh; David Ricardo; Usman Usman
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.202

Abstract

This study examines the historical development of scientific thinking in the West and its relevance to Islamic education through a qualitative library research design combined with a systematic literature review. The review covered studies published between 2014–2024 and collected through major databases such as Scopus, Web of Science, DOAJ, Google Scholar, and Moraref, resulting in a synthesis of 72 relevant publications. The analysis identifies significant epistemological shifts from classical rationalism to contemporary pluralism and evaluates their implications for Islamic education. The study formulates an operational framework of reason–revelation integration that can be applied in curriculum design, particularly in strengthening critical inquiry, ethical reasoning, and spiritual orientation. The findings highlight the potential of epistemological integration to enrich Islamic education and address the challenges posed by modern scientific paradigms.
Integrasi Epistemologi Bayani, Burhani dan Irfani dalam Pembentukan Ilmu Pendidikan Islam Kontemporer Winda Islamitha Nurhamidah; Maesaroh Maesaroh; Lutfiah Holifa Balkis; Aufa Fatchia Rahma; Nur Azizatul Haqiah; Usman Usman
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.208

Abstract

The rapid advancement of science and technology in the twenty-first century has reshaped human conceptions of knowledge and reality, contributing to a global crisis of meaning rooted in secular and positivistic epistemologies that separate truth from moral and spiritual values. Within Islamic education, this tension appears in the dichotomy between religious and worldly sciences, creating fragmentation and imbalance. This study examines the integration of three classical Islamic epistemologies: bayani which is textual and normative, burhani which is rational and empirical, and irfani which is intuitive and spiritual as a conceptual basis for reconstructing the philosophy of Islamic education. Using a qualitative approach through literature analysis of primary and secondary sources from scholars such as al Ghazali and Syed Muhammad Naquib al Attas, the findings show that integrating these epistemologies produces a holistic framework that harmonizes revelation, reason, and spiritual intuition. This model offers an alternative to secular education by promoting intellectual, moral, and spiritual balance and fostering ethically responsible individuals.
Relevansi Model Konstruksivisme Jean Piaget Bagi Pengembangan Pendidikan Agama Islam (PAI) Anwar Dhobith; Usman; Sibawaihi
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.20712

Abstract

This article aims to examine the application of Jean Piaget’s constructivist methodology in the development of Islamic Religious Education (PAI). Using a qualitative approach through library research, this study explores the epistemological and ontological framework of Piaget’s constructivism, which emphasizes that learners actively construct knowledge through interaction with their environment and cognitive developmental stages. The application of this approach in PAI includes gradual and contextual material development, interactive and experience-based learning methods, and the teacher’s role as a facilitator. The findings indicate that Piaget’s constructivism positively contributes to a more meaningful, critical, and reflective PAI learning process. However, challenges remain, including age limitations of the theory, potential misinterpretations, and the lack of integration of spiritual dimensions. Therefore, methodological adjustments are necessary to effectively implement this theory within the holistic context of Islamic education.
Co-Authors Amri Saputra Anwar Dhobith Ari Deca Fitriani Arnin Agung Aufa Fatchia Rahma David Ricardo Lutfiah Holifa Balkis Maesaroh Maesaroh Maragustam Maragustam Nur Azizatul Haqiah Sibawaihi Sibawaihi Wahyu Purwasih Winda Islamitha Nurhamidah