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Jam'ah Abidin
Islamic Eduation Teacher DPK Junior High School Babussalam
Religion Arts Humanities

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MORAL VALUES AND CURRICULUM (External-Subjective and Internal-Objective in Islamic Education) Jam'ah Abidin
AL-FIKRA Vol 12, No 2 (2013): Al-Fikra : Jurnal Ilmiah Keislaman
Publisher : Program Pascasarjana Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/af.v12i2.3866

Abstract

In functional, curriculum can not be separated from the two sides that is the science (thus the importance of curriculum renewal, so a curriculum designed to be changed and enhanced to absorb the latest scientific developments) and the moral and ethical values (religion). Although they are different but can not be separated. Even education as a pedagogical effort, it further strengthens the relationship between science (knowledge) and the moral and ethical values. Curriculum as a giver of a clear and definite direction in learning science should be able to realize entanglement with moral and ethical values in teaching Islamic education, in particular. Although it must be recognized that the function of praxis, the curriculum on the moral and ethical values found a difference of opinion, but the urgency of the meaning of moral and ethical values are in the curriculum , either explicitly (external) or implicit (internal), definite or conditional, there was an agreement among educators experts.
DEVELOPMENT OF ISLAMIC EDUCATION IN PHILOSOPHY OF EXISTENTIALISM PERSPECTIVE Jam'ah abidin
AL-FIKRA Vol 12, No 1 (2013): Al-Fikra : Jurnal Ilmiah Keislaman
Publisher : Program Pascasarjana Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/af.v12i1.3860

Abstract

Theories of human resource development in the context of existentialism really uphold the fundamental principles inherent in every individual. That's, in the development of human resources through the efforts of Islamic Education must provide guarantees of freedom (hurriyyah/liberalism) to all students subject to be imaginative and creative according to their talents and their irâdah (will). For this flow, just the way a subject so students can develop their potential, so they were able to become a man of independent, creative, innovative and dynamic. This guarantees certainly described in the overall of educational system, both in the context of the curriculum, the learning process and the learning environment.
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