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Imam Bahroni
Fakultas Tarbiyah Universitas Darussalam Gontor
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Understanding A.M. Iqbal’s Vision on Perfect Man Imam Bahroni
At-Ta'dib Vol 8, No 1 (2013): Tantangan Pendidikan Islam
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v8i1.515

Abstract

This article tries to elucidate A.M Iqbal’s vision on the concept of perfectman. Its significance is at the point that Man can transform both his being andhis surroundings according to his own desires and aspirations. He actually makesimprovements upon what is created by God. God created night, he inventedthe lamp; God created clay, and from it he made the cup; God created deserts,mountains, forests, orchards, gardens, and groves. He makes glass out of stoneand turns poison into an antidote. God created the world, but he made it morebeautiful.Iqbal’s reasoning amply justifies belief in the ascendancy of man overthe universe and his predicted perfection. The perfect man is the ultimate endof the revolutionary process, and he is developed out of the present man, justas the full moon is developed from the crescent.
The Principle of Integrated Islamic Education Imam Bahroni
At-Ta'dib Vol 9, No 1 (2014): Ilmu Pendidikan
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v9i1.308

Abstract

The development of integrated Islamic education has introduced a new trend in formal educational institutions in Indonesia. The pondok constitutes a typical Islamic boarding school often run and owned by individual religious teachers (kyai), wherein the Islamic subjects become the priority. The references of these Islamic subjects derived from Islamic classical books (kitab kuning) as the aim of this pondok education system is to produce religious scholars. Slightly different from pondok is the madrasah. This educational institution generally teaches 30 percent Islamic subjects alongside secular subjects. Over the last 20 years, many pondoks have adopted the madrasah system and included instruction in secular subjects in their curriculum. This article aims at elaborating the foundation of integrated Islamic education from the conception of Muslim scholars whose original views derived from the Holy Qur’an and the Prophetic Tradition.
The Nature of Evolution: A Study on the Philosophy of A.M. Iqbal Imam Bahroni
At-Ta'dib Vol 7, No 1 (2012): Teori Pendidikan
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v7i1.523

Abstract

The nature of human being evolution in the philosophy of AllamaMuhammad Iqbal is different from the conception of other modernphilosophers. This natural evolution basically springs from the real Love whichflourishes in the inner being of an individual.Love as described by Iqbal is not physical, sexual or biological principle.It is the inward drive of all life to attain to its full maturity and development. Itis a primal urge to live, to progress and bring out all the inner wealth andresources of being. Every phenomenon and activity that is not related to thisprimal urge and does not subserve its purposes, leads to stagnation and decay.He voices strong condemnation of scientific reason, arts and religion whenthey carve out for themselves autonomous fields of action or set themselvesup as independent forces. According to Iqbal, all specialized activity, whether itis intellectual, artistic or religious, is a differentiation of the primal urge whichhe calls Love and apart from it has no title to independent, autonomous existence.Iqbal further explains that a philosophy which does not spring from thedepth of life is so much empty trash; and thought which is not inspired by loveor the will to progress, construct, create and beautify the world is dreadening.Similarly a religion without the flame of love of the urge to advance, improveand enrich life is only lifeless ritualism. Disbelief and atheism are as good asIslam, if inflamed by love, while Islam is no better than paganism if it is devoid of Love.
Philosophy of Character Education: A Study on the Conception of A.M. Iqbal Imam Bahroni
At-Ta'dib Vol 6, No 2 (2011): Pendidikan Karakter
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v6i2.555

Abstract

No one can develop any intelligent theory of education withoutconsciously postulating some conception of the nature of the individual to beeducated, his relationship to the community and, what may be called, his ultimatedestiny. For, the essence of the educative process, reduced to its most elementaryterms, lies in the fact of a living human organism being in constant interactionand contact with a vast and complex environment, which keeps on changingand growing as a result of this continuous, mutual intercourse. Like thephilosopher, the educator must necessarily inquire into the nature of these twoterms of his activity, the individual and environment which ultimately determinethe solution of all his problems.According to Allama Muhammad Iqbal, there is no universal life.Everything and every being possesses an individuality which its place in theuniverse depends upon the degree of development of this individuality. Evenmatter itself, or not-Self, consists of a colony of Egos of a low order: life andconscience emerge when their association and interaction reach a certain degreeof coordination. Individuality is an ascending movement which takes in itstrain all living beings. This movement goes up the ladder of existence to thepoint of man’s highest development when he becomes a Personality.In educational terms, the character of the good man, the true believer,the Momin, as visualized by A.M. Iqbal is a man who develops all his powersand strengthens his individuality through active contact with his material andcultural environment.
Individuality In the Educational Philosophy of Allama Muhammad Iqbal Imam Bahroni
At-Ta'dib Vol 6, No 1 (2011): Teknologi Pendidikan
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v6i1.545

Abstract

Nowadays, Muslim Ummah all over the world likely at the cross road,at the position where they watch clearly a phenomenon of life that directsthem into surprising modern civilization with full creativities and innovations,but far away from the true values of Islamic education. On the other hand,they observe vividly numerous dimensions of life that direct every individualinto strong morality, norms and right way of life to discover the Ultimate Reality.This social fact at the end compelled every one of modern people to selectwhich one among these two is the correct ideal for the truth of life.This article tries to elaborate the concept of individuality in the educationalphilosophy of Allama Muhammad Iqbal 2 . In his Lectures, Iqbal elaborated thatindividuality is not a datum but an achievement. It is the fruit of a constant,strenuous effort in and against the forces of the external environment as well asthe disruptive tendencies within man himself. The life of individuality (the Ego),he further explained is a kind of tension caused by the Ego invading theenvironment and the environment invading the Ego.An individual is the basis of all aspects of educations, which then mustbe educated and concerned together with the development of its relationshipto the community. Like the philosopher, the educator must necessarily inquireinto the nature of these two terms of his active individual and the environment,which ultimately determine the solution of all his problems.
PERSONALITY EDUCATION ACCORDING TO ALLAMA MUHAMMAD IQBAL Imam Bahroni
At-Ta'dib Vol 10, No 2 (2015): Integrasi Pendidikan
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v10i2.454

Abstract

        This paper is aimed at discussing the concept of Personality Education according to Allama Muhammad Iqbal. In relation with the concept, Muhammad Iqbal (1873-1938), emphasized the proper development of the individuality of man. He maintained that an individual should be exposed to all kinds of formative and challenging experiences; otherwise his individuality will shrink and wither[1]. Iqbal underscored the importance of freedom, which allowed for experimentation with the environment, for the exercise of choice and discrimination in the use of methods and substance, and for learning by direct, firsthand experience. Despite his emphasis on the individual, Iqbal did not ignore the role of the community and its culture in the give-and-take dynamics with the individual. Iqbal also subscribed to the view that there must be harmony between the material and spiritual elements in man, which educational theory should consider. He valued intellect, but he criticized contemporary thought for overstressing it at the expense of intuition or love. From Iqbal's writings, the characteristics of the good man could be inferred. First, the good man is creative and original, for creativity is the most precious and distinctive gift of man. He must be able to use his intelligence to harness the forces of nature for his own good and also to increase his knowledge and power. Secondly, the good man lives his life in the name of the Lord, dedicating his powers and knowledge to working out His purpose and thereby deserving himself for the position of God's vicegerent on earth.[1] K.G. Saiyidain, (1977), Iqbal's educational philosophy, 8th ed.,Lahore: SH Muhammad Ashraf, p. 14.
Streamlining Education System Through Waqf Enlargement Imam Bahroni
At-Ta'dib Vol 11, No 1 (2016): Manajemen Penddiikan Islam
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v11i1.620

Abstract

This paper is aimed at discussing the development of education systembased on the Waqf Empowerment. It is an experience of Gontor ModernIntegrated Islamic Institution to maintain its existence through the activitiesof Waqf Enlargement. The spirit of self-reliance which has been implementedby Gontor through various economic enterprise activities inside the campus isthe total processes of educational activities, carried out by students andteachers themselves. They act as the subjects and objects of the education atthe same time. They teach themselves through various activities, creativitiesand social interaction for their character and personality building. Thislearning process is purposely undertaken in Gontor, because the basicprinciple of this system is to actualize the community orientation throughwhich the students in the campus guided and prepared to have a spirit ofself reliance. So when they back to the society to undertake the real life theyconfidently take their role to develop their society for the sake of Allah andunity of muslim ummah.
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