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All Journal At-Tafkir An-Nahdlah: Jurnal Pendidikan Islam
Prosmala Hadisaputra
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Karakteristik Guru dalam Tradisi Pendidikan Nahdlatul Wathan, Lombok Prosmala Hadisaputra; Ahmad bin Yussuf; Tengku Sarina Aini Binti Tengku Kasim
At-Tafkir Vol 13 No 1 (2020): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/at.v13i1.1441

Abstract

This article discusses the characteristics of teacher who teaches Islamic sciences in the perspective of the Nahdlatul Wathan educational tradition, comprehensively. On the other hand, this article is one form of response to the moral degradation of teachers that have recently been rife, especially in Indonesia. This article is the result of qualitative research with a literature approach. Primary data are the books of Tuan Guru Kiai Haji Muhammad Zainuddin Abdul Madjid (Sheikh), which include Wasiat Renungan Masa (Book), Batu Ngompal (Book), the struggle song of Nahdlatul Wathan, and the recording of Sheikh's speech during his lifetime. Secondary data consists of scientific journals and relevant research results, as well as Islamic education books, Sufism, tafsīr and hadīth. Data was collected offline and online, then analyzed by using the NVivo 12 Plus software. This study shows that nine characteristics must be possessed by religious teachers who teach in the Nahdlatul Wathan madrasas/pesantrean (Islamic boarding school), namely: murshīd, sincere, obedient, mandate, behave as the teacher's morals, have a clear pedigree (silsilah/sanad), wise and polite in speaking, competent, and straight (istiqamah). This study concludes that the characteristics of the teacher mentioned in the will of the Sheikh are based on the results of contemplation (tafakkur), empirical experience (tajrībah), and extensive knowledge.
CHARACTERISTICS AND DISTINCTIONS OF ISLAMIC EDUCATION IN ACTUAL, FACTUAL AND PLURALIST ISLAMIC DISCOURSE Lalu Gede Muhammad Zainuddin Astani; Prosmala Hadisaputra; Muh. Zulkifli
An-Nahdlah: Jurnal Pendidikan Islam Vol 3 No 2 (2023): September-Desember
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v3i2.84

Abstract

This article discusses the features and characteristics of Islamic education in actual, factual, and pluralist Islamic discourse. This article includes a literature review, where the initial investigation was carried out through searching on Google and Google Scholar. The author has not found articles that comprehensively discuss actual, factual, and pluralist Islam in the search process. This article aims to answer one problem formulation, namely how the concept of Islam is actual, factual, and plural in the context of Islamic education. The results of the analysis show that 1) actual Islamic education can be understood as contextual, contemporary, and heretical education. Its distinction is Islamic education based on trending, urgent, and futuristic topics; 2) Factual Islamic education is Islamic education based on facts, reality, and the necessity of a nation that lives in diversity. The distinction is that Islamic education is based on reality or necessity and based on truth. Inevitability can be seen from the geographical location, religion, ethnicity, customs, language, social and culture. Truth-based means that Islamic education is practised based on a scientific process; 3) Pluralist Islamic education, namely education, accommodates multicultural values, peace, inclusiveness, and deradicalisation.
Co-Authors Ahmad bin Yussuf Lalu Gede Muhammad Zainuddin Astani Muh. Zulkifli Tengku Sarina Aini Binti Tengku Kasim