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All Journal Tazkiya: Jurnal Pendidikan Islam Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan Al-Fatih: Jurnal Pendidikan dan Keislaman EDU RILIGIA: Journal of Islamic and Religious Education
Muslem Muslem
Universitas Islam Negeri Sumatera Utara
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGEMBANGAN MODEL KURIKULUM TERPADU: TUJUAN, ISI, IMPLEMENTASI DAN HASIL Muslem Muslem
Jurnal Al-Fatih Vol. 8 No. 2 (2025): Jurnal Pendidikan dan Keislaman Vol. 8 No. 2, Juli-Desember 2025
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v8i2.599

Abstract

This study aims to construct an integrated curriculum model, encompassing its objectives, content, implementation, and outcomes. Selecting an integrated curriculum model as a theme is a response to the issue of curriculum dichotomy (knowledge), although it does not completely resolve the issue. This study employed a qualitative library research approach, focusing on collecting and analyzing data from various relevant literature sources. Data were obtained from scientific books, academic journals, research articles, curriculum documents, and trusted digital sources discussing the integrated curriculum. The results indicate that developing a curriculum model begins with the formulation of objectives, content, implementation, and outcomes or evaluation. Then, modifications are made to each component of the curriculum to construct an integrated curriculum model. Although this does not resolve the issue of curriculum dichotomy in educational institutions, the space for scientific dialectics is very open and possible with the existence of an integrated curriculum model with Islamic values, which then provides new perspectives for students.
KONSEP ISLAMISASI ILMU PENGETAHUAN DAN PENERAPANNYA DALAM PENDIDIKAN ISLAM (Studi Pemikiran Syed Muhammad Naquib al-Attas) MUSLEM MUSLEM
Tazkiya: Jurnal Pendidikan Islam Vol 8, No 2 (2019): Tazkiya
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.488 KB) | DOI: 10.30829/taz.v8i2.571

Abstract

Gagasan islamisasi ilmu pengetahuan pertama sekali disampaikan oleh Syed Muhammad Naquib al-Attas pada konferensi pertama pendidikan Islam Internasional di Makkah tahun 1977. Gagasan tersebut merupakan respon atas pemahaman dan penyebaran ilmu pengetahuan Barat yang telah mengangkat keraguan sebagai sarana epistemologi yang cukup baik untuk mendapatkan ilmu pengetahuan khusunya dalam bidang pendidikan. Tulisan ini bertujuan untuk menemukan konsep islamisasi ilmu pengetahuan dari Syed al-Attas. Jenis penelitiannnya adalah kepustakaan, dengan menggunakan studi dokumentasi atas berbagai tulisan Syed al-Attas. Hasil penelitian menunjukkan bahwa pembentukan worldview menjadi sesuatu yang fundamental untuk menafsirkan kebenaran dan realitas. Pembentukan worldview juga dipengaruhi dari saluran-saluran ilmu sebagai epistemologi, yaitu: (1) al-hawas al-khamsah, (2) al-‘aql al-salim, (3) al-khabar al-shadiq, dan (4) ilham yang dimiliki Islam. Karena perbedaan epistemology inilah kemudian membedakan proses pencapaian ilmu yang disebut dengan arrival of meaning to the soul dan arrival of the soul at meaning. Maka, konsep ta’dib harus diterjemahkan dalam pendidikan, begitu juga pemahaman atas dua sisi manusia baik jasmaniyah dan bathiniyah, proses pencapaian ilmu, dan materi-materinya. Keyword: Syed Muhammad Naquib al-Attas, Islamisasi Ilmu Pengetahuan, Pendidikan Islam
Family Education from Buya Hamka’s Perspective Nurul Khahfi; Muslem Muslem
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 3 (2026): Juli - September
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i3.31610

Abstract

Family education plays an important role in shaping children’s morals, character, and personality, particularly in facing social changes and technological developments. This study aims to analyze Buya Hamka’s concept of family education and its relevance to Islamic education. This research employs a qualitative approach using a library research method. The primary data sources include Buya Hamka’s works, namely Lembaga Hidup, Tafsir Al-Azhar, Akhlakul Karimah, 1001 Soal Kehidupan, and Bohong di Dunia, while secondary sources are obtained from relevant books, journal articles, theses, and scholarly references. Data were collected through documentation and analyzed descriptively and analytically through the processes of selection, categorization, interpretation, and conclusion drawing. The findings indicate that Hamka’s concept of family education centers on the fulfillment of duties and responsibilities among family members, including children’s obligations toward their parents, responsibilities among siblings, and the duties of husbands and wives. The concept emphasizes the values of filial piety, affection, mutual assistance, responsibility, exemplary conduct, and family harmony. These findings demonstrate that Hamka’s thoughts are highly relevant to Islamic education, as the family is regarded as the first educational environment in shaping children’s morals and character. The concept is also relevant to contemporary family life through strengthening parental role modeling, communication, guidance, and supervision.
Family Education from Buya Hamka’s Perspective Nurul Khahfi; Muslem Muslem
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 3 (2026): Juli - September
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i3.31610

Abstract

Family education plays an important role in shaping children’s morals, character, and personality, particularly in facing social changes and technological developments. This study aims to analyze Buya Hamka’s concept of family education and its relevance to Islamic education. This research employs a qualitative approach using a library research method. The primary data sources include Buya Hamka’s works, namely Lembaga Hidup, Tafsir Al-Azhar, Akhlakul Karimah, 1001 Soal Kehidupan, and Bohong di Dunia, while secondary sources are obtained from relevant books, journal articles, theses, and scholarly references. Data were collected through documentation and analyzed descriptively and analytically through the processes of selection, categorization, interpretation, and conclusion drawing. The findings indicate that Hamka’s concept of family education centers on the fulfillment of duties and responsibilities among family members, including children’s obligations toward their parents, responsibilities among siblings, and the duties of husbands and wives. The concept emphasizes the values of filial piety, affection, mutual assistance, responsibility, exemplary conduct, and family harmony. These findings demonstrate that Hamka’s thoughts are highly relevant to Islamic education, as the family is regarded as the first educational environment in shaping children’s morals and character. The concept is also relevant to contemporary family life through strengthening parental role modeling, communication, guidance, and supervision.
Co-Authors Nurul Khahfi