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Kritik Terhadap Hegel Yuni Pangestutiani
Bahasa Indonesia Vol 4 No 1 (2018): Jurnal Ilmiah Spiritualis: Jurnal Pemikiran Islam dan Tasawuf, Maret 2018
Publisher : Program Studi Ilmu Tasawuf IAI Pangeran Diponegoro Nganjuk, Jawa Timur

Hegel merupakan puncak gerakan filsafat Jerman yang berawal dari Kant, Para filsuf akademik terkemuka baik di Amerika maupun Britania Raya sangat bercorak Hegelian. Hegel memandang bahwa hakekat realistis dideduksi dari pertimbangan tunggal bahwa realitas tidak harus kontradiktif diri. Corak pembeda lainnya (yang terkait erat dengan yang pertama) adalah gerakan tri tunggal yang disebut “dialektik” yaitu tesis, antitesis dan sintesis. Triade-triade dialektik itu misalnya : “ada-tidak ada-menjadi” dan “Hukum (lahiriah)-moralitas (batin)-kesusilaan (sinteksis dari lahir dan batin)”. Titik pangkal filsafat Hegel adalah keyakinan bahwa “ide yang dimengerti dan kenyataan”, itu sama saja. Maka tidak ada perbedaan antara bidang “rasio” dan bidang “realitas”. Rasionalitas dan realitas itu sama menurut Hegel, menurutnya yang dimengerti itu real dan yang real itu dimengerti. “Berfikir” dan “ada” itu sama seluruh kenyataan itu satu proses dialektis. Hegel menyatakan bahwa hukum dialektis ini memimpin perkembangan jiwa. Marx tidak puas dengan dialektika Hegel yang berpusat pada ide/roh. Hal ini bagi Marx terlalu abstrak dan tidak menyentuh realitas konkrit. Pengertian ini tidak sesuai dengan tesis Karl Marx bahwa filsafat harus mengubah cara orang bertindak. Marx membalik dialektika ide Hegel menjadi dialektika materi. Hegel menyatakan bahwa kesadaranlah yang menentukan realitas, maka Marx mendekonstruksinya dengan mengatakan bahwa praksis materiallah yang menentukan kesadaran. Pandangan Kierkegaard dapat dijelaskan melalui tema sentralnya mengenai apa yang dimaksud dengan “akal yang bereksistensi”. Perkembangan tema Kierkegaard ini merupakan reaksi keras terhadap rasionalisme Hegel F. Budi Hardiman menjelaskan : Kritik Kierkegaard atas Hegelianisme bukan sekedar sebuah minat teoritis, melainkan didasari oleh sebuah keprihatinan praktis terhadap perilaku keagamaan di Denmark. Pada titik inilah Kierkegaard lalu menunjukkan bahwa “biang keladi” kemerosotan penghayatan iman ini tak lain adalah filsafat Hegel. Menurut Kierkegaard, realita Hegel tidaklah memiliki relasi dengan realita keberadaan manusia.

REFORMASI TASAWUF DALAM KERANGKA MODERASI BERAGAMA: STUDI PEMIKIRAN BUYA HAMKA DAN K.H. ABDURRAHMAN WAHID Aina Noor Habibah; Moch. Bashori Alwi; Bayu Fermadi; Akhmad Ali Said; Yuni Pangestutiani; Misbachul Munir; Moh. Hasan Fauzi; M. Sirojudin Alfin Abas
Journal of Innovative and Creativity Vol. 1 No. 2 (2021)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.8426

Artikel ini mengkaji pemikiran dua tokoh intelektual Muslim Indonesia, Buya Hamka dan K.H. Abdurrahman Wahid (Gus Dur), dalam merumuskan konsep moderasi beragama melalui reformasi tasawuf. Kedua tokoh ini merepresentasikan dua tradisi besar Islam Indonesia yaitu Muhammadiyah dan Nahdlatul Ulama yang memiliki pendekatan berbeda namun sama-sama berorientasi pada moderasi. Penelitian ini menggunakan metode analisis komparatif terhadap karya-karya utama kedua tokoh untuk menemukan titik temu dan perbedaan dalam upaya mereka mereformasi tasawuf sebagai instrumen moderasi beragama di Indonesia. Hasil penelitian menunjukkan bahwa meskipun memiliki pendekatan yang berbeda, Hamka lebih purifikasionis sementara Gus Dur lebih akomodatif, keduanya sama-sama menekankan pentingnya tasawuf yang aktif, rasional, dan berorientasi pada keadilan sosial. Sintesis dari pemikiran keduanya menawarkan framework moderasi beragama yang komprehensif bagi Indonesia kontemporer yang menghadapi tantangan radikalisme, sekularisme, dan intoleransi.

Relevansi Al-Hikam Ibnu ‘Athā’illāh bagi Pendidikan Akhlak Generasi Muda di Konteks Pascamodern Akhmad Ali Said; Bayu Fermadi; Moch. Bashori Alwi; Misbachul Munir; Moh. Hasan Fauzi; Yuni Pangestutiani; Aina Noor Habibah; Siti Isti'anah
Journal of Innovative and Creativity Vol. 2 No. 2 (2022)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v2i2.8438

presents complex challenges to the moral and spiritual identity formation of youth. Conventional models of character education tend to rely on behavioral and secular frameworks, which often fail to adequately address the inner and spiritual dimensions of human development. This article aims to systematically examine the relevance and potential integration of Sufi teachings found in Al-Hikam by Ibn Ata’illah al-Sakandari as a transformative framework for youth character education within this context. This study employs a systematic literature review of fifty selected scholarly articles retrieved from major academic databases, including Consensus, Semantic Scholar, and PubMed, which met the established inclusion criteria. Thematic synthesis reveals that the core values articulated in Al-Hikam, such as ikhlas or sincerity, muhasabah or self reflection, tawadhu or humility, shabr or patience, and syukr or gratitude, are highly relevant for fostering resilience, self awareness, and moral responsibility among adolescents. The integration of these values through curricular strategies, experiential learning activities, and teacher modeling demonstrates positive and measurable impacts across three developmental domains, namely affective spiritual growth, moral and behavioral formation, and cognitive academic performance. However, the implementation of this integrative approach faces several challenges, including limited teacher preparedness, fragmented curricula, and methodological difficulties in assessing inner spiritual transformation. In conclusion, the teachings of Al-Hikam provide a strong and contextually relevant philosophical and pedagogical foundation for holistic character education in the midst of postmodern societal complexities. Effective implementation requires sustained commitment to integrative educational models, systematic capacity building for educators, and close collaboration among schools, families, and community environments.

Tazkiyat Al-Nafs Dalam Perspektif Al-Ghazali Dan Ibnu Miskawayh: Studi Komparatif Pembentukan Karakter Mulia Moch. Bashori Alwi; Akhmad Ali Said; Misbachul Munir; Bayu Fermadi; Aina Noor Habibah; Moh. Hasan Fauzi; Yuni Pangestutiani; M. Romadhon
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.8440

This comparative analytical study examines the philosophical and pedagogical frameworks of tazkiyat al-nafs (purification of the soul) as conceptualized by two preeminent Islamic thinkers: Abu Hamid al-Ghazali (d. 505/1111) and Abu Ali Ahmad ibn Muhammad Miskawayh (d. 421/1030). Through rigorous examination of their foundational ethical treatises, particularly Al-Ghazali's Ihya' 'Ulum al-Din and Miskawayh's Tahdhib al-Akhlaq, this study elucidates the theoretical underpinnings, methodological approaches, and practical implications of their respective models for character formation. The analysis reveals a fundamental dichotomy between Miskawayh's rationalist-philosophical emphasis on psychic equilibrium and virtue cultivation through habituation, and Al-Ghazali's mystical-spiritual orientation toward divine proximity through systematic purification of the self. While both thinkers operated within the Aristotelian framework of virtue ethics and drew upon the tripartite division of the soul, their divergent epistemological commitments—Miskawayh's prioritization of natural reason and environmental conditioning versus Al-Ghazali's integration of Sufi mysticism with ethical praxis—produced substantively distinct architectures for moral development. This comparative investigation contributes to contemporary discourse on holistic character education within Islamic contexts, demonstrating the continued relevance of classical Islamic ethical philosophy for addressing multifaceted challenges in character formation and spiritual development.

Tazkiyat Al-Nafs Dalam Perspektif Al-Ghazali Dan Ibnu Miskawayh: Studi Komparatif Pembentukan Karakter Mulia Moch. Bashori Alwi; Akhmad Ali Said; Misbachul Munir; Bayu Fermadi; Aina Noor Habibah; Moh. Hasan Fauzi; Yuni Pangestutiani; M. Romadhon
Journal of Innovative and Creativity Vol. 3 No. 3 (2023)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar

This comparative analytical study examines the philosophical and pedagogical frameworks of tazkiyat al-nafs (purification of the soul) as conceptualized by two preeminent Islamic thinkers: Abu Hamid al-Ghazali (d. 505/1111) and Abu Ali Ahmad ibn Muhammad Miskawayh (d. 421/1030). Through rigorous examination of their foundational ethical treatises, particularly Al-Ghazali's Ihya' 'Ulum al-Din and Miskawayh's Tahdhib al-Akhlaq, this study elucidates the theoretical underpinnings, methodological approaches, and practical implications of their respective models for character formation. The analysis reveals a fundamental dichotomy between Miskawayh's rationalist-philosophical emphasis on psychic equilibrium and virtue cultivation through habituation, and Al-Ghazali's mystical-spiritual orientation toward divine proximity through systematic purification of the self. While both thinkers operated within the Aristotelian framework of virtue ethics and drew upon the tripartite division of the soul, their divergent epistemological commitments—Miskawayh's prioritization of natural reason and environmental conditioning versus Al-Ghazali's integration of Sufi mysticism with ethical praxis—produced substantively distinct architectures for moral development. This comparative investigation contributes to contemporary discourse on holistic character education within Islamic contexts, demonstrating the continued relevance of classical Islamic ethical philosophy for addressing multifaceted challenges in character formation and spiritual development.

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