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All Journal JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) Khazanah Pendidikan Medula Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Jurnal Ilmiah Wahana Pendidikan Gemilang: Jurnal Manajemen dan Akuntansi Jurnal Kendali Akuntansi Edumaspul: Jurnal Pendidikan
Sabarudin Sabarudin
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Immanuel Kant’s Ethical thought and Its relevance in Islamic Religious Education Nur Haliza Goli; Sabarudin Sabarudin
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6818

Abstract

Penelitian ini membahas tentang pemikiran Immanuel kant tentang etika. Banyak para filsuf yang membahas soal etik. Etik sebagai sesuatu yang tidak dapat dipisahkan dalam kehidupan manusia, salah satunya yaitu Etik Immanuel Kant. Etika Kant merupakan etika kewajiban yang tidak menuntut adanya kebahagian atau faktor-faktor yang datang dari luar. Etika Immanuel Kant berlandaskan kepada kehendak baik. Etika ini menilai suatu tindakan baik berdasarkan kepada kehendak baik atau keinginan baik. Berbeda dengan filosof Barat lainnya, tujuan atau konsekuensi bukanlah penilaian terhadap baik buruknya suatu perbuatan. Kehendak baik yang berdasarkan kewajiban sebagai penentu tindakan yang bermoral. Penelitian ini menggunakan jenis penelitian kepustakaan (library research), yaitu mengumpulkan buku-buku, artikel, dan dokumen yang mengkaji tentang penelitian yang dibahas oleh peneliti. Pemikiran Immanuel kant tentang etika deontologi sangat menekankan motivasi, kemauan baik dan watak yang kuat dari perilaku. Hasil penelitian menunjukkan bahwa pemikiran Immanuel Kant khususnya etika bersifat analitis dan tajam. Sistem etika Immanuel Kant berkisar pada soal kewajiban atau etika deontologi. Deontologi merupakan pemikiran etis yang menyatakan baik buruknya tindakan tidak diukur dari akibat yang ditimbulkan tetapi berdasar kepada sifat tertentu dari hasil yang dicapainya. Relevansinya terhadap pendidikan Islam dengan pendidikan islam diatas agar manusia bertaqwa dan mendapatkan kehidupan bahagia dunia dan akhirat dalam hal ini taqwa yang dimaksud adalah kewajiban bagi manusia untuk menjalankan segala perintah Allah dan menjahui segala larangannya.
Understanding Normative and Historical Islamic Approaches in Islamic Studies: Islamic Religious Education Studies Miftahul Ihsan; Sabarudin Sabarudin
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6946

Abstract

This research aims to explore the role of Islamic values, both normative and historical, in shaping adolescent identity. Normative Islamic values, which are based on religious teachings, and historical Islamic values, which reflect the cultural heritage and long history of Islam, have a significant impact on adolescents' self-understanding, behavior and worldview. In a normative approach, this research highlights how values such as faith, worship and Islamic ethics shape teenagers' religious identity. The library research research method is used to explore and analyze normative and historical approaches in Islamic studies, and a qualitative approach with content analysis is used to analyze and present research findings. The research results show that understanding and internalizing these values influences a strong religious identity in adolescents. In addition, Islamic moral and ethical concepts, such as justice and goodness, influence teenagers' behavior in everyday life. On the other hand, in a historical approach, this research emphasizes that historical Islamic values play a role in shaping the cultural and social identity of adolescents. These values reflect the cultural and historical heritage of Islam, influencing adolescents' cultural identity and worldview
Anarchism Paul Karl Feyerabend: His Concept and Dedication to Development of Contemporary Islamic Education Ahmad Ashshiddiqie Pridar; Sabarudin Sabarudin
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6951

Abstract

Education is a basic and very important activity for every individual. Through education, humans can gain knowledge about everything. Apart from that, education also influences human awareness in knowing God more deeply and understanding themselves. Therefore, quality education will provide the expected results, namely the use of an individual's intellectual abilities in all aspects of his life. Paul Karl Feyerabend is known as a controversial philosopher who put forward anarchist views in epistemology and scientific methodology. In the context of Islamic education, Feyerabend believes that freedom of thought, criticism and dialogue are important principles that must be emphasized in the learning process. The purpose of this research is to investigate the concept and dedication of Paul Karl Feyerabend in the context of contemporary Islamic education with an anarchist perspective. This research is library research with a qualitative approach that focuses on descriptive analysis based on data information obtained, including sources. primary or secondary. The results of the analysis show that in Feyerabend's view, the concept of anarchism is not about disorder or chaos, but rather about diversity, plurality, and criticism of authority and norms that inhibit freedom of thought and expression. Feyerabend's dedication to contemporary Islamic education can be seen in his efforts to promote freedom of thought, independent research and as a source of inspiration for developing alternative approaches to religious learning. The anything goes principle provides the basis for creating an educational environment that is inclusive, critical, and based on freedom of thought.
Co-Authors Ahmad Ashshiddiqie Pridar Alben Ambarita Andi Iswan Andi Sitti Zaenab Syukriadi Arnadi Chairunnas Diah Rusmala Dewi Dzulhijjah Dzulhijjah Fifi Nirmala Fina Umu Rif Athi Mallarangeng, Andi Nafisah Tendri Adjeng Maya Latifah Merlyn H. Ibrahim Mesi Leorita Miftahul Ihsan Nadlir Nadlir Neks Triani Nur Haliza Goli Rosowulan, Titis Sibawaihi Sibawaihi Sumadi Sumadi Sunandar Ihsan Surianto Ilham