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Su'eb
Institut Agama Islam Al Khoziny
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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FILSAFAT PENDIDIKAN ISLAM PERSPEKTIF FILOSOFIS, TUJUAN DAN METODE PENDIDIKAN ISLAM Su'eb
Jurnal Subulana Vol. 5 No. 2 (2022): Subulana March 2022
Publisher : LPPM STIT Miftahul Ulum Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47731/subulana.v5i2.206

Abstract

The Islamic view of humans and life is formed on the principle of harmony and a combination of the senses, mind and heart of a believer. The harmony of the three is the most fundamental epistemological base in Islamic philosophy. Thoughts with appreciation are used as instruments or tools in conducting research based on this epistemological framework. The activity of thinking is considered a sacred duty in Islam, and thinking is a tool for giving birth to a progressive life, which is formed by absorbing values ??from reality. Islamic education must be a process of producing “good human beings” who are able to maximize their full potential. Usually educational methods must reflect integrative-interconnective nuances that are able to stimulate the development of potential to the fullest.
PROBLEMATIKA AKSIOLOGIS PENDIDIKAN ISLAM Antara Moralitas vs Realita Su'eb
Jurnal Subulana Vol. 6 No. 1 (2022): Subulana September 2022
Publisher : LPPM STIT Miftahul Ulum Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47731/subulana.v6i1.207

Abstract

This article tries to examine the problems that are being faced in Islamic education from an axiological review which is important to do. The method used by researchers is library research, which compares the concepts contained in the literature with research. As for the results, the axiological philosophy of Islamic education in Indonesia still has a fundamental weakness in presenting the formulation of objectives as part of the theory of knowledge. In addition, there are still many educational goals that are difficult to achieve or not yet applicable. So it can be concluded that the authors of the philosophy of Islamic education have had an academic awareness that the theory of objectives should have been formulated first before formulating the objectives of Islamic education from the perspective of philosophical studies. Unfortunately, this awareness was not realized by them and was not used as a guide to formulate the objectives of Islamic education in a systematic and comprehensive manner.
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