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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Intiqad: Jurnal Agama dan Pendidikan Islam
Ikhsan Kamil
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Arts Humanities Education

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Ibn Khaldun's Thoughts on Islamic Education (Instrumental Pragmatist) and Their Relevance to Contemporary Islamic Education Ikhsan Kamil; Khoirul Amin
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 15, No 1 (2023)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/14434

Abstract

The 21st century demands a quick and appropriate response from the Islamic education system as a whole, so that Islamic education in the future will need to continue to improve, both in terms of curriculum and Islamic educational institutions. The urgency and purpose of this study is to describe Ibn Khaldun's view of Islamic education and its relevance to contemporary Islamic education. This research used library research with primary sources in the form of Ibn Khaldun's book al-muqaddimah and secondary sources in the form of books and journals relevant to this research whose data were analysed through content analysis. The results of this study indicate that Ibn Khaldun's idea of Islamic education consists of educators and students, curriculum, materials and learning methods. And also Ibn Khaldun belongs to the pragmatic-instrumental stream of education in which this school has the first criterion, the teachings and values contained in the Al-Qur'an and Sunnah are still understood by not letting go and still taking into account the concrete situation of the dynamics of the association, the classical and contemporary eras that surround it. Secondly, Islamic education is always based on concepts that pay attention to practical benefits. Thirdly, philosophical thinking that is always general/universal in nature so that it can be applied in all places, circumstances and changing times. The relevance of Ibn Khaldun's thought to contemporary Islamic education is that Islamic education can adapt to the times and have practical value.
Kontruksi pemikiran Paulo Freire tentang kebijakan merdeka belajar dan relevansinya dengan pendidikan Islam Ikhsan Kamil; Dwi Ratnasari
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol 23, No 2 (2023): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v23i2.60475

Abstract

Penelitian ini merupakan penelitian deskrifti kualitatif dengan mengunaka beberapa buku,jurnal,berita dan dokumen dokumen terkait pembahasannya atau bisa di sebut dengan Library Research, pentingnya penelitian ini adalah mengetahui relevansi konstruksi pemikiran Paulo Freire yang berhubungan dengan kebijakan merdeka belajar serta relevansinya pada pendidikan islam serta untuk menambah pengetahuan bagi pembacca. Adapun hasil penelitian ini menunjukkan ada 3 relevansi pada pendidikan islam yaitu pertama, pendidikannya membebaskan sejalan dengan kebijakan penghapusan ujian nasional (UN). Kedua, pendidikan bersifat dialogis-kritis  cocok untuk kebijakan penyederhanaan RPP dan sistem zonasi. Ketiga, pendidikan pedagogik kritis layak diterapkan pada kebijakan ujian sekolah berstandar nasional (USBN) yang dikelola oleh sekolah.This research is a qualitative descriptive research using several books, journals, newspapers and documentation related to its discussion or can be referred to as Library Research, the importance of this research is to know the relevance of Paulo Freire's thought construction related to the policy of independent learning and its relevance to Islamic education, as well as to increase knowledge for the practitioners. As for the results of this study, there are three relevances to Islamic education, namely, first, its education is free in accordance with the policy of abolition of national exams (UN). Second, education is dialogic-critical, suitable for simplifying the policies of the RPP and the zoning system. Third, critical pedagogical education deserves to be applied to the national standard school examination policy (USBN) administered by the school.
Co-Authors Dwi Ratnasari Khoirul Amin