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Konsep Akhlak Menurut Pemikiran Imam Al-Ghazali dan Buya Hamka (Suatu Perbandingan dengan melalui Pendekatan Filosofis) Dayantri, Misra Nova; Sapri, Sapri
TSAQOFAH Vol 4 No 2 (2024): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v4i2.2455

The phenomenon of moral decline has been going on for a long time. There are various strategies and efforts made by various groups to modify current conditions. Many efforts have been made to improve the quality of education by changing the curriculum. However, of the many curriculum changes that have been made, until now the benefits have not been felt significantly. Islam has a deep understanding of education. Before starting the learning process, a student or student needs to have or learn good manners first. This has been done by Islamic scientists for a long time. The aim is none other than so that the people produced from an educational institution are people with good morals. Therefore, in this research, the researcher will discuss the concept of morals according to the thoughts of a Muslim scholar who is famous for his moral theory. Therefore, the researcher hopes that this research will be able to help in finding solutions to the current moral situation. This research uses a library research methodology with a qualitative research type, namely using a data and reading approach based on library research. Imam Al-Ghazali and Buya Hamka have similarities in their thoughts about the nature of morals, namely that they both prioritize good morals with an emphasis on human efforts to achieve moral perfection consisting of four types, namely hikmah, syajaah, 'iffah and 'adl. The difference in the moral thinking of these two figures can be seen from the background of their thinking. Imam Al-Ghazali's thoughts about morals are the result of the emergence of human life, at that time worldly life came first while life in the afterlife came second. Meanwhile, Buya Hamka's thoughts live in modern times, which coincides with the period of colonialism and Indonesian independence.

Wahdatul Ulum Concept in Forming 21st Century Leaders Siregar, Muhammad Irfansyah; Nasution, Ummi Nadrah; Dayantri, Misra Nova; Syahputra, Tri Abdi; Dahlan, Zaini
TARBAWI : Jurnal Pendidikan Agama Islam Vol 10, No 01 (2025): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jtw.v10i01.15266

Keharmonisan antara ilmu pengetahuan (ulum) dan spiritualitas merupakan esensi dari konsep Wahdatul Ulum dalam membentuk pemimpin abad ke-21. Wahdatul Ulum menggabungkan pengetahuan rasional dengan pemahaman spiritual, menciptakan pemimpin yang berkualitas dan berintegritas. Pemimpin yang terbentuk dari konsep ini memiliki pemahaman mendalam tentang ilmu pengetahuan modern serta kesadaran akan nilai-nilai spiritual dalam mengambil keputusan. Mereka memanfaatkan pengetahuan untuk kebaikan umat manusia secara keseluruhan, memimpin dengan bijaksana, adil, dan empati. Pemimpin yang diangkat pada konsep Wahdatul Ulum mampu mengatasi tantangan kompleks abad ke-21 dengan solusi yang holistik dan berkelanjutan, menciptakan masyarakat yang sejahtera dan beradab. Melalui sudut pandang literatur dan studi kasus, jurnal ini menggambarkan bagaimana Wahdatul Ulum dapat menghasilkan pemimpin yang visioner, berintegritas, dan berempati, yang mampu menghadapi tantangan kompleks era modern dengan solusi yang holistik dan berkelanjutan. Analisis dalam jurnal ini memberikan pemahaman yang mendalam tentang bagaimana konsep Wahdatul Ulum dapat menjadi landasan bagi terbentuknya pemimpin yang berdaya saing, beretika, dan berdampak positif dalam memimpin masyarakat abad ke-21.Kata Kunci: Konsep, Wahdatul Ulum, dan Kepemimpinan

Wahdatul Ulum Concept in Forming 21st Century Leaders Siregar, Muhammad Irfansyah; Nasution, Ummi Nadrah; Dayantri, Misra Nova; Syahputra, Tri Abdi; Dahlan, Zaini
TARBAWI : Jurnal Pendidikan Agama Islam Vol. 10 No. 01 (2025): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jtw.v10i01.15266

Keharmonisan antara ilmu pengetahuan (ulum) dan spiritualitas merupakan esensi dari konsep Wahdatul Ulum dalam membentuk pemimpin abad ke-21. Wahdatul Ulum menggabungkan pengetahuan rasional dengan pemahaman spiritual, menciptakan pemimpin yang berkualitas dan berintegritas. Pemimpin yang terbentuk dari konsep ini memiliki pemahaman mendalam tentang ilmu pengetahuan modern serta kesadaran akan nilai-nilai spiritual dalam mengambil keputusan. Mereka memanfaatkan pengetahuan untuk kebaikan umat manusia secara keseluruhan, memimpin dengan bijaksana, adil, dan empati. Pemimpin yang diangkat pada konsep Wahdatul Ulum mampu mengatasi tantangan kompleks abad ke-21 dengan solusi yang holistik dan berkelanjutan, menciptakan masyarakat yang sejahtera dan beradab. Melalui sudut pandang literatur dan studi kasus, jurnal ini menggambarkan bagaimana Wahdatul Ulum dapat menghasilkan pemimpin yang visioner, berintegritas, dan berempati, yang mampu menghadapi tantangan kompleks era modern dengan solusi yang holistik dan berkelanjutan. Analisis dalam jurnal ini memberikan pemahaman yang mendalam tentang bagaimana konsep Wahdatul Ulum dapat menjadi landasan bagi terbentuknya pemimpin yang berdaya saing, beretika, dan berdampak positif dalam memimpin masyarakat abad ke-21.Kata Kunci: Konsep, Wahdatul Ulum, dan Kepemimpinan

KONSEP METODOLOGI PENDIDIKAN ISLAM KLASIK DAN RELEVANSINYA DENGAN MASA MODERN Utari, Anggie Sri; Dayantri, Misra Nova; Yulia, Fatma
Reflektika Vol 19, No 1 (2024)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v19i1.1719

Classical Islamic education is an educational concept that is deeply rooted in the history of the development of education in the Islamic world, emerging during the golden age of Islamic civilisation with the development of madrasahs and Islamic universities. This educational methodology is based on Islamic religious principles and the teaching of the Quran, using traditional approaches in the learning process. In this challenging modern era, understanding the relevance of classical Islamic education methodology is very important. During the Abbasid Dynasty, teaching methods were categorised into three types: oral, memorised, and written. Oral methods included dictation (direct writing from the teacher), lecture, qira'ah (reading), and discussion. The imla' (writing) method was used at various levels of classical Islamic education. During the time of the Prophet, the methods used included the al-asma' method or lectures. The values of classical Islamic education emphasise the awareness of the individual as a servant of God and a member of society with social responsibilities as well as the ability to manage and utilise God's natural creation.The relevance of classical Islamic methodology to the demands of modern times is increasingly important. The relevance of classical Islamic methodology to the demands of modern times is becoming increasingly important. With the digital revolution and the wide penetration of information technology, Islamic education must be able to utilise these technological tools to increase the effectiveness and accessibility of learning.

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