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Pemikiran Harun Nasution (Religius-Rasional) Tentang Pendidikan Islam Fuji Awaliah; Maragustam Siregar
Risalah, Jurnal Pendidikan dan Studi Islam Vol. 9 No. 4 (2023)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v9i4.613

Pendidikan Islam adalah sebuah bidang penting dalam pembentukan individu Muslim yang beradab dan berkualitas. Salah satu tokoh pemikir yang memberikan kontribusi signifikan dalam bidang ini adalah Harun Nasution. Pemikiran Harun Nasution mengenai pendidikan Islam menunjukkan pendekatan yang seimbang antara aspek religius dan rasional. penelitian ini menggunakan jenis penelitian (literature rivew) dengan menggunakan analisis deskriptif yang bertujuan menggambarkan secara sistematis dan faktual tentang fakta yang ditemukan, kemudian diolah dan dianalisis sesuai prosedur yang ada. Sumber data primer yang diperoleh dalam penelitian ini berasal dari buku mengenai pemikiran-pemikiran harun nasution dan buku Harun nasution ditinjau dari berbagai aspek. Hasil dari penelitian yaitu Harun Nasution telah melakukan pengembangan berbagai program dengan tujuan mencapai hal tersebut secara keseluruhan. Salah satunya yakni melalui perubahan dalam sistem pendidikan dan pengajaran. Pada awalnya, fokus utama sistem tersebut yakni pada proses hapalan, tetapi sekarang telah digantikan oleh sistem diskusi dan seminar yang mendorong adanya dialog. Tujuan dari perubahan ini yakni untuk membangkitkan sikap kritis dan terbuka terhadap berbagai pemikiran dan pendapat orang lain. Dengan demikian, kebebasan berpikir dan menyatakan pendapat bagi mahasiswa tetap berlaku hingga saat ini.

Perspektif Pendidikan Al-Zarnuji dan Relevansinya dengan Kurikulum Merdeka Belajar Heri Dermawan; Maragustam Siregar
Al-Qiyadi Jurnal Manajmen Pendidikan Islam Vol. 2 No. 1 (2024): Juni 2024
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/al-qiyadi.v2i1.130

Education is oriented toward science, skills, and values. This study aims to present the Al-Zarnuji education perspective and its relevance to the independent curriculum of learning. The method of research used is the method of library study which is to find and analyze various sources related to dialogues, journals, and texts related to speech. The primary data source of this research is the Ta’lim Muta’alim book by Imam AL-Zarnuji. The secondary data is the relevant kemendikbud curriculum document. It was found that the educational thinking of Imam Al-Zarnuji with an independent curriculum is an educational perspective that explains curricula, educational purposes, educators, pupils, and methods of learning according to Imam Al-Zarnuji relevance with the curriculums of independent learning applied today.

The Influence and Contribution of KH. Imam Zarkasyi in Islamic Educational Thought Burhan Ibnu Hazin; Maragustam Siregar
Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia Vol. 2 No. 1 (2025): International Journal of Islamic Religious Studies and Sharia
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/harmonyphilosophy.v2i1.70

This paper explores the educational philosophy of KH. Imam Zarkasyi, the founder of Pondok Modern Darussalam Gontor, and his significant contributions to modernizing Islamic education in Indonesia. Imam Zarkasyi's approach redefined the traditional pesantren model by integrating religious and secular education to prepare students for the challenges of the modern world. His educational philosophy emphasized a balance between moral, intellectual, and spiritual development, with the goal of producing independent, ethical, and globally aware graduates. This study examines the background and biography of Imam Zarkasyi, the core educational values he implemented at Gontor, and his lasting impact on contemporary Islamic education in Indonesia. Through a qualitative literature review of primary and secondary sources, this research identifies Gontor’s education system as a model of Islamic education that fosters both character and knowledge, contributing to the broader reform of pesantren education in Indonesia.

Pendidikan Karakter Islam Prespektif Pemikiran Ahmad Amin dan Relevansinya di Era Modern Muhammad Habib Zainul Huda; Maragustam Siregar
Moral : Jurnal kajian Pendidikan Islam Vol. 2 No. 3 (2025): September : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v2i3.1240

Character education is a fundamental aspect in the effort to shape individuals with morals, ethics, and responsibility amidst the currents of globalization and modernization. The phenomenon of moral crisis, ethical degradation, and dehumanization emphasizes the urgency of character education that is not only oriented towards intellectual intelligence, but also emphasizes spiritual and social values. In this context, the thoughts of Ahmad Amin, a modern Islamic thinker, are relevant to be re-examined. Ahmad Amin emphasized the importance of Islamic values as a foundation for ethics and morality that are both universal and contextual, thus able to address the needs of modern humans who are facing complex challenges in various aspects of life. This study uses a library research method with a qualitative approach. The main data sources are Ahmad Amin's works related to the concept of morals and education, supplemented by supporting literature discussing character education and its relevance in today's development. The analysis was conducted descriptively and analytically to examine Ahmad Amin's ideas and relate them to the needs of modern society. The results of the study indicate that Ahmad Amin's thoughts on character education are rooted in Islamic moral principles that emphasize the balance between spiritual, intellectual, and social aspects. Values such as honesty, responsibility, discipline, and social awareness are at the heart of healthy character development. This thinking is relevant to the needs of the modern era, marked by a moral crisis, and therefore can serve as an alternative paradigm for character education that adapts to current developments while remaining grounded in Islamic values. Therefore, it can be concluded that Ahmad Amin's thinking is not only of historical value but also makes a significant contribution to developing character education based on Islamic values, capable of maintaining spiritual orientation while addressing the challenges of modernity.

Relevance Method Habit in Muhammad Quthb's Education : Building Generation Gold in Society 5.0 Machmud Yunus; Maragustam Siregar
al-Afkar, Journal For Islamic Studies Vol. 8 No. 4 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i4.1841

Study This will explain about draft habituation in Islamic Education according to Muhammad Qutb . According to Muhammad Quthub habits , or al- tarbiyah bi al-'Adah , is considered as one of the a very important and needed approach . Method this is very effective in the educational process , both in Islamic Education and in system education others . Muhammad Quthb is one of the Islamic thinkers ( Islamic Mufakkir ) who emphasize that method role model is very important and successful in Islamic education . Therefore that , his thoughts must discussed more continue , especially outside room scope study This . Muhammad Qutb's Thoughts about method habits ( Uslûb Al-'Adah . Research this , using method study descriptive analysis , researcher collect data from a number of source scientific in the form of journal reputable , books , magazines furthermore researcher analyze with critical served in Good Writing framework think according to Muhammad Quth . The concept Muhammad Quthb's foundation about Islamic Education is balance between spirit , body and mind For reach Human kamil . Three unity That will achieved with get used to cognitive and psychomotor so that produce affective or morals noble students . In the era of technology , education applied character through digital with acceleration of time, then technology placed as means in make it easier to obtain knowledge knowledge . Teachers and students also get used to changes of the times with use digital learning in class . Because the Islamic Education curriculum is adaptive to current development .

Pemikiran KH. A. Wahid Hasyim (Religius -Rasional) Tentang Pendidikan Islam dan Relevansinya dengan Pendidikan Islam Kontemporer Nursaima Putri Siregar; Maragustam Siregar
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 10 (2024): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i10.3214

Among the many thinkers and observers of Islamic education, Wahid Hasyim's name is still rare and has received less attention about his ideas regarding the problems of contemporary Islamic education. In addition to his thoughts and struggles related to the State, the figure of Wahid Hasyim also thinks a lot about the strategy and progress of Islamic education in facing various challenges and demands of the community on the needs of the world of education. Islamic education has always been an interesting study not only because it has its own characteristics, but also because it is rich in concepts that are no less quality than modern education. Many figures have made innovations in the world of education, one of which is Wahid Hasyim's thought in advancing Islamic education. This research uses the literature method (liberary reseach) The results of this study are the educational concepts of K.H. Abdul Wahid Hasyim, namely, 1) Religion, 2) Development of students' potential, 3) Social, and 4) National spirit. Those are the 4 pillars of the concept of Islamic education contributed by K.H. Abdul Wahid Hasyim in the Islamic education system.

Pendidikan Karakter Dalam Tafsir Nusantara: Studi Tematik Kitab Tafsir Al-Azhar Karya Hamka Mukhlasin, Ahmad; Maragustam Siregar
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.8993

This paper investigates the values of character education embedded in Tafsir al-Azhar by Haji Abdul Malik Karim Amrullah (Hamka), an influential work representing the tradition of Nusantara exegesis (tafsir Nusantara). The research aims to identify and analyze the relevance of character values that Hamka contextualized within the Indonesian socio-cultural environment. The study utilizes the maudhu‘i (thematic) approach to Qur'anic exegesis, focusing on verses pertaining to the formation of human character. This methodology allows for a comprehensive exploration of universal moral values interpreted by Hamka. The findings indicate that Hamka places strong emphasis on the necessity of several core values as the foundation for the character of a virtuous and faithful individual. These crucial values include honesty (kejujuran), trustworthiness (amanah), responsibility, tolerance, and patriotism/love for the homeland. Hamka’s interpretation consistently links these spiritual and moral values with the local Indonesian context, reflecting the text's adabi ijtima‘i (socio-literary) characteristic. Furthermore, the study highlights that Hamka advocates for an integrated education system that rejects a purely cognitive focus, instead emphasizing the essential balance between intellect and spirituality to produce morally sound individuals. The educational concepts proposed by Hamka are highly relevant to the contemporary needs of Islamic education, particularly in addressing the pervasive challenges of moral globalization and value disorientation in the modern era. His perspective aligns well with modern educational paradigms, including the principles of the Profile of Pancasila Students (Profil Pelajar Pancasila) in Indonesia, which seek to integrate faith, knowledge, and noble character. Thus, Hamka’s Tafsir al-Azhar serves as a vital moral guide and a robust framework for developing a moderate, humanist, and nationally conscious Islamic character education system in modern Indonesia

Pendidikan Karakter Dalam Tafsir Nusantara: Studi Tematik Kitab Tafsir Al-Azhar Karya Hamka Mukhlasin, Ahmad; Maragustam Siregar
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.8993

This paper investigates the values of character education embedded in Tafsir al-Azhar by Haji Abdul Malik Karim Amrullah (Hamka), an influential work representing the tradition of Nusantara exegesis (tafsir Nusantara). The research aims to identify and analyze the relevance of character values that Hamka contextualized within the Indonesian socio-cultural environment. The study utilizes the maudhu‘i (thematic) approach to Qur'anic exegesis, focusing on verses pertaining to the formation of human character. This methodology allows for a comprehensive exploration of universal moral values interpreted by Hamka. The findings indicate that Hamka places strong emphasis on the necessity of several core values as the foundation for the character of a virtuous and faithful individual. These crucial values include honesty (kejujuran), trustworthiness (amanah), responsibility, tolerance, and patriotism/love for the homeland. Hamka’s interpretation consistently links these spiritual and moral values with the local Indonesian context, reflecting the text's adabi ijtima‘i (socio-literary) characteristic. Furthermore, the study highlights that Hamka advocates for an integrated education system that rejects a purely cognitive focus, instead emphasizing the essential balance between intellect and spirituality to produce morally sound individuals. The educational concepts proposed by Hamka are highly relevant to the contemporary needs of Islamic education, particularly in addressing the pervasive challenges of moral globalization and value disorientation in the modern era. His perspective aligns well with modern educational paradigms, including the principles of the Profile of Pancasila Students (Profil Pelajar Pancasila) in Indonesia, which seek to integrate faith, knowledge, and noble character. Thus, Hamka’s Tafsir al-Azhar serves as a vital moral guide and a robust framework for developing a moderate, humanist, and nationally conscious Islamic character education system in modern Indonesia

Relevansi Pemikiran Pendidikan Al-Farabi (872-950) Terhadap Pengembangan Sistem Pendidikan Islam Pada Era Kontemporer Uci Rahmadini; Maragustam Siregar
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/cjhg0r40

This research focuses on the study of Al-Farabi's educational thought and its relevance in the context of contemporary Islamic education. Using qualitative methods through a literature study approach, this research places Al-Farabi's monumental work, Iḥṣā’ al-‘Ulūm, as the primary source of analysis. Al-Farabi's thought is comprehensively examined through three main aspects: his intellectual background, the construction of the educational framework he offered, and the significance of his ideas for the development of Islamic education in the modern era. As a great philosopher dubbed the second teacher after Aristotle, Al-Farabi succeeded in synthesizing the Greek philosophical tradition with Islamic intellectual and spiritual values. He formulated a hierarchical and systematic educational curriculum system, starting with mastery of language as a tool of thought, continuing with logic, mathematics, natural sciences, metaphysics, and civil sciences such as politics, jurisprudence, and theology. The results of this study demonstrate Al-Farabi's view that education must develop gradually towards intellectual and moral perfection. According to Al-Farabi, the ultimate goal of education is to achieve true happiness (sa'ādah), a state of human perfection realized through the harmony of reason, morality, and action. This concept has strong relevance to contemporary Islamic education, particularly in the effort to shape the perfect human being (insān kāmil), balancing rationality and spirituality, and responding to global challenges through mastery of science and technology based on ethics. Thus, Al-Farabi's educational philosophy makes a significant contribution to strengthening the paradigm and practice of modern, holistic, values-oriented Islamic education. Abstrak Penelitian ini berfokus pada kajian pemikiran pendidikan Al-Farabi serta relevansinya dalam konteks pendidikan Islam kontemporer. Dengan menggunakan metode kualitatif melalui pendekatan studi pustaka, penelitian ini menempatkan karya monumental Al-Farabi, Iḥṣā’ al-‘Ulūm, sebagai sumber utama analisis. Pemikiran Al-Farabi dikaji secara komprehensif melalui tiga aspek utama, yaitu latar belakang intelektualnya, konstruksi kerangka pendidikan yang ia tawarkan, serta signifikansi gagasannya bagi pengembangan pendidikan Islam di era modern. Sebagai seorang filsuf besar yang dijuluki guru kedua setelah Aristoteles, Al-Farabi berhasil mensintesiskan tradisi filsafat Yunani dengan nilai-nilai intelektual dan spiritual Islam. Ia merumuskan sistem kurikulum pendidikan yang bersifat hierarkis dan sistematis, dimulai dari penguasaan bahasa sebagai alat berpikir, dilanjutkan dengan logika, matematika, ilmu-ilmu alam, metafisika, hingga ilmu-ilmu sipil seperti politik, fikih, dan teologi. Hasil penelitian ini menunjukkan pandangan Al-Farabi bahwa pendidikan harus berkembang secara bertahap menuju kesempurnaan intelektual dan moral. Menurut Al-Farabi, tujuan akhir pendidikan adalah mencapai kebahagiaan sejati (sa‘ādah), yaitu kondisi kesempurnaan manusia yang terwujud melalui harmonisasi antara akal, akhlak, dan tindakan. Konsep ini memiliki relevansi yang kuat dengan pendidikan Islam kontemporer, khususnya dalam upaya membentuk manusia paripurna (insān kāmil), menyeimbangkan rasionalitas dan spiritualitas, serta merespons tantangan global melalui penguasaan sains dan teknologi yang berlandaskan etika. Dengan demikian, filsafat pendidikan Al-Farabi memberikan kontribusi penting bagi penguatan paradigma dan praksis pendidikan Islam modern yang holistik dan berorientasi pada nilai.

Pemikiran Rasyid Ridha dalam Tafsir al-Manār QS. Al-Baqarah 31 dan Relevansinya terhadap Pendidikan Islam Kontemporer Dewi Setia Rahayu; Maragustam Siregar
Jurnal Harmoni Pendidikan Vol. 1 No. 2 (2025): Jurnal Harmoni Pendidikan
Publisher : Atha Publishing Globalindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/jhp.v1i2.91

Penelitian ini dilatarbelakangi modernisasi pendidikan Islam dalam mengahadapi peradaban umat Islam kontemporer. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kepustakaan (library research). Sumber data primer adalah Tafsir al-Manār karya Muhammad Rasyid Ridha, sedangkan sumber sekunder berasal dari literatur terkait pemikiran modernisme Islam dan pendidikan Islam. Analisis data dilakukan melalui analisis isi (content analysis) dengan pendekatan deskriptif-analitis dan filosofis. Hasil penelitian menunjukkan bahwa pemikiran pendidikan Rasyid Ridha bercorak religius–rasional modernis. Berdasarkan QS. Al-Baqarah ayat 31, Rasyid Ridha mrngungkapkan pendidikan Islam dipahami sebagai proses pengembangan akal untuk memahami realitas secara bermakna serta bertujuan membentuk manusia khalifah yang aktif, berdaya saing, dan bertanggung jawab. Kurikulum pendidikan Islam menurut Ridha harus bersifat integratif, menggabungkan ilmu agama dan ilmu pengetahuan modern, serta menolak fatalisme dan praktik keagamaan yang melemahkan daya ikhtiar. Temuan penelitian ini menegaskan bahwa pemikiran Rasyid Ridha memiliki relevansi kuat dengan pendidikan Islam kontemporer, terutama dalam penguatan rasionalitas, integrasi IMTAQ dan IPTEK, serta modernisasi pendidikan Islam tanpa kehilangan identitas keislaman.

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