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All Journal Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Ade Zelda Savitri Siregar
Unknown Affiliation
Religion Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Permasalahan Dalam Hak Pilih Dan Memilih Ade Zelda Savitri Siregar; Emilia Susanti; Meylani Eka Putri; Saidatul Khoiriah; Widi Anggraini
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 3 (2024): Juni : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v2i3.983

Abstract

This publication addresses topics related to electoral processes and suffrage. Its objectives include elucidating the principles of voting and suffrage, discussing challenges associated with voting rights during elections, and examining citizens' passive voting rights. The journal employs library research methodologies, involving the collection and analysis of materials from various literature sources.
Dari Al-Ghazali ke Ibnu Khaldun: Dialektika Konservatisme, Rasionalisme, dan Pragmstisme dalam Filsafat Pendidikan Islam Basori Basori; Izzatul’Aisy Izzatul’Aisy; Ade Zelda Savitri Siregar; Daimatussalimah Daimatussalimah
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Vol. 2 No. 2 (2025): Juni : Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hidayah.v2i2.882

Abstract

This article explores the dynamics of Islamic educational thought through the perspective of three influential figures: Al-Ghazali, Ikhwan al-Shafa, and Ibn Khaldun. Al-Ghazali, representing the conservative school, emphasizes education as a process of character building and drawing closer to Allah. Ikhwan al-Shafa, with their rational-religious school, emphasizes the importance of logic, observation, and dialectics in acquiring knowledge. Ibn Khaldun, as a representative of the pragmatic school, emphasizes education that is oriented towards social contribution and based on reality. This article analyzes the fundamental differences and contemporary relevance of these three schools, showing that an ideal Islamic education is one that can unite the three schools within the framework of an adaptive and responsive curriculum.
Co-Authors Basori Basori Daimatussalimah Daimatussalimah Emilia Susanti Izzatul’Aisy Izzatul’Aisy Meylani Eka Putri Saidatul Khoiriah Widi Anggraini