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All Journal Al-lubab : Jurnal Penelitian Pendidikan Dan Keagamaan Islam
Nasihuddin, Muhammad
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Religion Education Other

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PERCIKAN PEMIKIRAN PENDIDIKAN HAMKA Nasihuddin, Muhammad
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 2 No 1 (2016): Al Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v2i1.1308

Abstract

One of the figures who are aware of the importance of education with interaction in the dynamics and environmental realities are Hamka. Based on studies that have been conducted using the method of literature study note that the concept of education HAMKA has five aspects of the main components of Islamic education that educators, subject matter, methods of education, students, and educational purposes.Application components such education is teachers have a noble task. To fulfill the duties of teachers should try to imitate God's nature within the limits of humanity, Islamic educational materials based on the Koran and the hadith which includes the teachings of faith, morality, science, and charity.According to Hamka, Islamic education method must have a value flexibility based on three principles, namely wisdom, mauidzah hasanah, and Mujadalah, while pupils, students HAMKA position as being a strong, active, and creative separately developed all their potential.  Keywords: Hamka,  education, and  value
Reformulasi Gagasan Pemikiran Pendidikan KH. Ahmad Dahlan nasihuddin, muhammad
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 3 No 1 (2017): Al Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v3i1.3316

Abstract

Since thenineteenthcentury, in theJavanesesocietythere has beenanindependentdualismofeducationwhich has norelationshipbetweenoneanotherandeventendstocontradictoneanother. On theonehand Islamic educationcentered in pesantren whichonlyteachesthereligioussciencesandontheothersideemergeswestern model schoolsthat are secularand a-nationalist Ahmad Dahlan attemptedtoreformulatetheideaof ​​educationbybalancing moral, individual, andsocialeducation as well as reformulating in thetechniquesandimplementationofeducation. Through Muhammadiyah persyarikatan, he triedtointegratetheschoolsystemwiththe pesantren systembyestablishingpublicschoolsbyteachingreligioussubjectsandestablishing madrasah diniyahbyteachinggeneralscience. At thesametime KH. Ahmad Dahlan alsoestablishedthe Muhammadiyah women's wing movement, named Aisyiah withtheaimtoimprovethemoraleandpositionofwomen. Thus Ahmad Dahlan wantstoimprovethequalityofMuslims in an integral wayby not distinguishingbetweenmenandwomenbothreligiousandpublicareasbyputtingit in thesameposition.
Pembaharuan Pendidikan Islam: Dalam Pemikiran Mahmud Yunus nasihuddin, muhammad
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 3 No 2 (2017): Al Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v3i2.3327

Abstract

In the 20th century the situation of Islamic education in Indonesia in general is still traditional. The curriculum used in various Islamic educational institutions is still dichotomized between the science of religion and general science. The orientation of teaching still rests on the mastery of the material through the verbalistic all-round system of memorization. Ie able to say but do not understand the purpose, let alone practice it. In this study the authors focus on the discussion of how the concept of Islamic education by Mahmud Yunus, as a figure of formation of Islamic education. This can be seen from his thoughts in describing the purpose of education, curriculum, methods, teachers in Islamic education, in describing the goals of Islamic education, human noble and able to develop all the potential that exists within him. While in curriculum making, he implements an integrated curriculum, namely integrate science of religion and general science in Islamic educational institutions. The method of learning applied by Mahmud Yunus, not only tend to the lecture method, but he uses a variety of teaching methods and tailored to the subject matter so that the learning materials will be integrated. While the teacher expected by Mahmud Yunus is to emphasize that every teacher can live and live in the middle of the students, so communication between teachers and students can be done with affection.
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