Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) World Journal of Islamic Learning and Teaching
Ismawati Saragih
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Reconstruction of Hamka's Neo-Sufism in the Contemporary Era: Synthesis of Tradition and Modernity Ismawati Saragih; Amroeni Drajat; Elly Warnisah Harahap
World Journal of Islamic Learning and Teaching Vol. 1 No. 2 (2024): June : World Journal of Islamic Learning and Teaching
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/wjilt.v1i2.49

Abstract

This research aims to examine Hamka's views on neo-Sufism and understand how he views this phenomenon from a religious, social and intellectual perspective. Hamka, as one of the Islamic reformers in Indonesia, tried to harmonize the exoteric (natali) and esoteric (batini) aspects in his teachings. He offers a concept of Sufism that prioritizes cleanliness of the heart and seeks to synergize social and spiritual elements. This research uses a qualitative research design with a content analysis method. The data analyzed includes descriptions and opinions from books written by Hamka as well as discussions of thoughts written by them and others. Through this analysis, the researcher seeks to understand the complexity of the relationship between religious traditions and the challenges of modernity in Hamka's view of neo-Sufism. The results of the research show that Hamka criticizes certain aspects of neo-Sufism which he considers to be contrary to true Islamic teachings, such as mystical practices that have no basis in the Koran and Sunnah, as well as excessive emphasis on spiritual experiences without being based on solid religious knowledge. Hamka emphasized the importance of knowledge, education and spiritual guidance in achieving a correct understanding of Islam and the practice of Sufism in accordance with Islamic values. Hamka's views on neo-Sufism also reflect his concern about the social and cultural changes of his time. He offers active, dynamic and progressive Sufism as a solution to the spiritual crisis of modern humans. Hamka emphasized the need for stronger and more dynamic involvement in society, as well as maintaining a balance between worldly life and the afterlife. This research provides insight into the complexity of the relationship between religious traditions and the challenges of modernity within the framework of Hamka's thinking, as well as the importance of maintaining the integrity of Islamic teachings in facing the dynamics of changing times. The study of Hamka's views on neo-Sufism provides an important basis for understanding the religious and intellectual dynamics in contemporary Islam.
Model Pendidikan Non-Formal Berbasis Komunitas Sanggar Bimbingan Permai untuk Pendidikan Anak Imigran Indonesia di Penang- Malaysia Ismawati Saragih; Warto Warto
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 4 No. 3 (2025): Desember : JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i3.7025

Abstract

This study is entitled Community-Based Non-Formal Education Model of PERMAI Guidance Center for Indonesian Immigrant Children in Penang, Malaysia. This center is an educational facility for Indonesian immigrant children in Malaysia who do not have official citizenship documents. This study uses a qualitative method with a case study approach. The purpose of this study is to determine the education model used by the PERMAI Guidance Center as a community-based non-formal education institution for Indonesian immigrant children in Malaysia. The theory used in this study is the concept of Community-Based Non-Formal Education (PBK). The results of the study show that the educational curriculum used by the PERMAI Guidance Center is the Equivalency Education Curriculum (Packages A, B, and C). This curriculum is a non-formal education system equivalent to formal education (Package A is equivalent to elementary school, Package B is equivalent to junior high school, and Package C is equivalent to high school) recognized by the Ministry of Education and Culture of the Republic of Indonesia. The adoption of this curriculum is the main pillar for providing legitimacy and recognition of the education received by immigrant children at the PERMAI Guidance Center. Meanwhile, the education model used reflects the theory of transnationalism. This is manifested in two key aspects, namely the preservation of identity and the curriculum of the country of origin, as well as functional needs in the host country.
Co-Authors Amroeni Drajat Elly Warnisah Harahap Warto Warto