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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education Jurnal Sistem Informasi Mahakarya (JSIM) Realita: Jurnal Penelitian dan Kebudayaan Islam
Adnan, Luthfi
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Etika Guru dalam Pandangan KH. Hasyim Asy'ari: Studi atas Adab al-‘Alim wa al-Muta‘allim di Era Disrupsi Taulabi, Imam; Adnan, Luthfi; Ubaidila, Syafik
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 22 No. 2 (2024): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v22i2.299

Abstract

The era of disruption has significantly transformed the education system, affecting its systemic, administrative, and technical aspects. These changes have altered the role of educators, challenging their centrality in the learning process as digital platforms increasingly shape educational interactions. In response to these challenges, it is essential to revisit foundational perspectives on teacher ethics to maintain the integrity of education. This study aims to analyze the ethical principles of educators as articulated by KH. Hasyim Asy'ari in Adab al-‘Alim wa al-Muta‘allim and examine their relevance in addressing the challenges of the disruptive era. The research employs a qualitative approach with a content analysis method, focusing on KH. Hasyim Asy'ari's ethical framework and its applicability in contemporary education. The findings indicate that KH. Hasyim Asy'ari emphasizes a balance between spiritual and intellectual competencies as fundamental qualities of educators. His ethical principles advocate for the continuous moral, intellectual, and professional development of teachers to ensure the sustainability of education amid rapid technological advancements. This study contributes to the field of Islamic education by providing a contextualized understanding of classical teacher ethics in the modern era. It highlights the enduring relevance of KH. Hasyim Asy'ari’s ethical framework as a foundation for shaping educators who can navigate and adapt to the evolving educational landscape while maintaining pedagogical integrity.
Etika Guru dalam Pandangan KH. Hasyim Asy'ari: Studi atas Adab al-‘Alim wa al-Muta‘allim di Era Disrupsi Taulabi, Imam; Adnan, Luthfi; Ubaidila, Syafik
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 22 No. 2 (2024): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v22i2.299

Abstract

The era of disruption has significantly transformed the education system, affecting its systemic, administrative, and technical aspects. These changes have altered the role of educators, challenging their centrality in the learning process as digital platforms increasingly shape educational interactions. In response to these challenges, it is essential to revisit foundational perspectives on teacher ethics to maintain the integrity of education. This study aims to analyze the ethical principles of educators as articulated by KH. Hasyim Asy'ari in Adab al-‘Alim wa al-Muta‘allim and examine their relevance in addressing the challenges of the disruptive era. The research employs a qualitative approach with a content analysis method, focusing on KH. Hasyim Asy'ari's ethical framework and its applicability in contemporary education. The findings indicate that KH. Hasyim Asy'ari emphasizes a balance between spiritual and intellectual competencies as fundamental qualities of educators. His ethical principles advocate for the continuous moral, intellectual, and professional development of teachers to ensure the sustainability of education amid rapid technological advancements. This study contributes to the field of Islamic education by providing a contextualized understanding of classical teacher ethics in the modern era. It highlights the enduring relevance of KH. Hasyim Asy'ari’s ethical framework as a foundation for shaping educators who can navigate and adapt to the evolving educational landscape while maintaining pedagogical integrity.
Komparasi Kurikulum Bahasa Arab di Masa Orde Baru dan Reformasi dalam Lintasan Sejarah Khusen, Rahmad; Fadlilah, Nurul; Abadi, Ma'ruf; Adnan, Luthfi; Mizan, Ahmad Nur
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8643

Abstract

This study aims to conduct an in-depth comparison of the orientation and focus of the Arabic Language Curriculum during the New Order and Reform eras, and to identify the implications of this paradigm shift. This study is a qualitative descriptive research that applies a historical study and library research approach, where data is collected through documentation and relevant curriculum literature. The gathered data is analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing stages.The results of this comparison reveal a fundamental difference in the curricular orientation between the two eras. The Arabic language curriculum during the New Order period (including the 1968, 1975, 1984, and 1994 curricula) was essentially focused on the theological-scientific aspect, or utilizing it as a receptive tool for understanding religious texts (the Qur'an and Hadith), with a primary emphasis on grammatical elements (nahwu-sharaf) through a partial approach. Conversely, the curriculum during the Reform era (covering the 2004 KBK, 2006 KTSP, 2013 K13, up to the current Independence Curriculum) reflects a sharp shift in focus to become more sociological-communicative and competency-based. The curriculum in this era demands mastery of comprehensive language skills (listening, speaking, reading, and writing) and aims functionally to meet the communication demands of the global society. This shift indicates that the Reform curriculum is more adaptive and provides greater room for the development of students' productive skills.
Co-Authors Abadi, Ma'ruf Ahmad Nur Mizan Imam Taulabi, Imam Khusen, Rahmad Nurul Fadlilah Ubaidila, Syafik