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All Journal al-Afkar, Journal For Islamic Studies JIP: Jurnal Ilmu Pendidikan
Eti Rusmalawati
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Education Social Sciences

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Leader Analysis, Leadership, Myths, Attributes and Types of Leaders Sholekhudin; Nikka Ayu Puspa; Eti Rusmalawati; Tamsikudin; Masduki Duryat
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1308

Abstract

Leadership can be defined as behavior that has a specific purpose by influencing the activities of members and/or groups in order to achieve common goals that are designed to benefit the individual, group and organization. Leadership is the process of influencing other people both within the organization and outside the organization to take action to realize planned goals. Then there are 3 Leader Myths: DThe Birthright Myth, The For – All – Seasons Myth, The Intensity Myth. There are five attributes of leaders. Types of leaders There are 4 types of leaders.
KONSEP PENDIDIKAN HUMANIS PAULO FREIRE DALAM PERSFEKTIF PENDIDIKAN ISLAM Titi Maryati; Sihabudin, Sihabudin; Eti Rusmalawati; Fahad Achmad Sadat
JIP: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2024): Januari
Publisher : CV. Adiba Aisha Amira

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Abstract

Humanistic education teaches how learners, as humans, can critically understand the learning process based on the philosophical framework of their life's purpose as humans, as emphasized by Paulo Freire. This research aims to explore the concept of humanistic education according to Paulo Freire and how Paulo Freire's humanistic education fits into the perspective of Islamic education. Utilizing a library research methodology, this study requires a substantial amount of documents such as books, articles, journals, and other relevant materials. The data sources comprise primary data (fundamental data) and secondary data (supporting data). The method of analysis employed in this research is qualitative analysis. The findings reveal that Paulo Freire's humanistic education shares similarities with the concept of Islamic education, specifically in viewing education as a vessel to unleash the potential of learners toward liberation. Both humanistic education and Islamic education emphasize humanization and liberation as the focus of education, treating learners and educators as subjects in the teaching-learning process. However, the distinction lies in the broader scope of Islamic education due to its ability to integrate religious and general knowledge.
Co-Authors Masduki Duryat Nikka Ayu Puspa Sadat, Fahad Achmad Sholekhudin Sihabudin Sihabudin, Sihabudin Tamsikudin Titi Maryati