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Rayi Ambarwati
Institut Agama Islam Sunan Giri Ponorogo
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Pemikiran Ibnu Khaldun Tentang Pendidikan Dan Relevansinya Dalam Sistem Pendidikan Kontemporer Theodora Indah Jati; Rayi Ambarwati; Ratnasari Ratnasari; Tamrin Fathoni
Social Science Academic Vol. 2 No. 2 (2024)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v2i2.6091

Abstract

Ibn Khaldun, a prominent 14th-century Islamic scholar, offered groundbreaking ideas on education that continue to hold relevance in contemporary educational systems. His thoughts emerged from a broader context of Islamic scholarship, emphasizing the importance of knowledge acquisition for both individual and societal advancement. The purpose of this study is to examine Ibn Khaldun's educational philosophy and explore its relevance to modern education systems. Drawing on his magnum opus, Muqaddimah, this study delves into his concepts of the stages of learning, the role of the teacher, and the importance of experience alongside theoretical knowledge. The research employs a qualitative analysis of primary sources, with a focus on comparing traditional Islamic thought with modern educational theories. Findings suggest that Ibn Khaldun’s holistic approach to education (1)combining moral, intellectual, and practical (2)provides valuable insights for addressing current educational challenges, such as fostering critical thinking and adapting to the evolving demands of a globalized world. The study concludes that Ibn Khaldun’s educational philosophy remains highly relevant, particularly in terms of cultivating well-rounded individuals and promoting a dynamic, adaptable educational system.
Kepemimpinan Inklusif Kepala Sekolah Dalam Menjaga Kerukunan dan Moderasi Beragama di Sekolah Dannur Fuaddah; Rayi Ambarwati; Mu’rifatul Afidah; Kharisma Nila Rusiana; Theodora Indah Jati Indah Jati; Tamrin Fathoni
Social Science Academic Vol. 3 No. 1 (2025)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v2i2.6299

Abstract

The diversity of religions and cultures in Indonesia presents its own challenges in maintaining harmony in the school environment. The school principal has an important role as a leader who is able to create an inclusive and conducive atmosphere for the realization of religious harmony and moderation. This research aims to analyze the role of the principal's inclusive leadership in building harmony between religious communities and implementing the values of religious moderation in schools. The research approach used is descriptive qualitative with data collection through in-depth interviews, observation and literature study.. The research results show that school principals who implement inclusive leadership tend to be successful in creating an environment that respects differences and promotes interfaith dialogue. The policies taken, such as organizing interfaith activities and involving students in moderated discussions, are effective in instilling the values of tolerance and mutual respect. In addition, inclusive school principals are able to identify and resolve potential conflicts by prioritizing a fair and transparent approach. These findings show that inclusive leadership contributes significantly to creating a tolerant and harmonious school culture amidst diversity. This research concludes that the principal's inclusive leadership plays an important role in promoting religious moderation in schools. It is hoped that the results of this research can become a reference for school principals and education policy makers in designing strategies that support an inclusive, safe and tolerant school environment..
Co-Authors Dannur Fuaddah Kharisma Nila Rusiana Mu’rifatul Afidah Ratnasari Ratnasari Tamrin Fathoni Theodora Indah Jati Theodora Indah Jati Indah Jati