Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

TSAQAFAH

tsaqafah
Website

Published by Universitas Darussalam Gontor

ISSN : 14110334 EISSN : 24600008 DOI : -

Core Subject : Economy, Education, Social,

Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

TSAQAFAH (pISSN: 1411-0334 | eISSN: 2460-0008) is journal of Islamic civilization published by University of Darussalam Gontor. It is semiannual journal published in May and November for the developing the scientific ethos. Editors accept scientific articles and result of research in accordance with its nature as a journal of Islamic Civilization, such as: Islamic Philosophy, Islam and Contemporary Issues, Religious Studies, Islamic Science, Islamic Economics, Islamic education, Qur’anic Studies, Islamic Law, and Islamic Ethics

Arjuna Subject : -

Articles 10 Documents

Search results for , issue "Vol 11, No 2 (2015): Islamic Education" : 10 Documents clear

Pesantren dan Islam Puritan: Pelembagaan Tajdid Keagamaan di Lembaga Pendidikan Islam M. Arfan Mu’ammar
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

In the 18th century, the leaders of Muslim reformers focused their movement to break the internal rigidity in the form of tauh}îd purification against the dominance of schools and heretical eradication which commonly called the religious purification (tajdîd al-fikr al-Islâmî). Therefore, at the end of the 19th century popping figures reformer (mujadid) which called on Muslims to take modern civilization that support progress in the sense of rationalization and technical. At that time also, a wave of renewal of thought emerged in Indonesia as echoed by Ahmad Dahlan, Sheikh Ahmad Soorkati, KH. Zamzam, etc. Movement purification of Islam in Indonesia is implemented with the establishment of educational institutions such as pesantren and formal schools, as the form and attempt to inherit and maintain ideological purists like Pondok Modern Muhammadiyah Paciran, Lamongan; Pesantren al-Ishlah Sendangagung, Paciran Lamongan; Pesantren al-Islam Tenggulun, Lamongan Solokuro; Pesantren Maskumambang, Dukun Gresik; and Pesantren Persis in Pasuruan Bangil. These five pesantrens have been selected as the research because that had been considered to represent the ideological purists in Indonesia and some organizations and institutions that embrace the puritan ideology. This paper will discuss the topic of pesantren and Puritan Islamic from the standpoint of its history and dynamics, relation with tajdîd, and renewal of existing typologies in boarding schools, as well as how tajdîd be implemented in boarding institutions.

Filsafat Pendidikan Islam: Konstruksi Tipologis dalam Pengembangan Kurikulum Moch Tolchah
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Islamic education philosophy is essentially a concept to think about education based on Islamic teachings. Islamic education philosophy speaking about nature of Muslim’s ability to be fostered, developed, and be guided into human being whose entire personality imbued with Islamic teachings, cause the complexity of educational problems and so complicated to interpret philosophy, so it needs a simplification. Typology in all aspects of thinking has implications for the “simplification” to a variety of complex issues. A discourse should evolve and expand to be understood in simple after typology. It was certainly no exception to typology philosophical discourse of Islamic education in Indonesia. Curriculum development at this time cannot be separated from the basic ideas are developed from educational philosophy, such as Essentialism, Perennialism, Progressivism, Existentialism, Reconstructionism, and others. This article tries to make typology of philosophical discourse towards the development of Islamic education in Indonesia through literature and its implications for curriculum development in Indonesia. So that the educational philosophy which developed in Indonesia can be seen in their entirety and as simple as possible. Thus, the simplification of the complex things can be realized. On the other side, apprehensive about the release of the current curriculum with a philosophical foundation at least be minimized.

Filsafat Pendidikan dan Hidden Curriculum dalam Perspektif KH. Imam Zarkasyi (1910-1985) Abdurrahim Yapono
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

KH. Imam Zarkasyi (1910-1985) of Gontor Ponorogo East Java along with his two other brothers called Trimurti (the three founders of Pondok Modern Gontor), both KH. Ahmad Sahal (1901-1977) and KH. Zainuddin Fannani (1905- 1967) were the most dedicated figures on the modern Indonesian Islamic boarding schools education system. Kiai Zarkasyi was not only well known in Indonesia but even in the Muslim world. This article attempts to gain a deeper understanding about Zarkasyi’s educational philosophy and his hidden curriculum; and how the patterns of its implementation in the educational system processes thus provides a significant influence on his discipliners, with a qualitative approach in the form of naturalistic phenomenology through literature study and empirical experience as a means of checking the validity of confirmatory data. The findings revealed that all educational activities in Pondok Modern Gontor has governed by a soul by design which maintained formal curriculum (intra-curricular and extra-curricular) called written curriculum. On the top of all, the study discoveres the patterns of hidden curriculum applicable as the affect of edicational process under the formal curriculum. It took place in many models such as learning by instruction, learning by doing, and so on. Here, in fact, there is the strength and success of education in dormitories, such as in Pondok Modern Gontor which has a significant direct effect on the students, who in turn has an effect on the nation character building and the religion.

Suhbah: Relasi Mursyid dan Murid dalam Pendidikan Spiritual Tarekat Moh. Isom Mudin
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Tarîqah (Indo: Tarekat) is generally a specific method adopted by sâlik by passing the maqâmat and ahwâl; feel the spiritual condition. The special meaning is a gathering of Sufis with various regulations and activities of spiritual education in it. The Sufi orders suspected to appear in the third century of Hijrah and reached its forms in the fifth century of Hijrah. As part of the models of Sufism, the purpose of the congregation is essentially the same as tasawwuf general purpose of achieving the degree of ihsan. To achieve this degree, a salik should take spiritual education in the form mujâhadah and intensely riyâdah. The Interactions of people involved in it arranged in suhbah principles. Murshid and murid as two driving element tarîqah, they have this special relationship. Mursyid existence in following tasawuf is a necessity, it’s position as a doctor and supervising the students passed the ocean toward haqîqah and tahaqquq level. While the Interaction processes begins with the competency owned mursyid. This requirement is to ensure that the educational process will be done completely by the rules. The inauguration of the relationship between murshid and students marked the initiation in the form of spiritual bai‘ah, wear khirqah as identity born of a sâlik. These processes on is based on main references; al-Qur'an, al Hadits, and the ulama who have authority. These rules are able to make the teachings of sufism institute tested throughout the ages. Thus achieving the main goals of spiritual education in the form of the station of ihsân is a necessity.

Melacak Peranan Tujuan Pendidikan dalam Perspektif Islam Asmal May
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Education is an activity supposed to improve entire aspects of human personality that lasts a lifetime, so its process is not only formal but also informal. It may be going inside or outside the class. Education, in other side is a development of human potentials process which is easily influenced by environment and habits whereas students live and thrive. As well as Islamic education, which has its own characteristics compared with another concepts of education is a kind of manifestation from Muslim aim to conserve, transform, and internalize Islamic value to the future generation in Islam community, so that culture-religious aspired could be able to function and improve in the community all the time as well. The goal of Islamic education in general is centered to the efforts to establish “Insân Kâmil” (Perfect Human) with several indicator as follows: become servant of Allah, become khalifah, become mercy (rah}mah) to the universe, become uswah h}asanah, and for welfare as well. This general goal is absolute, unchanged, and generally accepted, due to its association with concept of Islam inheriting absolute and universal truth. This paper will discuss the sources and main goal of Islamic education with another specific and temporary goal besides it, and also discuss about the characteristics of Islamic education.

Antara Tradisionalisme dan Kemodernan: Pembelajaran Bahasa Arab Madrasah Minoritas Muslim Papua Barat Ismail Suardi Wekke
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Arabic language education is the compulsory subject of madrasah. Therefore, it shows there are many innovations to create joyful learning in fulfill students’ language competency. This article addresses the dynamic of Arabic teaching and learning in madrasah of Muslim minority environment. With its unique condition, it stimulates efforts to accelerate learning process in bridging the needs of community and class understanding. This article shows that there are three types Arabic language learning. Firstly, the classes were implemented curriculum model which formulated from government policy. Indeed, there are many determinations to enrich learning material to lengthen students’ competency. Secondly, the learning applied learning material that constructed through teacher experiences during pre-class observation. Furthermore, they accelerate the current condition through reading and grammar extension outside classroom. Finally, the combination between formal curriculum and textbook enlarge learning opportunity. These three types of experiences constructed due to institutional condition and objectives formulation. The Arabic teaching and learning is a pillar to support other subjects. Moreover, through the acceleration of subjects, Arabic is a foundation to maintain the acquisition of learning material. This article concludes that minority Muslim environment extend opportunities to learn Arabic. On the other hand, teachers and books constraint is not the main difficult. They solve those challenges through collaboration and innovation inter-institution.

Modern Pondok Pesantren: Maintaining Tradition in Modern System Hamid Fahmy Zarkasyi
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Pondok pesantren is a renown Islamic education system that generally categorized as traditional system. However, there were tendencies of certain pondok pesantren that developed their system from traditional into modern system of education. Here, it may be classified that pondok pesantren have two systems of education: traditional and modern. Traditional pesantren, tend to implement the curriculum based on certain classical books called kitab kuning while maintaining unique traditional method of instruction such as sorogan, bandongan, halaqah, and mudhakarah. In the other hand, modern pesantren have their the curriculum modified in order to be fitted with school curriculum emphasizing the subject of Islamic studies and employing full modern method of instruction. It is attractively to known then, that it there were tendencies of certain pondok pesantren that developed their system from traditional into modern system of education. By this development a new model of pondok pesantren emerged that characteristically can be identified as an Islamic education system using modern system Curriculum, applying modern system and methodology of instruction and employing modern institutional system, yet it maintain traditional value system for their daily life in the campus. The writer found in this research that modern system of pesantren initiated with Wahid Hasyim and Jamiah Khair, then ultimately on the hand of Imam Zarkasyi. This paper will try to elaborate history of pesantren in Indonesia, improved later several aspects of modernization of pesantren system.

Revitalisasi Spiritualitas Ekologi Perspektif Pendidikan Islam Eko Asmanto
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Amid the growing coalescence between the religion and ecology movement, religion and science, spirituality and ecology, the voice of Muslim thinking that care for the earth and its people is rising. While the Islamic position on the environment is not well-represented in the eco-theology discourse, it advances an environmental imaginary which shows how faith can be harnessed as a movement for social change. This article will draw upon field research which synthesized the Islamic ecological spirituality (eco-spirituality) from sacred texts, traditions, and contemporary thought, and illustrated how this spirituality is enlivened in the educational landscape of Islam. Knowledge of the relationship between human beings and the natural world, of the function upon which the nature was created, and of the function right living, is essential in this educational project, and the global eco-Islamic movement toward the eco-friendly community to environment. Despite the manifestation of environmental education activities in educational establishment, which are generally patterned Islamic education today is not representative of the holistic, integrated, and comprehensive educational philosophy of Islam. As contemporary world today, such as the environmental question, act as an impetus to encourages, to develop even to build a pedagogy which endeavours to be true to the religious traditions, values, and ethics of Islam, while also displaying the transformation of Islamic faith. Of course, many of them based their life, and lifestyle decisions on the teachings of Islam, and are showing the relevance of traditional resources and greatest life challenges facing humanity today; namely “save our nature”.

Pendidikan Khusus Perempuan: Antara Kesetaraan Gender dan Islam Erma Pawitasari
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Liberalism and gender equity has influenced the society so much that the different roles between men and women are minimized. Social agreements based on traditions, cultures, and religion are deliberately violated. Women are given opportunity to enter “masculine world”, such as becoming a president or a soldier. Men are given the opportunity to enter “feminine world”, such as becoming a women hair stylist or an OBGYN (a doctor that specializes in women’s reproductive’s health). Everyone is given the freedom to choose their own gender, furthermore, to change their sex organ when they feel comfortable with their choice of gender. Special education based on human’s natural gender is envisaged as discriminative and out dated. Literature research is conducted to understand if special education based on gender is a fruitless idea, if men and women have no unique needs according to their gender differences, and what Islamic perspective is on women education. The finding is an eye-opening. This article shows that brain research reveals a distinguished anatomy and function between male’s and female’s brains. Thus, it is only natural that each gender has unique needs. Further study shows, not only that men and women entail special education to fulfill their distinct needs, divergent methods of teaching are also important to boost both male and female students’ performance.

Model Pembelajaran Agama Islam bagi Anak Tunagrahita di SDLBYPPLB Padang Sumatra Barat Aziza Meria
TSAQAFAH Vol 11, No 2 (2015): Islamic Education
Publisher : Universitas Darussalam Gontor

Intelectual disable children are categorized as under normal children and slower than others, both in social aspect or inteligency as it is called as mental disorder or intelectual disable. They are stil given by brain but they have intelectual limitation, whereas no difference in the law of taklîf. In line with this case it is the task of Islamic education to maximize their potency and humanity, phisical potency, skill, inteligency, morals, and so on, so that they can run their lively functions, as the the servant of Allah and his caliph. With regard to those explanation, it is important to develope models on the Islamic education children with intelectual disable, so that they will have knowledge, understanding, and experience on Islamic learning, though not as other student. The instruction on the Islamic religion on this type of students formally need to be developed by regarding their character and ability. The Instructional goals must be macthed their intelegency level, the method should be focused on the individual modeling approach with regard on psychology and religion. There must special ability belong to the teacher who teach at the Intelectual dissable school who came from the Islamic Education Department such as good communication skill.

Page 1 of 1 | Total Record : 10

Filter by Year

2015 2015

Filter By Issues

All Issue Vol. 21 No. 1 (2025): Tsaqafah Jurnal Peradaban Islam Vol. 20 No. 2 (2024): Tsaqafah Jurnal Peradaban Islam Vol. 20 No. 1 (2024): Tsaqafah Jurnal Peradaban Islam Vol. 19 No. 2 (2023): Tsaqafah Jurnal Peradaban Islam Vol. 19 No. 1 (2023): Tsaqafah Jurnal Peradaban Islam Vol. 18 No. 2 (2022): Tsaqafah Jurnal Peradaban Islam Vol 18, No 2 (2022) Vol. 18 No. 1 (2022): Tsaqafah Jurnal Peradaban Islam Vol 18, No 1 (2022): Tsaqafah Jurnal Peradaban Islam Vol. 17 No. 2 (2021): Tsaqafah Jurnal Peradaban Islam Vol 17, No 2 (2021): Tsaqafah Jurnal Peradaban Islam Vol. 17 No. 1 (2021): Islamic Education Vol 17, No 1 (2021): Islamic Education Vol 16, No 2 (2020): Islamic Theology Vol. 16 No. 2 (2020): Islamic Theology Vol. 16 No. 1 (2020): Islamic Economics Vol 16, No 1 (2020): Islamic Economics Vol. 15 No. 2 (2019): Islamic Civilization Vol 15, No 2 (2019): Islamic Civilization Vol 15, No 1 (2019): Da'wah and Islamic Communication Vol. 15 No. 1 (2019): Da'wah and Islamic Communication Vol 14, No 2 (2018): Islam and Spirituality Vol. 14 No. 2 (2018): Islam and Spirituality Vol 14, No 1 (2018): Contemporary Islamic Discourses Vol. 14 No. 1 (2018): Contemporary Islamic Discourses Vol. 13 No. 2 (2017): Islamic Jurisprudence Vol 13, No 2 (2017): Islamic Jurisprudence Vol 13, No 1 (2017): Islamic Political Thought Vol. 13 No. 1 (2017): Islamic Political Thought Vol 12, No 2 (2016): Qur'anic Studies Vol. 12 No. 2 (2016): Qur'anic Studies Vol. 12 No. 1 (2016): Islamic Economics Vol 12, No 1 (2016): Islamic Economics Vol. 11 No. 2 (2015): Islamic Education Vol 11, No 2 (2015): Islamic Education Vol 11, No 1 (2015): Islamic Civilization Vol. 11 No. 1 (2015): Islamic Civilization Vol 10, No 2 (2014): Religious Studies Vol. 10 No. 2 (2014): Religious Studies Vol 10, No 1 (2014): Islamic Philosophy Vol. 10 No. 1 (2014): Islamic Philosophy Vol 9, No 2 (2013): Islamic Ethics Vol. 9 No. 2 (2013): Islamic Ethics Vol. 9 No. 1 (2013): Islamic Economics Vol 9, No 1 (2013): Islamic Economics Vol 8, No 2 (2012): Islamic Jurisprudence Vol. 8 No. 2 (2012): Islamic Jurisprudence Vol. 8 No. 1 (2012): Islamic Education Vol 8, No 1 (2012): Islamic Education Vol. 7 No. 2 (2011): Islamic Theology Vol 7, No 2 (2011): Islamic Theology Vol. 7 No. 1 (2011): Qur'anic Studies Vol 7, No 1 (2011): Qur'anic Studies Vol 6, No 2 (2010) Vol. 6 No. 2 (2010) Vol. 6 No. 1 (2010) Vol 6, No 1 (2010) Vol. 5 No. 2 (2009) Vol 5, No 2 (2009) Vol. 5 No. 1 (2009) Vol 5, No 1 (2009) More Issue

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Muhammad Nugraha

Contact Email
nugraha.muhammad@gmail.com

Phone
-

Journal Mail Official
nugraha.muhammad@gmail.com

Editorial Address
-

Location
Kab. ponorogo,

Jawa timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhammad Nugraha

Contact Email nugraha.muhammad@gmail.com

Phone -

Journal Mail Official nugraha.muhammad@gmail.com

Editorial Address -

Location Kab. ponorogo, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhammad Nugraha

Contact Email
nugraha.muhammad@gmail.com

Phone
-

Journal Mail Official
nugraha.muhammad@gmail.com

Editorial Address
-

Location
Kab. ponorogo,

Jawa timur

INDONESIA