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TSAQAFAH
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
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Articles 9 Documents
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Search results for , issue "Vol. 8 No. 1 (2012): Islamic Education" : 9 Documents clear
Nomenklatur Baru Pendidikan Islam di Era Industrialisasi Masdar Hilmy
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.14

Abstract

The coming of  industrialization era  is irreversible, albeit the rejection by some. Among Muslims, industrialization  is responded differently; some welcome while some others reject uncritically the logics behind the industrialization process. Whether like ordislike, sooner or later, Muslims in the end must live by industrialization era. What the Muslims need  in  response  to  the coming of   industrialization era  is  to  formulate a workable blue-print with which Muslims feel comfortable as an epistemological foundation of the Muslim  faith.  Such a blue-print  is  expected  to be able  to cope with  the ontological, epistemological and  axiological problems  created by  existing  industrialization process.Industrialization process, in my argument, should have not deprived the existential being of   the Muslim  society. The  fact  is  that  the  industrialization projects  result  in  the dehumanizing people. A proper  industrialization must place people as the subject, not the object, of  the  entire process of  industrialization. Far  from  an ambition  to present a complete solution to the current crises faced by Muslims, the need to formulate a new blue-print of  industrialization-based Islamic education will be elaborated by this paper.
Problem Keilmuan Kontemporer dan Pengaruhnya Terhadap Dunia Pendidikan Mohammad Muslih
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.15

Abstract

This articledeparts from the assumption that education is actually a scientific activity ,in a sense related to theimplementation,development and dissemination of knowledge. However, in education, study of knowledge and it’ s relation with the educational process remains a neglected area. In the perspective of philosophy of science, contemporary issue to this is the issue of the nature of science and the growth of science. Relation to education, a growing problem then is how the consequences of building science to education. If education means the process of promoting and developing human knowledge, how should the process be done? This article asserts that the concept and praxis of education proved to havea relationship with the scientific problem. Criticism of the nature of science is certainly going to be able to  clarify the pedagogical logic of educational praxis. Theory and methodolog y of education has become a pretty interesting studyin pedagogy. While “educational paradigm” is a philosophical discussion in Philosophy of Education, Sociology and History of Education, actually there is another problem that has not been touched, namely the problem of belief, principles of life, and faith in relation to education.  This problem is referred to as the “Theology of Education, ” a field that examines the values , spirit, and religious aspects as an integral part of education.
Penciptaan Lingkungan Edukatif dalam Pembentukan Karakter: Studi terhadap Aplikasi Pemikiran Ibnu Jama’ah Hery Noer Aly
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.16

Abstract

This study is a rediscovery enterprise on educational thought of Ibn Jama’ah in his famous book, al-Tadhkirah. It is basically the book on  learning and teaching. But, much more  than a book on  technic and strategy ,  it  is  full of  moral message which conducts whole process of  learning and  teaching,  and  in  turn  creates an  educating environment. The significance of this study due to moral decadence among the nation. Corruption, for instance, is not only available among the leaders and bureaucrates, but also among the peoples. Delinquency  is not only the habit of  young generation, but now suffered by parents who can not give a good sample. That moral decadence is not deal with  the poverty of moral conduct; there  are  treasury  and haritage of  it, either from religous or traditional resource. But that old values available in many documents are not internalized yet, in additon to the fast-coming of foreign culture which is not in accord with Indonesian culture. Here we see that the issue is not the content of value education, but the strategy developed  in the process. So that, al-Tadhkirah will be studied with content analysis approach to find out the possibility of application of his thought in moral education. The study  finally discovered that the  thought of  Ibn  Jama’ah  is very possible  to be applied. The only precondition  is the commitment of all stakeholders to create educating environtment based on regulation formulated by themselves.
Pembaruan Pendidikan Islam K.H. Hasyim Asy’ari Mahrus As'ad
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.18

Abstract

The  characteristic of  the  Indonesia  Islamic  education modernism  is  largerly determined by  the  creativity which  the Muslim pointed  out. The  flexibility of   the Islamic  education  system  enable  it  to easily  adapt  itself  to  the  surrounding and  to create the new and appropriate format of  its derivation in line with the new demand of  the umma  for  the  field  in  the modern  era. A number of  experiments had been performed by the Muslim figures, individually or collectively , to fulfill that demand in the early decades of  the 20th century. How did they adopt the elements of  modernity to keep the  Islamic education  remain  in  its own  identity? For this purpose,  it  is  important to understand and  to  explain the  ideas and  the efforts of Syaikh Hasyim Asy’ari of Tebuireng in modernizing his pesantren and its main contribution to the development of   the new madrasahs  in  the  country. Using  the  analytical-critical method,  this examination is in conclusion that Hasyim’s allegiance to stand on his traditional bases in modernizing his pesantren has created a something useful for directing the orientation and giving the strong foundation of  the Indonesia’s Islamic education modernism. His success in harmonizing the elements of  modernity with the Islamic traditions under the religious inspection as the pivotal axis is his real contribution to the new madrasah with its own identity to distinct itself with the public school, though the government has “nationalized” the first to be in equivalent to the public school.
Model for the Development of Science and Humanities Curriculum in Islamic Universities Alparslan Acikgence
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.19

Abstract

This paper  elaborates  the model  for  the  curriculum  development of science and humanities for Islamic university. The model is based on the theory of  worldview, the process of which begins from learning life structure, world structure and extends to the concept of knowledge, human and value. The last three concepts are sought at university  level, yet the curriculum at this level should be directed, at the first place towards scientific mentality. Therefore, students should acquire skills and know-how as well as critical  thinking to  reach such mentality , rather  than to  give huge load of courses unnecessarily . With  those principles action plan  for the curriculum development of our universities should be as follows: Two or three courses at  introductory  level; Two  or  three  required courses  in  sub-fields  of   the  students; Two  or  three  elective course in the field of  the student; Two courses in Islamic scientific tradition; One or two courses in the methodology and logic of  Islamic scientific tradition; Two courses in the philosophy and adab of Islamic scientific tradition; The rest are elective courses such as logic, and introductory courses in philosophy and sociology . To be conversant of Islamic scientific tradition, for example student should be given a good grounding in the history of Islamic scientific tradition. The course to be given for this purpose is not a  simple history of  science  in  Islamic  civilization;  it  is  rather a course which  is designed to teach the historical continuity of Islamic scientific tradition.
ﺔﻴﺑﺮﻌﻟﺍ ﺔﻐﻠﻟﺍ : ﺔﺜﻳﺪﳊﺍ ﺎﻴﺴﻴﻧﻭﺪﻧﺇ ﰲ ﺎﻬﻤﻠﻌﺗﻭ ﺎﻬﻤﻴﻠﻌﺗ (ﺔﻴﺟﺫﻮﳕ ﺔﻴﻌﻗﺍﻭ ﺓﺀﺍﺮﻗ) Dihyatun Masqon
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.20

Abstract

This article  describes various  tricks  in  learning and  teaching Arabic  language. There are  four  important aspects:  listening, speaking,  reading and writing. These four aspects are integral language activities which are practiced simultaneously . Moreover, it is said  that there  is nothing can be spoken before  listening, there  is nothing can be read before speaking, and there  is nothing can be written before  reading. Meanwhile,  in practice, a  language learner should start with a lot of practical exercises and not use translation method. These exercises can be  in  the form of  structuring,  repeating, and communicating. However, the aspect of teacher takes very  important point. Without a good teacher, a good subject, system, and method are useless. Method is more important than subject, teacher  is more  important  than method, and the soul of the teacher  is the most  important. Beside  those, creating  a milieu  conducive  to  language  learning  is sine  qua non  and fundamental element for the  improvement of Arabic  language.
Kepemimpinan Kiai dalam Memelihara Budaya Organisasi di Pondok Modern Gontor , Lirboyo Kediri, dan Pesantren T ebuireng Jombang Mardiyah Mardiyah
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.21

Abstract

Islamic Boarding has been known as a model of education institution which has a competitiveness either in the tradition of knowledge seen as one of the great tradition or in its moral transition and transmission internalization. In the other sides, pesantren is also an education that can play the empowerment role and civil society transformation effectively . Kiai as a  leader of  pesantren has also an  important  role  in developing pesantren tradition  to  form  institution character  that  can differentiate with  the other. Because institution character as organization identity can be meant as a substantial point of the institution competitiveness  in  forming  process  that  indicates  two points, namely:  the growth of scientific tradition and the clean system of pesantren education management. This  research  is to answer research questions by analyzing: 1.  the structure of culture organization developed by Kiai as  leader, 2. Kiai  leadership  in keeping culture organization, 3. the similarity and difference of  the three pesantren. Based on qualitative paradigm, this research uses qualitative paradigm in terms of  phenomenological approarch which is meaningful  in comprehending  event  in  relation  to people  in  certain  situation. The process of this research uses multi-case studies because it is as inquiry that investigates empirically the phenomena in the real life context. The naturalistic paradigm chooses a sample purposively or by theoretically , three pesantren, namely: Pondok Modern Gontor, Lirboyo Kediri and Pesantren Tebuireng Jombang. The reason of  choosing the setting is based on some consideration on their specialty, uniqueness, interest, and suitable with the research topic.
Pengaruh Paham Liberalisme dan Neoliberalisme Terhadap Pendidikan Islam di Indonesia M. Yunus Abu Bakar
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.22

Abstract

This paper  is aimed at discussing the influence of liberalism dan neo-liberalism in Islamic Education  in  Indonesia.   The existence of  Islamic education  is always dealing with   and grappling with  the  reality  surrounding  them. The struggle between  Islamic education to meet socio-cultural reality are two possibilities: a. Islamic education gives impact on socio-cultural environment; b. Islamic education is influenced by the reality of social change, by socio-cultural environment. The  ideology of   liberalism and neo-liberalism, rationalism,  freedom,  responsibility,  fairness,  and  tolerance  are  ideals struggled  by liberalism, despite the fact that some ideal values  fail to realize. While neoliberalism is actually understood the existence of   liberal capitalism is the ideology of  liberalism that has  led to  the economic sector. The  influence of  not only  the political, social, and economic, but  in education as well which is a view that emphasizes the development of capabilities, to protect the rights and freedoms as well as identify problems and social change efforts in order to maintain stability for a long time. Central ideas of education revolves around the application  of   the  concept of   rationality,  freedom,  and equality. Education  is a democratic distribution of rationality with a balanced treatment, between freedom and equality of  rights and obligations, students. Teachers function as facilitators and change the  learning process. Philosophycally  running constructivism  learning  including  the development of  capitalization of   education in the form of  education commercialization. The fact also has affected in the world of Islamic education.
Liberalism, Liberalization and Their Impacts of Muslim Education (Special Case of Indonesian Intellectuals) Hamid Fahmy Zarkasyi
TSAQAFAH Vol. 8 No. 1 (2012): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v8i1.23

Abstract

This paper is aimed at elucidating the liberalization of Muslim world and its impact on education. For  that  purpose  the  author  traces  at  the  outset  the  origin  and  the  basic  concept  of liberalism, which  is of  postmodern Western worldview, including  the concept of  religious liberalism. The impact of  liberalism in general is as wider as the meaning of  liberalism in Western sense of the words. However,  this paper  confines only on  the study of  their  impact  on Muslim education with special emphasis on national education policy and on religious thought which in turn would affect curriculum development. Liberalization of religious thought appears, inter alia, through the introduction  of  the  doctrine  of  relativity  of  truth,  religious  pluralism,  gender  equality  and deconstruction  of  shari’ah  and  the  likes. All  those  religious  discourse  conceptually  hinder  the development of  curriculum and  the teaching strategy of  moral  inculcation  to the students.

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