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Konsep Pendidikan Multikultural dalam perspektif Tafsir Ibnu Katsir dan Tafsir Al-Misbah: Analisis Surat Al-Hujurat Ayat 13
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كان تعليم متعدد الثقافات تعليما يتسامح على الإختلافات ويتضمن أيضا على أقوال الفروق. وقد تصور القرآن عن هذا التعليم منذ زمن قديم بآياته الذي يفسر كثيرا عن متعدد الثقافات حتى يفهم الباحث جيدا ويطبقه في حياته اليوم.
ويهدف هذا البحث تصوير مفهوم تعليم متعدد الثقافات في تفسير ابن كثير و تفسير المصباح ثم يبحث اختلاف هذا التعليم ويحدد الباحث في تحليل سورةالحجرات آية 13.
ويستخدم الباحث المدخل الكيفي بالمنهج الميداني والموضوعي. وجمع الباحث البيانات بطريقة الوثائق ويحلل مضمونها بطريقة التفسير والتحليل اللغوي والبحث والمقارنة، فلذلك كان البحث بحث كيفي تحليلي ومقارنة.
وأما نتائج البيانات أن مفهوم تعليم متعدد الثقافات يدل على النحو التالي (1) تفسير ابن كثير: المساواة بين الناس وطاعة الله ورسوله والتعارف ودرجة التقوى والله ينظر على قلوب الناس وصلة الرحم، (2) تفسير المصباح: التعارف ومتساو والتقوى، (3) اختلاف التفسير بين ابن كثير و المصباح: طاعة الله ورسوله وينظر الله عمله وقلبه وصلة الرحم. وهناك ثلاثة التشابه، وهي التعارف والمساواة بين الناس ودرجة التقوى. وكانت حقيقة وجود هذا الإختلاف متساويا في تعريفه ومعناه.
ABSTRACT
Multicultural education is an education that respects diversity and includes perspectives from different cultural groups. Al-Quran as the main guideline for Muslims have long been conceptualized it in several verses that interpret multicultural education so it can be understood properly and applied in life.
The purpose of this study is to describe how the concept of multicultural education in Tafseer Ibn Kathir and Tafseer al-Misbah then to look for differences between the interpretations of multicultural education, which is limited to the analysis of the interpretation of the surah al-Hujurat verse 13.
This research method is qualitative with the research library (library research) type, the approach in this study is a qualitative descriptive approach that also uses a thematic approach, the primary data source used is the Tafseer Ibn Kathir and Tafseer al-Misbah, data collection techniques are literary steps generally known methods of documentation, data analysis techniques that researchers used is content analysis (content analysis), the analysis method is analytical methods of interpretation and language also inductive method, comparative and muqarin, so this study is descriptive analytical comparative.
These results indicate that the concept of multicultural education in (1) Tafseer Ibn Kathir emphasis the value of human equality (egalitarian), obedience to God, obedience to the prophet, to know each other (ta'aruf), the degree of piety (taqwa), God looks at the heart and charitable man, do silaturrahmi. (2) Tafseer al-Misbah emphasis on values of ta'aruf, egalitarian, piety and obedience. (3) The difference in the interpretation of the concept of multicultural education in Tafseer Ibn Kathir and Tafseer al-Misbah are four concepts which are obedience to Allah, obedience to the Prophet Muhammad, God looks at the heart and charitable man, and do silaturrahmi. The similarity of the concept of multicultural education are three concepts which are to know each other (ta'aruf), human equality (egalitarian), the degree of piety (taqwa). These different names are essentially same in purpose and meanings.
ABSTRAK
Pendidikan multikultural merupakan pendidikan yang menghargai keberagaman dan mencakup perspektif dari berbagai kelompok budaya. Al-Qur’an sebagai pedoman utama umat islam telah lama mengkonsep hal tersebut dalam beberapa ayat yang menafsirkan pendidikan multikultural sehingga dapat dipahami dengan baik dan benar serta diterapkan dalam kehidupan.
Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana konsep pendidikan multikultural dalam Tafsir Ibnu Katsir dan Tafsir al-Misbah selanjutnya mencari perbedaan pendidikan multikultural antara kedua Tafsir tersebut, yang terbatas pada analisis penafsiran surat al-Hujurat ayat 13.
Metode penelitian ini adalah kualitatif dengan jenis penelitian pustaka (library research), pendekatan dalam penelitian ini adalah pendekatan deskriptif kualitatif juga menggunakan pendekatan tematik, sumber data primer yang digunakan adalah Tafsir Ibnu Katsir dan Tafsir al-Misbah, teknik pengumpulan data ini adalah literer langkah ini biasanya dikenal dengan metode dokumentasi, teknik analisis data yang peneliti gunakan adalah analisis isi (content analisys), metode analisis menggunakan metode interpretasi dan analitika bahasa juga metode induktif, komparatif dan muqarin, jadi kajian ini bersifat deskriptif analistis komparatif.
Hasil penelitian ini menunjukkan bahwa konsep pendidikan multikultural dalam (1) Tafsir Ibnu Katsir menekankan pada nilai persamaan manusia (egaliter), ketaatan pada Allah, kepatuhan pada rasul, saling mengenal (ta’aruf), derajat ketakwaan (takwa), Allah melihat hati dan amal manusia, menyambung siturrahmi dan menurut (2) Tafsir al-Misbah menekankan pada nilai-nilai yaitu ta’aruf, egaliter, takwa. (3) Perbedaan dalam penafsiran tentang konsep pendidikan multikultural dalam Tafsir Ibnu Katsir dan Tafsir al-Misbah ada 4 konsep adalah ketaatan pada Allah SWT, kepatuhan pada Rasul SAW, Allah melihat hati dan amal manusia, menyambung siturrahmi. Persamaannya tentang konsep pendidikan multikultural ada 3 konsep adalah saling mengenal (ta’aruf), persamaan manusia (egaliter), derajat ketakwaan (takwa). Dalam perbedaan penamaan tersebut pada hakikatnya adalah sama dalam maksud dan makna tersebut
Konsep pendidikan karakter pada surah Al-Hujurat ayat 10-13
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كان تعليم الأخلاق هو عملية لتشكيل السلوك نحو الخير ، سواء المتعلقة بالله والبشر والطبيعة. المفهوم لا ينفصل عن المفهوم الإلهي الموجود في القرآن. لطالما وصف القرآن الكريم هذه المسألة في العديد من الآيات التي تفسر تعليم الشخصيات بحيث يمكن فهمها بشكل جيد وتطبيقها في الحياة.
ويهدف هذا البحث تصوير مفهوم تعليم الأخلاق و مكونات الشخصيات ، وتشكيل الأحرف تقتصر على تحليل التفسير في سورة الحجرات الآية 10-13.
ويستخدم الباحث المدخل الكيفي بالمنهج الميداني والموضوعي. وجمع الباحث البيانات بطريقة الوثائق ويحلل مضمونها بطريقة التفسير والتحليل اللغوي والبحث والمقارنة، فلذلك كان البحث بحث كيفي تحليلي ومقارنة.
وتشير نتائج هذه الدراسة إلى أن مفهوم التعليم حرف في الرسالة من سورة الحجرات، الآية 10-13 ما يلي: (1) يؤكد على مفهوم العلاقة للإنسان وهي: أراد إخوة (الأخوة)، اصلاح (السلام)، الأخوة، اتقوا الله، والقيادة التوبة، المتبادلة تعرف، الأمر للتوبة، تعارف (بعضها البعض)، الحث على ضبط النفس، والمعادلة الإنسان (المساواة)، ودرجة من التقوى (التقوى)، التحريض حسن الظن (التحيز)، والخوف من الله، وطاعة الله، وطاعة الرسول، حفظ طبيعة النبيلة، والديمقراطية، ويبدو الله في القلب ورجل الخيرية، ربط صلة الرحم، ندد حظر / إهانة أخيه، واصفا حظر مكالمة سيئة، أعطى حظر عنوان غير مرغوب فيه، حظر سوء الظن، وحظر استنكر / ساخرا الذاتي، وحظر تجسوس (أبحث الشر)، وحظر الغيبة، وتحظر متعجرف، حظر عار فتح '، أدى الحظر إلى النزاعات والصراعات، وحظر معادية، وحظر ، له حظر التنازل وحظر نميمة (تأليب). (2) يتم التركيز على هذه المكونات على أمرين همامحمودة و مذمومة (3) الآداب والأخلاق إنشاء الأحرف يؤكد على 4 خطوات: تحسين العلاقة مع الله أولا. يستخدم الثاني طريقة تكوين الحرف. ثالثا، حذر نتيجة للحظر وأمر. الرابع، تدريجيا (تدارج) في زراعة القيمة في تكوين شخصية.
ABSTRACT
Character education is a process of forming behavior towards good, both related to God, human beings and nature. The concept is inseparable from the divine concept that is in the Qur'an. Al-Qur'an has long conceptualized this matter in several verses that interpret character education so that it can be understood well and applied in life.
The purpose of this study is to describe how the concepts of character education, character components, and character building are limited to the interpretation analysis in Sura Al-Hujurat verses 10-13.
This research method is qualitative with the research library (library research) type, the primary data source used is the Tafseer Ibn Kathir, Tafseer Fi Dzilalil Qur’an, Tafseer al-Misbah, Tafseer an-Nuur. data collection techniques are literary steps generally known methods of documentation, data analysis techniques that researchers used is content analysis (content analysis), the analysis method is analytical methods of interpretation and language also inductive method, comparative and muqarin, so this study is comparative descriptive analytical.
The findings of this study indicate that the concept of character education in the letters Al-Hujurat verses 10-13 are (1) the concept emphasizes the relationship to humans, namely: Ikhwah (brotherhood), ishlah (peace), kinship, fear of Allah, the command to repent, mutual know, command to repent, ta'aruf (know each other), order to be pious, equality of man (egalitarian), degree of piety (piety), suggestion of husnuzhann (good prejudice), fear of Allah, obedience to Allah swt, obedience to the Messenger of Allah, guarding noble nature, democracy, God sees human heart and charity, connects silaturrahmi, Prohibition of condemning / insulting his brother, prohibition of calling with bad calling, prohibition of giving an unwelcome title, prohibition of su'uzhann, prohibition of self-criticism / self-ridicule, ban of tajassus (seeking look for evil), prohibition of prohibition, prohibit arrogance, prohibition to open 'disgrace, prohibition to cause disputes and contradictions, prohibition on hostility, prohibition emperolok, prohibition of demeaning his brother, prohibition of namimah (pitting sheep). (2) The component emphasizes on two things, namely the moral character of mahmudah and moral character of madzmumah (3) Character formation emphasizes on 4 steps, namely: improving relations with God first. The second uses the character building method. Third, be aware of the consequences of restrictions and orders. Fourth, gradual (tadarruj) in the cultivation of values in character building.
ABSTRAK
Pendidikan karakter merupakan proses pembentukan perilaku kearah yang baik, baik berhubungan dengan Allah, manusia, dan alam. Konsep tersebut tidak terlepas dari konsep ketuhanan yang ada dalam al-Qur’an. Al-Qur’an telah lama mengkonsep hal tersebut dalam beberapa ayat yang menafsirkan pendidikan karakter sehingga dapat dipahami dengan baik serta diterapkan dalam kehidupan.
Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana konsep pendidikan karakter, komponen karakter, dan pembentukan karakter yang terbatas pada analisis penafsiran pada surat al-Hujurat ayat 10-13.
Metode penelitian ini adalah kualitatif dengan jenis penelitian pustaka (library research), sumber data primer adalah 4 tafsir yakni tafsir Ibnu Katsir, Fi Dzilalil Qur’an, al-Misbah, dan an-Nuur, teknik pengumpulan data adalah dokumentasi, teknik analisis data adalah analisis isi (content analisys), menggunakan metode interpretasi, analitika bahasa juga metode induktif, komparatif, dan muqarin, jadi kajian ini bersifat deskriptif analistis komparatif.
Temuan penelitian ini menunjukkan bahwa konsep pendidikan karakter dalam surat al-Hujurat ayat 10-13 adalah (1) Konsep tersebut menekankan pada hubungan kepada manusia yakni: Ikhwah (persaudaraan), ishlah (perdamaian), kekeluargaan, bertakwa kepada Allah, perintah bertaubat, saling mengenal, perintah bertaubat, ta’aruf (saling mengenal), perintah bertakwa, persamaan manusia (egaliter), derajat ketakwaan (takwa), anjuran husnuzhann (prasangka baik), takutlah kepada allah, ketaatan pada Allah swt, kepatuhan pada Rasul saw, menjaga sifat mulia, demokrasi, Allah melihat hati dan amal manusia, menyambung silaturrahmi, Larangan mencela/ menghina saudaranya, larangan memanggil dengan panggilan buruk, larangan memberi gelar yang tidak disukai, larangan su’uzhann, larangan mencela/ mengejek diri sendiri, larangan tajassus (mencari-cari keburukan), larangan ghibah, melarang sombong, larangan membuka ‘aib, larangan menimbulkan perselisihan dan pertentangan, larangan bermusuhan, larangan memperolok, larangan merendahkan saudaranya, larangan namimah (mengadu domba). (2) Komponen tersebut menekankan pada 2 hal yakni akhlak mahmudah dan akhlak madzmumah (3) Pembentukan karakter menekankan pada 4 langkah yaitu: memperbaiki hubungan dengan Allah terlebih dahulu. Kedua menggunakan metode pembentukan karakter. Ketiga, mewaspadai akibat dari larangan dan perintah. Keempat, bertahap (tadarruj) dalam penanaman nilai dalam pembentukan karakter
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