1,153 research outputs found
Preservation of Geometrical Integrity of Supersolidus-Liquid-Phase-Sintered SKD11 Tool Steels Prepared with Powder Injection Molding
No full textSTUDI KOMPARASI PEMIKIRAN K.H. AHMAD DAHLAN DAN K.H. HASYIM ASY’ARI TENTANGPENDIDIKAN ISLAM
Full text linkThe goal of this study is to develop Islamic education through a series of studies
on the thinking of K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about Islamic
education. The author brings back the thoughts of the two figures, because both are wellknown
icons of thousands of Muslim intellectual figures, whose lives are preoccupied to
fight for Islamic education. On this basis the author later raised the title of a comparative
study of K.H's thought. Ahmad Dahlan and K.H. Hasyim Asy'ari about Islamic
education. Belong to that basis the title of a comparative study through the through of
K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about Islamic education. The author hope
that he conception of Islamic education offered by the two figures is able to inspire
elements of education implementers.
The focus of the problem in this study is (1) Islamic education thinking according
to K.H. Ahamd Dahlan, (2) Islamic education thought according to K.H. Hasyim Asy'ari,
and (3) Comparative thinking of K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about
Islamic education This reseachuses a descriptive qualitative approach to the type of
library research. Data collection is done by exploring the sources of literature conducted
in three stages, namely orientation, exploration, and focused research phase. Data
analysis techniques include determining the theme, looking for a logical relationship
between the thoughts of the character in various fields so that reasons can be found
regarding these thoughts, classifying, looking for generalizations of specific ideas.
The results showed that: (1) K.H. Ahmad Dahlan tried to make a new
breakthrough by creating schools that integrate religious studies and general subjects at
the same time, so that they are expected to become "intellectual scholars and intellectual
scholars". (2) K.H. Hasyim Asy'ari taught the religious sciences, Arabic, and included
general subjects such as mathematics and earth sciences, from the low to the high levels,
as evidenced by the construction of the Tebuireng Islamic Boarding School which
produced great scholars. (3) The concept of education produced by the two figures is
agreed that the basis or foundation of Islamic education must return to the primary
sources of Muslims, namely the Qur'an and Hadith, while the differences seen from the
two figures are about the objectives, curriculum, methods and evaluation of Islamic
education. The concept of Education is K.H. AhmadDahlan and K.H. Hasyim Asy'ari is
still relevant when applied to education today because it contains universal-minded
education
The role of three-dimensionality in the development of vortex breakdown in swirling flow
No full textDirect numerical simulations of three-dimensional compressible Navier-Stokes equations are conducted using high-order numerical methods in cylindrical coordinates. Aim of the work is to examine the effect of three-dimensionality in the dynamics of vortex breakdown in swirling jets within a specific range of Reynolds numbers. The main elements of vortex breakdown are revealed in our computations, and the interaction between three-dimensional helical instabilities and the axisymmetric process of breakdown is discussed. The results confirm a general tendency of swirling flows to burst into a sequence of bubbles when the Reynolds number is increased. Comparing axisymmetric and fully three-dimensional computations, it's observed the possibility that a single or double helical structure arising in linear regime can work to extract energy from the axisymmetric waves
Nucle J. Biol. Chem.ophosmin acts as a novel AP2alpha-binding transcriptional corepressor during cell differentiation.
No full text
Komparasi pemikiran K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari tentang Pendidikan Islam
No full textABSTRAK
Pendidikan merupakan icon fundamental dalam rangka membenahi kehidupan beragama, berbangsa dan bernegara, terlebih-lebih pendidikan Islam. Karena hanya dengan pendidikan yang sesungguhnyalah manusia akan mampu merekontruksi pola pikir yang selama ini masih dibawah ketertindasan menuju pola fikir kemerdekaan yang cenderung konstruktif. Pendidikan Islam yang selam ini dalam bayangan manusia menjadi pilihan yang tepat dalam rangka menumbuhkembangkan fitrah dan potensi yang diberikan Tuhan untuk kemudian diekplorasikan dalam kehidupan nyata menjadi sebuah keharusan yang harus difikirkan oleh elemen pelaksana pendidikan.
Berangkat dari itulah penulis kemudian ingin membahas kembali pemikiran tokoh dan intelektual muslim Indonesia yang mencoba untuk merumuskan pendidikan Islam yang sesuai dengan haparan agama, bangsa dan Negara, seperti K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari. Maka dari itu penulis mengambil judul Komparasi Pemikiran K.H. Ahmad Dahlan dan K.H Hasyim Asy’ari tentang Pendidikan Islam. Dengan harapan, konsepsi pendidikan Islam yang ditawarkan oleh kedua tokoh tersebut mampu menginspirasikan elemen pelaksana pendidikan dalam rangka mengembangkan pendidikan Islam agar kemudian pendidikan Islam mampu menjawab tantangan globalisasi dengan tetap mendasarkan pada nilai-nilai ajaran Islam.
Fokus masalah dalam penelitian ini adalah persamaan dan perbedaan pendidikan Islam menurut K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari, serta kontribusi K.H. Ahmad Dahlan dan K.H. Hasyiam Asy’ari dalam bidang pendidikan. Dari fokus masalah yang sudah disebutkan tadi, penulis mengambil langkag untuk kemudian menganalisis atau menelitinya dengan tujan mampu mengetahui, memahami, dan mampu mengambil kesimpulan dari pemikiran pendidikan Islam K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari, sehingga hasil dari telaah tersebut mampu dijadikan kontribusi dalam terselenggaranya dan berkembangnya pendidikan Islam. Penelitian ini menggunakan pendekatan diskriptif kualitatif dengan jenis library research. Sedangkan metode pengumpulan data menggunakan metode dokumentasi dalam rangka mencari sumber dan data yang menunjang dalam penulisan ini. Kemudian dari dokumentasi tersebut dianalisis dengan menggunakan metode content analysis dan interpretasi sumber dan data yang didapat.
Dengan kerangka itu, dapat diketahui bahwa pendidikan Islam dalam perspektif K.H. Ahmad Dahlan adalah merupakan suatu sarana dan upaya sadar yang dilakukan dalam rangka mengentaskan pemikiran manusia yang statis menuju pemikiran yang dinamis yang bertujuan melahirkan manusia yang siap tampil sebagai ulama-intelek dan intelek-ulama yang memiliki keteguhan iman dan ilmu yang luas, serta kuat jasmani dan rohani yang tetap mendasarkan semua itu pada Al-Qur’an dan Hadis. Sedangkan pendidikan Islam dalam perspekti K.H. Hasyim Asy’ari merupakan sarana dan upaya strategis yang dilakukan oleh manusia dalam rangka mencapai kemanuisannya, sehingga mampu mengetahui hakikat penciptaannya, penciptanya dan tugas serta tanggung jawab manusia sebagai khalifah di bumi yang kemudian bertujuan agar dengan pendidikan Islam, manusia mampu mendekatkan diri kepada Allah SWT., sehingga mendapatkan kebahagian dunia dan akhirat yang juga tetap melandaskan pada Al-Qur’an dan Hadis.
K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari memiliki persamaan dan perbedaan dalam memandang pendidikan Islam. Namun, secara umum mereka berdua sepakat bahwa pendidikan Islam merupakan sarana dan upaya yang tepat dan strategis dalam rangka menyelamatkan kehidupan manusia dari hal apapun. Sedangkan perbedaan yang terlihat dari kedua tokoh tersebut dalam memaknai pendidikan Islam adalah masalah substansi dari pendidikan Islam tersebut. K.H. Ahmad Dahlan cenderung bercorak modernis, sedangkan K.H. Hasyim Asy’ari cenderung bercorak tradisionalis.
Kontribusi K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari terhadp pendidikan Islam di Indonesia sangatlah banyak. K.H. Ahmad Dahlan dengan Muhammdiyahnya sudah mendirikan ribuan lembaga pendidikan, dan K.H. Hasyim Asy’ari dengan Nahdlotul Ulamanya juag sudah melahirkan lembaga pendidikan yang tersebar diseluruh Indonesia. Dan sampai sekarang sistem pendidikan Islam yang mereka berdua tawarkan masih dipergunakan dalam lembaga-lembaga pendidikan.
ABSTRACT
Education is a fundamental icon in order to fix the religious life, nation and state, even more Islamic education. Because only with education that indeed humans will be able to reconstruct the mindset that had been still under the oppression towards freedom of thought which tend to be constructive. Islamic education is so far in the shadow of man to be the right choice in order to develop nature and God-given potential for later explored in real life becomes a necessity that should be a lot of rethinking by implementing elements of education.
Departing from that author and then want to discuss the re-thinking leaders and Indonesian Muslim intellectuals who tried to formulate an appropriate Islamic education in the hope of religion, nation and the State, such as KH Ahmad Dahlan and K.H. Hasyim Asy’ari. Thus the writer take the title Comparison of Thought KH Ahmad Dahlan and KH Hasyim Asy’ari on Islamic Education. With hope, the conception of Islamic education offered by these two elements of character can inspire educators to develop the Islamic education for Muslim education and then be able to meet the challenges of globalization with a permanent base on the values of Islamic teaching.
Focus problem in this research are the similarities and differences in Islamic education by KH Ahmad Dahlan and K.H. Hashim Asy’ari, and the contribution K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari in the field of education. From a focus problem that was mentioned earlier, the researcher took steps to then analyze or examine it in order be able to know, understand, and are able to draw conclusions from the Islamic schools of thought KH Ahmad Dahlan and K.H. Hasyim Asy’ari, so that the results of these studies can be used as contribution in the implementation and development of Islamic education. This study used a qualitative descriptive approach to the type of library research. While the method of data collection method in order to find the source documentation and data that support in writing this. Then, from the documentation was analyzed using content analysis and interpretation methods and data sources are obtained.
With that framework, it is known that Islamic education in the perspective of KH Ahmad Dahlan is a means and a conscious effort made in order to alleviate human thought that static towards dynamic thinking aimed at people who are ready to give birth appears as a scholar-intellectuals and scholars who have the intellect, firmness of faith and science are broad, and strong physical and spiritual still basing it on the Quran and Hadith. Meanwhile, Islamic education in perspekti K.H. Hasyim Asy’ari is a means and strategic efforts undertaken by humans in order to achieve humanity, so as to know the nature of its creation, its creator and the duty and responsibility of man as the Caliph on earth who then aimed for with Islamic education, people can draw closer to Allah SWT ., so get happiness in this world and the hereafter is also fixed bases in the Qur'an and Hadith.
K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari has similarities and differences in the view of Islamic education. However, in general, they both agree that Islamic education is a means and appropriate measures and strategic in order to save human life from it whatsoever. While the differences seen from both figures of understanding of Islamic education is a matter the substance of Islamic education. K.H. Ahmad Dahlan tend patterned a modernist, while KH Hasyim Asy’ari tend patterned traditionalists.
Contributions K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari against Islamic education in Indonesia is very much. K.H. Ahmad Dahlan with Muhammadiyahnya already set up thousands of educational institutions, and KH Hasyim Asy’ari with Nahdlotul Ulamanya also been childbirth education institutions all over Indonesia. And until now the Islamic education system that they both offer is still used in educational institution
NILAI PROFETIK PADA SYAIR-SYAIR KARANGAN GURU K.H. ABDUL HAKIM (PROPHETIC VALUE IN POEMS BY GURU K.H. ABDUL HAKIM)
Full text linkAbstractProphetic Value in Poems by Guru K.H Abdul Hakim. The purpose of this study is to describe the manifestation of the prophetic value of humanization, liberation and transcendence in the poems by guru K.H. Abdul Hakim. The method used in this study is a qualitative descriptive method with a hermeneutic approach. The hermeneutical approach used by the author is to interpret the meaning contained in the poems written by guru K.H. Abdul Hakim. The data collection technique used in this study was a literature study. Data analysis techniques used are library techniques, see, and record. The data sources in this study were poems written by guru K.H. Abdul Hakim, totaling 9 poems. The data of this research are words and sentences in the poetry written by teacher K.H. Abdul Hakim. The results of the research show the manifestation of prophetic values in 9 poems including; First, the value of humanization, invites to goodness, namely compassion and generosity. Second, the value of liberation, contains the value of liberation in ignorance, and forgiveness. Third, the value of transcendence, namely increasing faith and piety to Allah SWT.Keywords: prophetic value, poem, humanization, liberation, transcendenceAbstrakNilai Profetik pada Syair-Syair Karangan Guru K.H Abdul Hakim. Tujuan penelitian ini untuk mendeskripsikan wujud nilai profetik humanisasi, liberasi dan transendensi pada syair-syair karangan guru K.H. Abdul Hakim. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif kualitatif dengan pendekatan hermenutika. Pendekatan hermenutika digunakan penulis adalah untuk menginterpretasikan makna yang terkandung dalam syair-syair karangan guru K.H. Abdul Hakim. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah studi kepustakaan. Teknik analisis data yang digunakan adalah teknik pustaka, simak, dan catat. Sumber data dalam penelitian ini adalah syair-syair karangan guru K.H. Abdul Hakim yang berjumlah 9 syair. Data penelitian ini ialah kata dan kalimat dalam syair karangan guru K.H. Abdul Hakim. Hasil penelitian menunjukkan wujud nilai profetik pada 9 syair meliputi; Pertama, nilai humanisasi, mengajak pada kebaikan yaitu kasih sayang dan sifat dermawan. Kedua, nilai liberasi, mengandung nilai pembebasan dalam kebodohan, dan pemaaf. Ketiga, nilai transendensi yaitu meningkatkan keimanan dan ketakwaan kepada Allah Swt.Kata-kata kunci: nilai profetik, syair, humanisasi, liberasi, transendens
K.H. NAWAWI BANTEN (w.1314/1897) Akar Tradisi Keintelektualan NU
Full text linkAbstract: K.H. Nawawi Banten (w. 1314/1897): The Root of Intellectual Tradition of NU. The emergence of young ‘liberal’ thinkers from the NU tradition has surprised many, partly because this organization has always been pictured as intellectually conservative and traditional. The present author argues that in fact NU has excellent roots to support modern intellectual undertakings by examining the life, works, and the methodology of K.H. Nawawi Banten, whose thought was considered to be very influential in the formation of NU intellectual tradition.Kata Kunci: NU, Nawawi Bante
Konsep Pendidikan K.H. Hasyim Asy’ari pada Generasi Z
Full text linkEducation is a learning process for someone in their life. This process is expected to make an individual able to change his life for the better. Several figures for the world of education have contributed to the life of this nation and country. One of them is K.H. Hasyim Asy'ari. He was born in the village of Nggedong Jombang, East Java in 1287 H / 1871 M. Several of his works have given color to the world of education in particular and society in general. One of the educational concepts that he teaches his students is ethical / moral education. This is as stated in his work entitled "Al-'alim wa ala muta'allim". In this paper the author tries to describe the educational concept of K.H. Hasyim asy'ari in generation z. This research method is a qualitative research method with a literature approach. The data collection technique uses library sources, namely books, journals and research works related to this study. The results of the discussion are described in the form of descriptions to reveal the events written in a statement statement from the existing data. The result of this research is the concept of education which is the work of K.H. Hashim that still needs to be applied to generation z is to prioritize morals / ethics. K.H.'s educational concept Hasyim Asy'ari in this generation z needs to be motivated by educators and parents by using demonstration methods, habituation and lectures
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