1,720,972 research outputs found
PENDEKATAN SAINTIFIK: MELIHAT ARAH PEMBANGUNAN KARAKTER DAN PERADABAN BANGSA INDONESIA
Full text linkIndonesia’s current education emphasizes the scientific approach, from elementary school, junior high school and college. It is clearly visible in the curriculum documents applied by the current government of Indonesia which is known as the 2013 Curriculum. By conducting philosophical studies, a scientific approach that emphasizes rationality can be a knife to seek and solve the causes of events in science. In Marx’s terms, science and technology infrastructures, both of which will determine the superstructure of the international world including culture, morals, law, and even religion. Science can also eliminate unfounded (magical) trust in traditional societies. In the context of Indonesia scientific approach to form a nation-based character rational science.In other words, the more dominant the critical scientific awareness than the mystic. According to Agus Comte and more clearly on Freire, divides human consciousness into three levels: magical awareness, native awareness, and critical awareness. The civilization of the Indonesian nation seems to be in a great deal of this magical awareness. With a scientific approach, it is not impossible for Indonesian civilization to move to the level of critical awareness. Critical awareness is an asset to a more civilized civilization in the future
Mendamaikan Sains dan Agama: Mempertimbangkan Teori Harun Nasution
Full text linkThe development of science in the Islamic universities requires strong philosophical,ontological, epistemological, and axiological base. The formulation of epistemologycan not be negotiable. From the thought of Harun Nasution, it can be said that “the source of religion is revelation and the source of knowledge is God’s natural law called the sunatullah”. Both come from one source, namely Allah. So between the revelation and sunatullah can not be put into contradiction. Ayat al-kawniyah in the Quran has encouraged the classic Islamic scholars to study and observe the natural surroundings. The implication of this theory is that any special methodology is not needed to develop the current science. Furthermore Harun said, “because Islam is a religion and culture,
and the culture is more than religion, a different research method may not necessary than the commonly used.
Filosofi Pendidikan Indonesia: kajian Sumber Hukum Pendidikan
No full textCukup banyak kebijakan di masa lalu yang kandas di tengah jalan karena para perumus kebijakan mengabaikan landasan yang mutlak itu. Filososfi tanpa filosofi, filosofi yang keruh, melahirkan kebijakan bermasalah. hanya filosofi yang jernih yang dapat mendasari lahirnya pendidikan bermakna. Perlu pemikirn bersama untuk melahirkan filosofi pendidikan yang layak dijadikan dasar pendidikan nasional sekarang dan dimasa depan. Sebab, kalau benar filosofi pendidikan sudah bergeser dari posisi dan perannya sebagai fondasi pendidikan, menemukan, mereposisinya, perlu kesungguhan usaha dan proses yang panjang
Mendamaikan Sains dan Agama: Mempertimbangkan Teori Harun Nasution
No full textPengembangan ilmu di perguruan tinggi Islam membutuhkan landasan filosofis,
ontologis, epistemologis, dan aksiologis yang kuat. Perumusan basis epistemologis
tak bisa ditawar-tawar lagi. Jika menengok pada pemikiran Harun Nasution, maka
dapat dikatakan bahwa “Sumber agama adalah wahyu dan sumber ilmu pengetahuan
adalah hukum alam ciptaan Tuhan yaitu sunnatullah”. Sedangkan keduanya berasal
dari sumber yang satu, yakni Allah. Maka antara keduanya, wahyu dan sunnatullah,
tak bisa diadakan pertentangan. Ayat al-kawniyah dalam Al-Qur’an telah mendorong ulama-ulama Islam zaman klasik untuk mempelajari dan meneliti alam sekitar.
Implikasi dari teori seperti ini adalah bahwa tidak dibutuhkan metodologi khusus
untuk mengembangkan ilmu seperti saat ini. Lebih lanjut Harun mengatakan,
“karena Islam merupakan agama dan kebudayaan, dan kebudayaan di dalamnya
lebih banyak dari pada agama, mungkin tidak perlu suatu metode penelitian yang
berlainan dengan metode penelitian yang biasa digunaka
Studi Tentang Produktivitas Dosen (Pengaruh Persepsi Motivasi, Iklim Kerja, dan kepemimpinan Terhadap Produktivitas Dosen di Sekolah Tinggi Agama Islam Negeri Bukittinggi)
No full textKeberadaan lembaga pendidikan tinggi Islam sebagai pusat kegiatan ilmiah memegang peranan sangat penting dalam menggerakkan kehidupan masyarakat. Peranan penting lembaga pendidikan tinggi Islam terletak pada tiga misi utamanya yang disebut tri dharma perguruan tinggi meliputi pendidikan dan pengajaran, serta pengabdian pada masyarakat. Penyelenggaraan tugas pendidikan dan pengajaran bertujuan untuk melahirkan intelektual muda muslim yang menguasai disiplin ilmu tertentu sebagai syarat untuk memasuki arena pengabdian di tengah-tengah masyarakat. Pelaksanaan misi penelitian bertujuan untuk mendorong upaya penemuan, pengembangan atau pengujian teori-teori keilmuan yang sangat diperlukan dalam rangka menjamin keberlansungan proses kemajuan ilmu pengetahuan dan teknologi sebagai kebutuhan penting dalam pembangunan peradaban. Selain dari itu penelitian sangat diperlukan dalam rangka memahami fenomena-fenomena alam maupun sosial sebagai hal yyang sangat diperlukan dalam merumuskan langkah-langkah strategis yang hendak ditempuh dalam menggerakkan pembangunan
Pelaksanaan Strategi Pembelajaran Experiential Learning Era New Normal Pada Mata Pelajaran Akidah Akhlak Di MTSN 6 Agam Kab. Agam
Full text linkIn the Experiential Learning learning strategy there are four stages of implementation consisting of concrete experience, observation and reflection, conceptualization, and active experience. However, it is suspected that in reality there are two things that have not been implemented properly, namely concrete experience, observation and reflection. The purpose of this study is to describe the implementation of the New Normal Era of Experiential Learning Strategy on Akidah Akhlak Subjects in class VIII 5. The type of research used is qualitative in the form of descriptive. Data collection techniques are observation, interviews, and documentation. This study used primary and secondary informants consisting of teachers, students, and school principals. In this study also uses data analysis techniques Miles and Huberman version which consists of data reduction, data presentation, and drawing conclusions.The results showed that the Experiential Learning strategy is an activity carried out by teachers and students to realize teaching and learning activities that construct knowledge through the transformation of experience, which involves students directly in learning. This strategy consists of 4 implementations namely concrete experience, observation and reflection, conceptualization, and active experience. Based on research in the field, teachers at MTsN 6 Agam have carried out learning with Experiential Learning strategies as well as possible in this new normal era in the subjects of aqidah morality class VIII 5. Teachers have carried out well the stages of concrete experience and active experience, but there are two implementations that need to be implemented. not run well in the classroom, namely observation, reflection and conceptualization.
 
The Analysis Of Educational Thought According To Ibn Sina And Its Relevance In Islamic Education In The Modern Era
Full text linkThis study aims to analyze the educational thought according to Ibn Sina and its relevance in Islamic Education in the modern era. The method used in this study uses a library method or approach (library research). Data obtained through literature study. The results showededucational thought of Ibn Sina are the concept of educational goals, the concept of learning methods, the concept of the educational curriculum. There were seven educational methods offered by Ibn Sina, namely: (1) Talqin, this method is used in reading the Koran by hearing the reading of the Koran to students in stages, (2) Demonstration, method this is used in writing lessons, (3) modeling and habituation, this method is used in learning morals, (4) Discussion, this method is carried out by the teacher describing a problem in a lesson to be solved together by students, (5) Apprenticeship, this method is used so that students can combine theory and practice, where students are asked to practice the theory they have obtained, (6) Assignment, this method is done by the teacher preparing and giving modules to students to learn, and (7) targhib and tarhib, this method in modern education is known as reward (reward) and punishment (punishment). The sources of Islam and Islamic education are the same, namely the most important, the Koran and the Sunnah of the Prophet. Therefore, Ibn Sina's conception of education is still very relevant when applied toda
Pandangan M. Quraish Shihab tentang Posisi Alquran dalam Pengembangan Ilmu
Full text linkThe View of M. Quraish Shihab View on the Position of the Quran in Science Development. The Moslem scholars disagree over the relationship between the Quran and science. Al-Ghazâlî, for example, states that all branches of science, both the already and the unknown, derived from the Quran. While Al-Syâthîbi ’s view is different from Al-Ghazâlî thus it needs to clearance the position of the Quran in the development of knowledge. The research question is how the position of the Quran in the development of science according to the view of M. Quraish Shihab? This study was conducted using a philosophical approach. The conclusion of this research is that the position of the Quran in the development of science more as an ethical basis rather than as a source of science or epistemological base. The Quran is a support for Moslem to seek, research, and develop science. It means that the Quran fills the axiology of scientific development
HUMANISME PROGRESIF DALAM FILSAFAT PENDIDIKAN ISLAM
Full text linkThis paper tries to simplify the schools of philosophy of education into three mainstreams only: constructivism, leberalism and anarchism, it is also to pave the way that enables philosophy of Islamic education play its role by finding out the interplay among those three mainstreams and then analysing them in the context of Islam. Those three share the same conceptions regarding religiosity/tawheed and humanism/ good deeds. When the two points are confronted with the issues of education and community, new challenges emerge: that is, the philosophy of Islamic education except religious and humanist must also be progressive in advancing civilization through the spirit of diversity that exists within a nation or between nations. Philosophically, the result of the synthesis is called progressive humanism philosophy of Islamic education. The approach and methods used in this paper is a content analysis of the philosophical and theological education. Philosophical education analyzed is O'neil thought about educational ideologies. Theological analysis used as tool of analysis is Abu Zaid‟s thought (2003) regarding the importance of reasoning power of the word of God which is then grounded by Setiawan (2012) as a Progressive Islam.</p
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