Defining education: al-Farabi and Ibn Sina terminologies
Contemporary debate on proper term of Islamic education has been long disputed. This disagreement is reflective of more profound and substantial problems besetting Muslims view, especially their leader, on what Islamic education is and its concomitants. One way to solve the problem, or at least to provide solid basis to analyze and then to answer the question, is to read our Islamic heritage on this theme. Unfortunately, as far as my limited knowledge goes, there is no one single unified discipline in Islamic tradition called education, understood in modern sense, although hints and sometime even extended discussion of some of its aspects can easily be found. Our task, therefore, is to reconstruct what we read and put it into today’s educational context of ours. This paper is meant to be small contribution along this line. It focuses on two prominent thinkers, representative of philosophical strand in Islamic tradition, al-Farabi and Ibn Sina. Justification of choosing them, other than the obvious influence of their ideas on later development of Islamic thought including education, is that their elaboration is marked by meticulousness, a quality often associated with philosophy. The approach adopted in this paper is to identify terms used by al-Farabi and Ibn Sina, which can be construed as education, and then to analyze them and put them within general context of modern education. The expected result is to recognize terms used in classical Islamic era to signify education and to ascertain which term is more proper.
Copyright (c) 2019 Muhammad Imdad, Didin Hafidhuddin, Syamsuddin Arif
Japanese eating and drinking culture in view of adab education concept as guided in relevant ahaadeeth muttafaqun ‘alayh
Islamic society was born in an underdeveloped community with very limited natural resources of barren desert. The Arab Muslims conquered Mecca and started expanding their territory by conquering Rome in age just 26 years and Persia in 30 years. Followed by further expansion, Muslims conquered almost a third of the world and maintained the Islamic empire for about 8-10 centuries. At another point of history, Japan was also a country that has limited natural resources and frequently hit by natural disasters. Two of its major cities were destroyed by first developed atomic bombs in 1945; Japan declared its unconditional surrender in World War II and Japan became a country in ruins. However, it only took Japan a dozen years to recover, and even more, Japan has become a developed and politically stable country. This paper argues that the remarkable achievements made by both Japan and Islamic civilization resulted from developing and maintaining discipline daily habits from strong ethics and educational philosophies and concepts. Taking the most inevitable human daily habits, eating and drinking, as a focus, the writer conducted interview of some Japanese people and Indonesians who lived in Japan for over 10 years. The results of interview were compared with Rasoolullah peace be upon him and his companions' eating and drinking habits as reported in relevant ahaadeeth muttafaqun ‘alayh. This paper reveals similarities between the two societies' in their eating and drinking cultures and that discipline cultures, developed through strong education and embraced ethics have contributed to their remarkable human resources development and achievements.
Copyright (c) 2019 Nesia Andriana, Imas Kania Rahman, Muhyani Muhyani
Educational technology based on skill in learning era of 21 century
In the perspective of instruction educational technology based on skill in this 21 century going together the ability of higher order thinking included creation activities, evaluation, and analysis, those were different with the problem that faced by human being on the previous period. Therefore, human quality needs to be enhanced so that able to confront and overcome a variety of problems and challenge in life. The raising of human quality only can be able to acquire through quality educational process. The quality educational process constitute either one of study in educational technology study field, where it could facilitate of learning so that achieving the result of learning which maximal by employing a variety of learning resource potential optimally. The potency of students’ knowledge can be benefitted by learning technology in augmenting and producing quality graduate and having competitiveness with ability of higher level thinking. To get the high quality graduate, its need the instrument through utilization of human resource development. A technology that emphasize on the effort neither of rising of human Performance, rather individually nor in organization scale. In this case, it is a technology which effort the raising of students’ Performance, educational Performance or learning designer and improvement of the institution.
Implication of al-Attas’s Islamic philosophy of science on science education
Science education is often suspected as a cause, not only student become far from God, furthermore make students have secular thinking. Therefore, this paper aims to reconstruct the concept of science education based on the ideas of Syed Muhammad Naquib al-Attas on the Islamic philosophy of science. With the Islamic concept of science education, students are expected to increase piety to God. This paper discusses the thought of al-Attas on the Islamic philosophy of science in his works such as “Islam and the Philosophy of Science”, “The Positive Aspects of Tasawwuf: Preliminary Thoughts on an Islamic Philosophy of Science”, and “The Concept of Education in Islam”. After that, this paper attempts to extract the Islamic philosophy of science, especially ontology and epistemology, into science education concept. This paper concludes that there are several implications of the Islamic philosophy of science in science education. First, the purpose of Islamic Science education is to understand science as God’s way of governing the universe. Second, science education should integrate the revelation with reason and the senses as a source of scientific knowledge. Third, science education should also teach students environmental awareness. Fourth, science education should pay attention to the language in the teaching of science. And lastly, science education should taught a prayer and worship perfection as one way to gain scientific knowledge.
Copyright (c) 2019 Irfan Habibie Martanegara
Best practice Islamization of science on Gestalt-Profetik (G-Pro) guidance and counseling model
Gestalt Prophetic Guidance and counselling (BK G-Pro) is a reconstruction model toward the concept and therapy concept of Gestalt Fredrick S. Perls. It is aimed as a concept of awareness, concept and support which covers many internal dialogue games like empty chair and doing the rounds. BK-G PRO is distinctively known as full awareness, full contact and full support that lead every individual being aware of his existence as Abdullah and Khalifatullah on the earth. The best practice of this model applies group guidance and individual counselling strategy. Group guidance strategy conducted in the form of small group in giving a basic therapy and guidance to all the counselee through The SDBHSM card game. This game is an interactive game between counsellor and counselee and it is aimed to support the counselee to change his condition from being weak awareness to be a full awareness. SDBHSM is stands for S: Siapakah anda (who are you?), D: Darimana anda berasal (where are you from). H: Hendak Ke mana tujuan anda (what is your life aim) S: Sedang apa anda saat ini (what are you doing?). M: manfaat apa yang anda peroleh? (What is the benefit you get?). After group guidance strategy done, the internal dialogue game as individual strategy is implemented. There are 7 advantages of implementing BK G pro model for the counselee. The first, it can develop the self awareness admitting his existence as the creature of Allah the almighty. The second, this model gradually leads the counselee to be grateful, patient and wise in taking life lesson from the experience he has. the third, it can independently develop counselee’s life skill to fulfil his life needs without breaking Islamic law and human rights. The fourth, this model much more focuses on maintaining the heart with its willingness and feeling. The fifth, this model teaches the counselee to be responsible of what he has committed and also willing to accept any consequences of his choice and action. The sixth, the counselee can move from being dependent supported by others to be independent supported by himself and Allah. The seventh, the counselee will consider that he needs others and be able to help other for the sake of Allah.
Copyright (c) 2019 Imas Kania Rahman, Rusdi Kasman
The concept of adâb by Syed Muhammad Naquib al-Attas and its relevance to education in Indonesia
During the first World Conference on Muslim Education in 1977 in Mecca, Syed Muhammad Naquib al-Attas presented a highly important theory to the Muslim community. According to al-Attas, the most fundamental problem being confronted by the ummah today is the loss of ad?b. Al-Attas then offered a resolution in the form of ad?b-based education (ta'd?b). In this article, the writer has tried to examine the concept of ad?b as defined by al-Attas and its relevance towards education in Indonesia. The writer has used a qualitative method in the form of content analysis towards the works of al-Attas. Moreover, the writer has also conducted interviews to complement the required data. The results show that the concept of ad?b as outlined by al-Attas more than 30 years ago still holds a high relevance towards education in Islam. Ad?b not only presents itself as a theoretical concept, but also practical and applicable; encompassing aim of education, curriculum, teacher qualification, learning methods, evaluation methods and including also the means and infrastructure for learning. The concept of ad?b by al-Attas, if comprehended correctly, could be a solution to the crisis in the world of education today.
Copyright (c) 2019 Muhammad Ardiansyah, Didin Hafidhuddin, Endin Mujahidin, Nirwan Syafrin
Achievement of character education in different types of elementary school
Elementary education is a basic level of education that will affect a person's character in the further. If children are educated by good and appropriate educational method in elementary school, they will perform as a good quality or character of person. The aim of this study was to evaluate the achievement of character education in different types of elementary school. There are three types of school observed, that is public, religion, and culture school, and two schools for each types. There were six principal characters evaluated were faithful, pious, noble, self reliant, democratic and responsible. The results showed that Islamic boarding schools and cultural based schools reinforce the character education to students more frequently than the public school. The achievement of character of students in Islamic boarding schools and cultural based schools better than that in public school, indicated by higher grading. While the characters of faith and piety in elementary schools, is generally in need very serious attention.
Copyright (c) 2019 Endin Mujahidin, Syamsuddin Ali Nasution