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ANALISIS ATAS TERBENTUKNYA MAZHAB FIKIH, ILMU KALAM, DAN TASAWUF SERTA IMPLIKASINYA DALAM MEMBANGUN UKHUWAH ISLAMIYAH Tatang Hidayat; Endis Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (715.457 KB) | DOI: 10.35445/alishlah.v10i2.81

Abstract

Sejarah terbentuknya mazhab fikih, ilmu kalam, dan tasawuf dalam Islam sangat penting untuk dibahas, serta memiliki keunggulan dari segi menambah wawasan keislaman dalam menghadapi perbedaan di tengah-tengah umat. Tujuan pembahasan ini dalam rangka menganalisis fakta dan perkembangan problematika sejarah terbentuknya mazhab fikih, ilmu kalam, dan tasawuf serta implikasinya dalam membangun ukhuwah Islamiyah. Pembahasan ini menggunakan pendekatan kualitatif dan metode studi literatur. Berdasarkan hasil pembahasan, kelahiran mazhab fikih dengan pola dan karakteristik tersendiri ini, tak pelak lagi menimbulkan berbagai perbedaan pendapat dan beragamnya produk hukum yang dihasilkan. Para tokoh imam mazhab seperti Imam Hanafi, Imam Maliki, Imam Syafi’i, dan Imam Hambali, masing-masing menawarkan teori, kaidah-kaidah ijtihad dan kerangka metodologi yang menjadi pijakan mereka dalam menetapkan hukum. Adapun sejarah ilmu kalam, berawal dari peristiwa tahkim yang kemudian menimbulkan tiga aliran teologi dalam Islam, yaitu aliran Khawarij, Murji’ah, dan Mu’tazilah. Sementara, sejarah perkataan tasawuf baru dikenal setelah abad ketiga hijriah, tetapi kandungan ajaran tasawuf sudah ada pada diri Nabi dan para sahabat beliau. Walaupun demikian, pendapat ulama tentang sejarah pendirian gerakan tasawuf masih berbeda-beda. Implikasnya, pembahasan ini akan semakin membuka wawasan pemikiran dan akan lebih bijak lagi ketika menghadapi perbedaan di tengah-tengah umat demi terwujudnya ukhuwah Islamiyah.The history of the establishment of fikih, kalam, and Sufism schools of thought (mazhab) in Islam is considered as a crucial thing to discuss and it in fact has advantages in terms of increasing Islamic insight in facing the diversity among people. The purpose of this present study is to analyze the facts and the problem development of the history of the establishment of fikih, kalam, and sufism schools of thought and their implications in building ukhuwah Islamiyah. This present study employed a qualitative approach and literature study methods. Based on the results of the discussion, the establishment of fikih school of thought along with its own patterns and characteristics inevitably led to various differences of opinion and the variety of legal products. The schools of thought (Imam mazhab) figures such as Imam Hanafi, Imam Maliki, Imam Syafi’i, and Imam Hambali, postulated their own theories, rules of ijtihad and methodological frameworks as the basis in establishing a binding ruling of religious matters. In particular, as for the history of the science of kalam, it was started in the time of tahkim event which later led to the three schools of theology in Islam covering the Khawarij, Murji'ah, and Mu’tazilah. On the other hand, the history of Sufism was only known after the third century of hijriah, even though the teaching of Sufism was already embodied in the Prophet and his companions. Nevertheless, the Islamic scholars had different opinions regarding the history of the establishment of Sufism movements. In fact, the implication of this study will open up more insight and it will promote a wise attitude in facing different opinions in the midst of the people in order to realize Islamic Unity (ukhuwah Islamiyah).
MODEL PENGEMBANGAN KURIKULUM TYLER DAN IMPLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH Tatang Hidayat; Endis Firdaus; Momod Abdul Somad
POTENSIA: Jurnal Kependidikan Islam Vol 5, No 2 (2019): Desember
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/potensia.v5i2.6698

Abstract

The purpose of this present study is to identify the Tyler curriculum development model and its implications in learning Islamic Religious Education in school.  This study employed a qualitative approach and literature study method. The results of this study showed that the conditions as the time progresses undeniably were in demands of curriculum development. The Tyler curriculum model had its own strengths and weaknesses. In fact, the model only emphasized the aspect of objectives, regardless of the ongoing educational process. Therefore, as an implication, it is obvious that the Tyler curriculum development model needed to be developed and it in fact should be viewed from various aspects, especially with regard to Islamic Religious Education which had its own distinguishing characteristics in establishing the values of faith, piety, and noble character. Therefore, Islamic Religious Education teaching and learning processes undeniably should focus on the ongoing educational processes, not merely to the evaluation held at the end of the learning process.
KONSEP DASAR EVALUASI DAN IMPLIKASINYA DALAM EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH Tatang Hidayat; Abas Asyafah
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 10, No 1 (2019): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (174.972 KB) | DOI: 10.24042/atjpi.v10i1.3729

Abstract

This paper aims to discover the basic concepts of evaluation and its implications on evaluating Islamic Religious Education learning in Schools. This paper employs a qualitative approach and literature study method. Based on the results of the discussion, the evaluation consisted of measurement and assessment. In the context of learning, evaluation has a very important and strategic position since it is included in the steps of learning. The aim is to determine the effectiveness and efficiency of the learning system. The area of discussion includes evaluation in learning programs, learning processes, and learning outcomes. In general, the principle of evaluation consists of continuity, comprehensiveness, fairness, objectivity, cooperativeness, and practicality. In specific, the principle consists of integration, coherence, pedagogical, and accountability. In terms of type, learning evaluation consists of evaluation of planning, development, monitoring, impact, efficiency, and comprehensive programs. In terms of object, evaluation of learning includes input, transformation, and output. The subject includes the educator, the officer who has been trained, and the students that can evaluate themselves. In terms of the technique, it consists of tests and non-tests. The implication is that the evaluation of the learning of Islamic Religious Education in schools needs to be carried out in a continuous, comprehensive and integrated manner. Thus, Islamic Religious Education educators must be able to evaluate the development of students, including in the aspects of aqliyah, qolbiyah, and amāliyah.
KH. Zainal Musthafa’s Struggle in Developing the Nation's Intellectual Life Tatang Hidayat; Aam Abdussalam
Ulumuna Vol 23 No 2 (2019): December
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v23i2.363

Abstract

Many national independent struggle movements in Indonesia began from traditional Islamic boarding schools (pondok pesantren). One of the the movements was established by KH. Zainal Musthafa of Tasikmalaya, West Java. This study aims to examine this scholar’s struggle of independence and his spirit in developing the nation's intellectual life. Based on interview and historical archives, this study shows that KH. Zainal Musthafa plays a vital role in the independence struggle. He was a role model, who was not only a Muslim religious scholar (‘ulamā’), but also a fighter against colonialism. His struggle was motivated by the values and principle of tawḥīd (Oneness of God) and the spirit of Indonesian independence. His struggle furthermore departed from and was shaped by, the teachings offered at traditional Islamic boarding school. This suggests that traditional Islamic educational system, spiritualism and mode of Islamic religiosity developed by pesantren constitute one of the most relevant aspects of Islam in the struggle for Independence and, as this paper argues, remain relevant to the contemporary Indonesian spiritual and intellectual life. It is through pesantren and their leaders that Islamic spiritualism and public intellectualism have thrived up to the present.
Menggagas Pendidikan Islami: Meluruskan Paradigma Pendidikan di Indonesia Tatang Hidayat; Toto Suryana
Jurnal Pendidikan Islam Indonesia Vol 3 No 1 (2018): Pendidikan Islam
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v3i1.89

Abstract

The aim of this present study is to initiate Islamic education in order to rectify the educational paradigm in Indonesia. With respect to the research methodology, this study employed a qualitative approach and literature study method. In its implementation, the collected data was then analyzed using a descriptive analysis method. Based on the results of the discussion, in order to rectify the educational paradigm in Indonesia, it should initially change the secularism paradigm that has been fossilized in the world of education into the paradigm of Islam, al-Qur`an, and Tauhid. As a consequence, this paradigm will have implications for the establishment of the conceptualized education system that inevitably also affects the to-be-achieved educational objectives. In order to realize a good education system, there should be integration between the elements of education practitioners which consist of family, mosques/schools/campuses, and society. As a result, those aforementioned objectives will be successfully achieved in the moment when Islamic rules are fully implemented in all aspects of life. Therefore, it is necessary to continuously educate the public regarding the importance of implementing Islamic rules in all aspects of life, including in the aspect of education.