Progresiva : Jurnal Pemikiran dan Pendidikan Islam
Progresiva: Journal of Islamic Thought and Education. This journal is concentrated on various topics of Islamic thought and education, both those that study the classical Islamic discourse and contemporary themes. Thus, this journal is very open to receive scientific articles that discuss various developments in contemporary Islam, for example, Islam and the state; democracy, human rights, terrorism, religious radicalism, and topics related to millennial Muslims and social media.
Articles
80 Documents
<![CDATA[PEMIKIRAN KHOMEINI TENTANG PENDIDIKAN AKHLAK (SEBUAH KAJIAN ONTOLOGI DAN EPISTIMOLOGI ]]>
<![CDATA[Khoirul Anwar]]>
<![CDATA[ Progressiva: Jurnal Pemikiran dan Pendidikan Islam Vol 5, No 1 (2011): Desember ]]>
Publisher : <![CDATA[Fakultas Agama Islam ]]>
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<![CDATA[PEMIKIRAN KHOMEINI TENTANG PENDIDIKAN AKHLAK(SEBUAH KAJIAN ONTOLOGI DAN EPISTIMOLOGI)Oleh :Khoirul Anwar *)ABSTRACTThe phenomenon of anomaly attitude was occurred in adolescent, especially students make manypeople argues that to revive the character education is important. It is presumed, that the anomalyattitude of student relate with ineffectively of character education in school and family. Therefore,the studies of character education from ontology and epistemology viewpoint are needed. Thispaper presents education character according to Khomeini’s concepts. As it was known thatKhomeini was Iran revolution father, he was not a pedagogue, however, he wrote articles whichdiscussed about character education with philosophy and irfan approaches; both was elaboratedsince he still was young. So, it will be interesting to discuss it as a contribution to educationthinking.]]>
<![CDATA[Minat Mahasiswa terhadap Bahasa Arab: Studi pada Program Pendidikan Ulama Tarjih FakultasAgama Islam Universitas Muhammadiyah Malang ]]>
<![CDATA[Rahim, Fathor]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 2 (2019): Juli-Desember ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i2.11040
<![CDATA[This article explains about the interest of students Program Pendidikan Ulama Tarjih University of Muhammadiyah Malang (PPUT UMM) towards Arabic language education program. The study of the interests of prospective ulama students in Muhammadiyah is important, because: First, it has never been done, especially relating specifically to improving the ability of Arabic as a "science tool"; Secondly, it is very useful to identify the quality of knowledge of the tools of the Muhammadiyah ulama candidates; third, the quality of the tool knowledge possessed is certainly useful as a recommendation for lecturers supporting Islamic sciences. The study uses an elaborative research model, namely qualitative, quantitative and descriptive. This article argues, PPUT students have a strong interest in pursuing Arabic.]]>
<![CDATA[AMALAN AKHLAK KEPALA SEKOLAHDASAR ISLAM DI MALANG MELALUI MURAQABAH, MUHASABAH DAN MUJAHADAH ]]>
<![CDATA[Supriyatno, Triyo]]>;
<![CDATA[Mamat, Wan]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i1.8927
<![CDATA[Muhasabah is a surveillance system involving the internal control process to ensure al- amr al-ma’ruf wa al-nahyu ‘an al-munkar implemented in Islamic education. The main purpose of this article is to examine the determinants of akhlak practices through elementary Islamic Education among Two Principal Schools. We’re collected data by non-participant observations, semi-structured interviews, documentation and principals’ journals. The results of this study showed that the practice of akhlak principals of Elementary Islamic School in Malang through muraqabah (behavioral observation), muhasabah (reflection practice) and Mujahadah (struggle of desires) contributed to the realization of the national education philosophy to produce a generation of school community who are righteous knowledgeable, competent, honorable and contribute to a universalcivilization. ]]>
<![CDATA[Teologi Toleransi; Dari Toleransi Recognize menuju Toleransi Nilai ]]>
<![CDATA[Hanafi, Imam]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 2 (2019): Juli-Desember ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i2.11041
<![CDATA[This article wants to redefine tolerance, it also wants to show that religious plurality becomes a necessity that cannot be sued. In addition, this article wants to see the negative side of the emergence of a single logical reasoning on religious truth. This topic is examined using a qualitative-descriptive approach, emphasizing the importance of humans being actively tolerant, reviving values in the natural diversity of the country. At the end of this article, the author also wants to show that plurality as a necessity, can be read from theological perspective. Therefore, the reconstruction of Islamic theology is needed to re-read the meaning of true tolerance.]]>
<![CDATA[REORIENTASI PENDIDIKAN ISLAM DI ERA REVOLUSI INDUSTRI 4.0 ]]>
<![CDATA[M, M Samkhan]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i1.8928
<![CDATA[The implementation of Islamic education is still oriented towards the romanticism of the past rather than looking at the future. The main challenges in the industrial era 4.0 include the issue of the quality of teaching resources. Therefore this study wants to answer; the orientation of the educational paradigm as an epistemological framework which underlies the set of ideas or concepts in the implementation of education as well as the actualization and evaluation of education. The effort to transform Islamic education uses an integrated approach between the reasoning of Bayani, Burhani, and Irfani. The hope, the integrated paradigm produces a scientific structure that emphasizes the creation of know-why and know-how competencies, rather than know-what. In this case it is a philosophical form of Islamic education in its axiological and epistemological aspects, so that professional Islamic education can give birth to a generation of knowledgeable knowledge, mastering technology in addition to holding fast to the religion of God. ]]>
<![CDATA[Infiltrasi Pendidikan Agama dan Budaya di Indonesia: Perspektif Islam dan Barat ]]>
<![CDATA[Fahmy, Achmad]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 2 (2019): Juli-Desember ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i2.11036
<![CDATA[This article wants to examine the relationship between religious education and culture in Indonesia from an Islamic and Western perspective. This view stems from the assumption that culture is a human product that provides space for humans freely without regard to religious values. In detail, this article wants to describe a number of things, namely: First, conflict at the level of discourse between religious and cultural education in Indonesia; Second, religious education in a cultural context; Third, Islamic and Western perspectives on religious and cultural education. In discussing this article, the author uses a qualitative library research methodology whose main object is in the form of library materials, articles, journals, and other literature.]]>
<![CDATA[DASAR-DASAR PENDIDIKAN ANAK DALAM SURAH LUQMAN ]]>
<![CDATA[Yusuf, Muhammad]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i1.8929
<![CDATA[The results of this study displayed that there are some principles of education that cover the main points of religious guidance such as Aqidah, worship, morality and the command to be patient. Those principles are absolute requirement for success after life. Thus, Luqman Al-Hakim educated his children, and also gave a guidance to anyone who wants to trace the path of virtue, which applies to all nations and people in the world. In a nutshell, this purpose has the same way with the Qur'an's mission which is intended to be a blessing for all nature through educational activities. In closing, the Qur'an wishes for the realization of human beings who are built up their full potential, physical, mental and intellectual, so that, the whole human beings are happy in the world and also the hereafter.]]>
<![CDATA[Implementasi Manajemen Pendidikan Multikultural di SMP Tumbuh Yogyakarta ]]>
<![CDATA[Nurcholish, Dani]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 2 (2019): Juli-Desember ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i2.11037
<![CDATA[This article wants to explain about the application of multicultural education management in SMP Tumbuh Yogyakarta. With the vision of the school "education for all", in the learning process teaches respect for diversity, tolerance and equal rights. These values of inclusiveness are the main foundation of the school curriculum. In detail, this text wants to reveal a number of things, namely: First, how multicultural leadership practices in SMP Tumbuh; Second, how is the management of multicultural curriculum planning; Third, how the multicultural-based teaching and learning process. This aspect is detailed in several ways, namely the management of education personnel, learning curriculum, management of relations with surrounding communities, and the spirit of multiculturalism that is able to inspire students to excel.]]>
<![CDATA[KURIKULUM PENDIDIKAN INDONESIA: ANTARA ADAB DAN INTELEKTUAL ]]>
<![CDATA[Firmansyah, M. Feri]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i1.8930
<![CDATA[Education Indonesia is launching Character Education, which is education that aims to build the character of students to become civilized intellectuals. But it becomes an anomaly because in reality the students sometimes underestimate their teacher. This means that here Indonesia Education has not found the right formula for this concept. Different from the concept of Islamic Education, where Islamic Education is more comprehensive in shaping the character of students, namely through strengthening the spirit of their faith and adab. In other words, in the historical literature of the Islamic Education curriculum, there are two, namely the Curriculum of Faith and the Koran. After Faith and Al-Quran strong students then they recognize applied sciences, such as science, Social Sciences, and so forth.]]>
<![CDATA[Sunan Drajat’s Influences to Islamic Education: 15th Century ]]>
<![CDATA[Mukhlis, Fahrudin]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 2 (2019): Juli-Desember ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i2.11038
<![CDATA[This paper attempts to provide a brief history of the nine saints named by walisongo, and more specifically Sunan Drajat and his role in the development of Islamic Education in various fields, such as da'wah, social, arts and culture and purification of aqīdah or creed. Specifficaly, this article will depict some points, such: First, the roles of Wali Songo to the propagation of Islam in Java; Second, Sunan Drajat’s method in Educating people; Third, Sunan Drajat’s Influences to Islamic Education. These aspects which give a description of a very good and successful method of preaching Islam in Indonesia especially in the land of Java]]>
