EMOTIONAL QUOTIENT IN ISLAMIC EDUCATIONAL PERSPECTIVE (A Study on Elements of Emotional Quotient Hasan Langgulung’s Perspective)

Karwadi, NIM. 04.3.446 (2008) EMOTIONAL QUOTIENT IN ISLAMIC EDUCATIONAL PERSPECTIVE (A Study on Elements of Emotional Quotient Hasan Langgulung’s Perspective). Doctoral thesis, Pasca Sarjana.

Preview	Text (EMOTIONAL QUOTIENT IN ISLAMIC EDUCATIONAL PERSPECTIVE (A Study on Elements of Emotional Quotient Hasan Langgulung’s Perspective)) BAB I, V, DAFTAR PUSTAKA.pdf - Published Version Download (6MB) | Preview
	Text (EMOTIONAL QUOTIENT IN ISLAMIC EDUCATIONAL PERSPECTIVE (A Study on Elements of Emotional Quotient Hasan Langgulung’s Perspective)) BAB II, III, IV.pdf - Published Version Restricted to Repository staff only Download (14MB)

Abstract

Emotional quotient (EQ) is one of quotients that must be possesse children besides intellectual and spiritual quotients. Therefore, efforts to dii various shahih (trusted) and clear concepts developed by the scholars of Isl education are much needed because this can result in a concept which can be pos a philosophical foundation in Islamic education. In this context, Hasan Langgt meets the requirements as a figure whose perspectives deserve to be analyzed. study aimed to reveal in details elements of emotional quotient in Langgulung’s educational perspectives. Those elements were then systematize become a complete context and to be, perhaps, implemented in Islamic education This study focused on answering four problems as follows (1) how Langgulung see human psychological dimension?; (2) what elements of emoti quotient are in Langgulung’s educational perspectives?; (3) how is the positio langgulung’s perspective toward the discourse of Western emotional quotient? how is Langgulung’s perspective interpreted in Islamic education? Data were collected through two ways, literature study and intery Literature study was done upon primary and secondary sources while interview focused on explicitly unrevealed basic problems in Langgulung’s works or t needing direct clarification. Free-guided interview was employed and to test validity triangulation technique on source and method and cross-check toward r were performed. Data analysis was done qualitatively focusing on the con Analysis method was descriptive and critical-analytic, with following procedt data reduction, data display, and data verification to draw a conclusion. Philosopl approach was used with a model of inductive thinking. As a reference in doing analysis, this study used theory of emotional quol developed by Daniel Goleman that includes self awareness, self regulation, motivation, empathy, and social skill. Self efficacy, conditioning, and ca community were three key words of emotional quotient of Langgulung’s perspec conceptual implementation. The findings of the study were as follows: First, according to Langguh human behavior (akhlak) was a reflection of human mental condition (psycholo Human psychological dimension in Langgulung perspective consisted of soul nafs) that gave an influence in a form of motivation to human being to do someth brain (al ‘aql) that gave rational consideration, conscience (al qalb) that goes emotional consideration, spirit (al dill) that gave spiritual consideration and al that gave transcendental consideration based on religious teachings. Second, elements in emotional quotient in Langgulung’s perspective summarized in his concept about mental health, that is, one’s ability in adjust himself with his surrounding both human and object (social EQ). Ability to cul psychological potential and self adaptation would bear noble behavior (akhlaq karimah), including noble attitude to Allah, to himself (personal EQ) and to (social EQ). Self efficacy was done by implementing learning method appro with psychological development step and with students’ desire, by paying attend on individual difference and student-centered learning. Conditioning aspect was by applying conditioning method and direct practices in field. Meanwhile, community aspect was done by creating conducive educational environment better teachers and students. Third, concept of Western emotional quotient was in a mutual relatio: between individual-social-work. The relationship brought human beings to merel success in the world. This was different with Langgulung’s concept of emot quotient that had a relationship between individual-social-‘abid-khalifah. This ki relationship could bring human beings not only to the success in the world but al the success in the here after. Based on the fact, Langgulung’s emotional quc concept was more appropriate to be said as Islamic emotional quotient. The pa was due to the use of Islamic teachings that Langgulung used in his basic thought Fourth, despite the richness of material content and his apparent 1 thoughts, Langgulung’s concept on emotional quotient was not yet applicative. was because Langgulung did not conceptualize his perspective based on experience and did not specifically apply the points of his ideas directly. However his perspective might conceptually be integrated to Islamic education because concept was in a line with general Islamic educational goals, that is, as guidanc create fully integrated human beings in terms of brain and heart, body and soul, akhlak and skills. This must of course become part of educational policies in the ... of institution, educational curriculum, teachers and students to integrate the concept.

Share this knowledge with your friends :

Actions (login required)

View Item