<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "IDEOLOGI PENDIDIKAN ISLAM PESANTREN:\r\nKAJIAN KONSEP IDEOLOGI PENDIDIKAN ISLAM DAN IMPLEMENTASINYA\r\nDI PESANTREN HIDAYATULLAH BALIKPAPAN"^^ . "This dissertation elaborates Islamic education thoughts in Hidayatullah\r\nBoarding School, Balikpapan. Two questions to answer in this research are how\r\nthe thoughts of Islamic education ideology in Hidayatullah Boarding School are\r\nformulated; how they are implemented in the education process, and how they\r\nimpact on the students. This research is a combination of a library and field\r\nresearch. The approach used is historical approach and verstehen approach. The\r\ndata were collected through documentation, interviews, and observation. The data\r\nanalysis used a scheme proposed by Creswell, namely the existing material was\r\norganized in such a way and prepared for analysis, and then all the data was\r\nreread thoroughly to be categorized in themes and descriptions (categorical\r\naggregations). Afterwards, a process of interrelating the themes and descriptions\r\nwas conducted to produce meaning groups, and finally the meanings were\r\ninterpreted. This research applied several theories, i.e. William O‟Neil‟s theory of\r\neducational ideology categorization and Yoram Harpaz‟s theory of the basic\r\nstructure of educational ideology. In terms of Islamic education, the theory used\r\nwas al Jabiri‟s relation between Islamic education ideology and Islamic logic\r\nformation of bayani, irfani, and burhani; and Jawwad Ridla‟s theory on the\r\npolarization of Islamic education thoughts.\r\nThe result of this study shows that Hidayatullah Boarding School of\r\nBalikpapan has developed the formulation of Islamic thought‟s which becomes\r\nthe platform of its ideology as part of Islamic movement organizations in\r\nIndonesia. The conception is a genuine thought of K.H. Abdullah Said, the\r\nfounder of the school, which was then maintained and developed by his\r\nsuccessors as a movement organization. In Islamic education ideology context, the\r\nconception leads to the appearance of core values in Islamic education, namely\r\nindependence, leadership, entrepreneurship, responsibility fulfillment, and\r\nproblem solving, all reduced from the historical stages before the prophecy of\r\nMuhammad p.b.u.h. Then a gradation of ideological awareness appears in the\r\nstages of normalization, orientation, externalization, and objectification reduced\r\nfrom the first five surahs revealed, which is later called the systematic revelation.\r\nIn addition, the attempts of ideological comprehension internalization on the\r\nstudents are done in two aspects, i.e. through classical praxis in teaching some\r\nsubjects; and through non classical praxis like focused groups or halaqah.\r\nTherefore, the supporting facilities in the school like the mosque, the boarding\r\nhouse, and the school building become very important instruments."^^ . "2014-09-23" . . "UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA"^^ . . . "PROGRAM PASCASARJANA, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA"^^ . . . . . . . . . "NIM 10.35.003/S3"^^ . "ABDURROHIM"^^ . "NIM 10.35.003/S3 ABDURROHIM"^^ . . . . . "HTML Summary of #14705 \n\nIDEOLOGI PENDIDIKAN ISLAM PESANTREN: \nKAJIAN KONSEP IDEOLOGI PENDIDIKAN ISLAM DAN IMPLEMENTASINYA \nDI PESANTREN HIDAYATULLAH BALIKPAPAN\n\n" . "text/html" . . . "Ilmu Agama Islam" . .