<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang"^^ . "This dissertation studied the philosophical frame of science\r\npesantren (trensains) education: a case study on Islamic science\r\ndevelopment at SMA Trensains Muhammadiyah of Sragen and SMA\r\nTrensains Tebuireng of Jombang. The fact that most Muslim\r\ncountries, even those with high religiousness level, are poor in\r\nscience prompted trensains emergence an alternative for Islamic\r\neducation. Academically, the study of Islamic education philosophy\r\nseems to be adoptive-justification theories from the west, deductivenormative\r\nfor it glorifies revelations and figures, resulting contextual\r\nsignificance inadequacy. The existing studies on pesantren tend to\r\nview practical aspects, such as curriculum and learning, and put\r\neducation philosophy aside. Thus, four questions were launched in\r\nthis dissertation. (1) why has “science pesantren” emerged in\r\nIndonesia? (2) how has trensains idea been transferred in the vision,\r\nmission, objective, curriculum, and learning program in an education\r\ninstitution? (3) what education philosophy construct underlies the\r\nidea and practice of trensains? (4) how has trensains conceptually\r\nimplied to integrative-paradigm-developing Islamic education\r\nstudies and future Indonesian pesantren?\r\nAn abduction method combined with library research\r\n(deductive) and field research (inductive) was used in this research,\r\nwhilst in-depth interview, documentation, and observation were\r\nemployed to collect data. Using education philosophy frame from\r\nGeorge R. Knight and habitus and modal and arena from Piere\r\nBourdiou, this research uncovered some points. First, trensains was\r\ndriven by Islamic education problems like (1) fiqh domination over\r\nscience; (2) marginalization of philosophy in the world of Islam; and\r\n(3) science dichotomy. Second, trensains concept appeared in two\r\ndifferent institutions, i.e. (1) SMA Trensains Muhammadiyah of\r\nSragen (a transformation from Darul Ihsan Muhammadiyah Islamic\r\nboarding school) and (2) SMA Trensains Tebuireng of Jombang (an\r\nexpansion from its Islamic boarding school). The agents, investors, and institutions practically involved in preparation of vision,\r\nmission, objective, profile of graduates, curriculum, and programs.\r\nThe two schools have agreed on a shared habitus – setting science a\r\ntradition in a boarding school.\r\nThird, the trensains education philosophy comprised three\r\nmain pillars: (1) ontology, consisting theological outlook (God the\r\never-creating); cosmological view (the ever-lasting change\r\nuniverse); anthropological viewpoint (a knowledgeable soul of a\r\nmankind); (2) epistemology, covering revelation-based Islamic\r\nscience and not value-free; (3) axiology, trensains scientific ethics.\r\nTrensains bore three philosophical problems (metaphysicaltheological\r\ntension, apologetic tendency reasoning, and dichotomy\r\nof science and social science. Things needed to cope with them were\r\n(1) theology transformation; (2) Islamic civilization vision reorientation;\r\n(3) Islamic science re-formulation and (4) merit-based\r\nIslamic education Philosophy development.\r\nFourth, there were two implications in a trensains education\r\nphilosophy study. First, conceptual implication for Islamic education\r\ntoward integrative paradigm comprised (1) the essence of trensains\r\n(science-integration education aiming at producing Muslim\r\nscientists); (2) the essence of trensains materials (integrated\r\ncurriculum); (3) the essence of trensains method (scientific\r\nlearning); and (4) the essence of evaluation (integrated-intelligence\r\ncompetence). Second, it implicated to the orientation shifts that\r\nmoved from sufic-fiqh to scientific- philosophical."^^ . "2023-02-27" . . . . "UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . "PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . . . . . . . "NIM.: 17300016032"^^ . "Azaki Khoirudin"^^ . "NIM.: 17300016032 Azaki Khoirudin"^^ . . . . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Text)"^^ . . . . . "17300016032_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf"^^ . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Text)"^^ . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "preview.jpg"^^ . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "medium.jpg"^^ . . . "FILSAFAT PENDIDIKAN PESANTREN SAINS:\r\nStudi Pengembangan Sains Islam di SMA Trensains\r\nMuhammadiyah Sragen dan SMA Trensains Tebuireng Jombang (Other)"^^ . . . . . . "small.jpg"^^ . . 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