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METODE PENDIDIKAN KELUARGA DI ERA GLOBALISASI MENURUT ARIO MUHAMMAD DAN AISAH DAHLAN SERTA RELEVANSINYA DENGAN TUJUAN PENDIDIKAN ISLAM YANG HUMANIS-RELIGIUS
This research is motivated by the lack of understanding of parents in educating their children. Based on research data, it was found that 50% of parents in Indonesia are not ready to be parents because of the lack of knowledge about parenting, including in this case the use of appropriate methods. This study aims to determine and analyse the definition, similarities and differences of family education methods in the era of globalisation according to Ario Muhammad and Aisah Dahlan and their relevance to the goals of humanist-religious Islamic education. This research uses a descriptive qualitative approach with the type of library research. There are two sources of this research, namely primary sources which are the main sources for obtaining data related to the research theme and directly related to the figures studied. Then secondary sources that have a connection with the research theme. The data collection technique used is documentation technique. The data validity test uses source triangulation. The data collected was analysed using content analysis techniques. The results of this study found that the definition of family for Ario Muhammad is a group of people who support each other for success in this world and the hereafter. While Aisah Dahlan defines family as a place between individuals to protect each other from the torment of hellfire in the afterlife. There are similarities and differences in family education methods between the two. The similarities lie in the use of exemplary methods and prayer. Ario emphasises the exemplary method while Aisah tends to use the prayer method more often. Ario then applies some other methods to complement some other methods such as dialogue, habituation and reward/punishment, while Aisah also uses dialogue method a lot. Ario utilises technology for the purpose of acquiring knowledge, hence he applies rules to his children, while Aisah is not too strict in the use of technology as long as she does not forget her inherent obligations. Overall, both characters imply that fostering a family in this era of globalisation requires parents who are ready for the responsibility. The methods offered by both characters are very relevant to realising the goals of humanist-religious Islamic education. This is because the methods used by both are very likely to instil dimensions in achieving the goals of Islamic education that produce humanist-religious individuals.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
METODE PENDIDIKAN KELUARGA DI ERA GLOBALISASI MENURUT ARIO MUHAMMAD DAN AISAH DAHLAN SERTA RELEVANSINYA DENGAN TUJUAN PENDIDIKAN ISLAM YANG HUMANIS-RELIGIUS (Text)
METODE PENDIDIKAN KELUARGA DI ERA GLOBALISASI MENURUT ARIO MUHAMMAD DAN AISAH DAHLAN SERTA RELEVANSINYA DENGAN TUJUAN PENDIDIKAN ISLAM YANG HUMANIS-RELIGIUS (Other)
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