%A NIM.: 19304016004 Nur Rizqiyah Al Karimah
%O Prof. Dr. Maragustam, M.A. dan Prof. Dr. Sembodo Ardi Widodo, S.Ag., M.Ag
%T KONSTRUKSI PEMIKIRAN PENDIDIKAN AGAMA ISLAM K.H.R. ASNAWI
%X This study is driven by the overwhelming pitfalls, such as terorism,
radicalism, and intolerance, occuring in the society throghout the nation.
Having a harmonious and respectful mindsets exemplified by some
Indonesian muslim intellects is essential. Asnawi, a profound intelectual for
Islamic education, has left those values for a century. This research aims to
discover Asnawi’s construct of thoughts on Islamic education, to analyze the
position of his thoughts in the map of Islamic rducation, and to analyze the
relevance of it to that of the contemporary era.
This literature study applied three approaches: philosophical,
sociological, and historical. The data in this study were colleted through
documentation technique with the support from interview and observation.
Together with an interview with his family, Asnawi’s work on literature (i.e.
Jawab Soalipun Mu’taqad, Tauhid Jawan, Fasalatan, and Syi ‘iran Nasihat
to name a few), Madrasah Qudsiyyah and Raudlatuth Tholibin boarding
school became the primary source. The data analysis followed the steps from
reduction, classification, display, and interpretation before it reached
conclusion drawing.
The results show as follow. First, Asnawi’s thoughts on Islamic
education can be illustrated as a building of “The House of Change” with
basic philosophy of education the foundation of the house. The frame of the
house in the illustration is the objectives of the education which is having
moderate behavior, guiding someone to put sincerity a priority and to live
worldly life and the hereafter in balance. The roof of the house is the three
education materials (faith, moral fibre, and worship) and the window is the
three methods (advice, exemplary-good-deeds, and question-and-answer)
used to deliver the materials. The textbooks are the furniture, while the doors
are the evaluations, consisting of cognitive and affective evaluations.
Cognitive evaluation is a simple essay test and affective assessment is a nontest
evaluation but a self-report. Asnawi also pictures the importance of both
the educators and the pupils as the ones who live in the house. Another
determining factor is the school environment that he sees it like home
environment. Second, if examined by Islamic education philosophy,
Asnawi’s thoughts have a tendency towards religious-transformative beliefs
when it is viewed from ontology, epistemology, and axiology points of view.
Third, Asnawi’s idea in contemporary era is relevant for it supports the Deep
Learning approach. One element existing in this approach is mindful learning
with which students are encouraged to devote to the materials being learnt.
The second element called meaningful learning emphasizes its ability to push
the students to understand today’s life and the hereafter. Another element is
joyful learning whose process must be fun and suits the up-to-date
knowledge. Asnawi’s thoughts are also relevant for the development of the
madrasah under the Qudsiyyah Menara Kudus of Islamic Education
Foundation with its philosophical base, education objectives, educators,
students, and education environments.
%K Konstruksi Sosial, Continuity and Change, Pendidikan Agama Islam
%D 2025
%I UIN SUNAN KALIJAGA YOGYAKARTA
%L digilib69840