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KONSEP KEBERAGAMAAN HAMKA DAN QURAISH SHIHAB SERTA RELEVANSINYA TERHADAP PENDIDIKAN ISLAM
This study aims to analyze Hamka and Quraish Shihab's concept of religiosity through three main streams of Islamic education: religious-conservative, religious-rational, and pragmatic-instrumental. Then, it examines its relevance to Islamic education. This study is a qualitative library research study, employing a character study method. Primary data sources include books by Hamka and Quraish Shihab, supported by various relevant literature. Data collection involved several technical steps, while data analysis utilized content analysis. The results of this study indicate that Hamka and Qurasih Shihab's religiosity have different contexts. First, Hamka's religious-conservative: always maintaining the value of religious purity, having the principle of learning for the sake of religion, having educational goals to gain Allah's pleasure, in carrying out religious rituals or educational processes always referring to the Qur'an and Hadith and finally sharing some knowledge for the sake of education. Second, Hamka's religious-rational indicators are adhering firmly to religious and philosophical values, prioritizing the senses as the main tool for seeking knowledge, prioritizing reason as a learning method. Third, Hamka's pragmatic-instrumental indicators are seeing truth as judged by its benefits, knowledge must be in accordance with human needs, emphasizing that the school curriculum must keep up with the times, the existence of education to create human skills and contextualize the Qur'an. Quraish Shihab: First, religious-conservative: always making the Qur'an the primary source, maintaining the sacred values of religion, adhering firmly to the pleasure of Allah. Second, making the Qur'an and Hadith have a very broad scope, integrating religious knowledge and philosophy, placing the five senses as the main tool for gaining knowledge, emphasizing the importance of education that must always keep up with the times and make reason a mediator in gaining knowledge. Third, pragmatic-instrumental Quraish always contextualizes the Qur'an and Hadith, sees education as being judged by its benefits, emphasizing that the educational curriculum must always be in accordance with the needs of society. These differences in religiosity are caused by the context of the times, educational background, approach to the text of the Koran, religion and the role of service This religiosity has relevance to Islamic education, especially in the philosophy of education, educational goals, educational foundations and educational methods.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
KONSEP KEBERAGAMAAN HAMKA DAN QURAISH SHIHAB SERTA RELEVANSINYA TERHADAP PENDIDIKAN ISLAM (Text)
KONSEP KEBERAGAMAAN HAMKA DAN QURAISH SHIHAB SERTA RELEVANSINYA TERHADAP PENDIDIKAN ISLAM (Other)
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297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)