%0 Journal Article
%A HAMRUNI , -
%D 2008
%F digilib:8590
%J Jurnal Kependidikan Islam Vol.3 No.1 Januari-Juli 2008
%K dimensi spiritual-etik, paradigma, pendidikan Islam
%T MENGEMBANGKAN DIMENSI SPIRITUAL-ETIK DALAM WAWASAN ILMU PENDIDIKAN
%U https://digilib.uin-suka.ac.id/id/eprint/8590/
%X This article discusses spiritual and ethical dimension in developing  educational science. The author argues that the development of social science  today is merely based on Western epistemology that puts so much emphasis on  rationality without giving room for spiritual-ethical aspect. As a result, the advance  development of science gives many problems for human life, particularly in dealing  with nature destruction. For this reason, the author offers an alternative concept  of scientific development that incorporates spiritual-ethical dimension, arguing  that neglecting this dimension would likely to lead modern science and technology  in a situation in which people achieve high peak of material prosperity but loose  their ethical-spiritual element. Ignoring ethical-spiritual dimension would likely to  orient individuals to put so much emphasis on hedonistic and individual values at  the expense of ethical-humanistic values. In educational sphere, this will lead to  model of education that only emphasizes cognitive domain at the expense of  affective and psychomotor. Separating cognitive domain from affective and  psychomotor would likely to produce people who smart but lack of moral commitment.  This is the reason why our world today is full of nature destruction due to natural  resources exploitation through science and technology without spiritual basis.  From this perspective it would be understandable if Karl Jaspers says that our  world today has been subjugated to a regime of advance technology that leads to  de-spiritualization of the world. To answer this challenge, the author proposes to  incorporate spiritual-ethical values in scientific development. Developing spiritual  ethic cannot be separated from educational processes.