Kreativitas dalam Pendidikan Islam Telaah Konseptual Kreativitas dan Konteks Empiriknya di MAN Mataram

H.M. Taufik , 993154 (2009) Kreativitas dalam Pendidikan Islam Telaah Konseptual Kreativitas dan Konteks Empiriknya di MAN Mataram. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, UIN Sunan Kalijaga.

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Abstract

Creativity has been introduced in al-Qur’an as the basis and main source of Islamic education. This, in addition, concerns with the characteristics of the prophet Muhammad SAW who is siddiq (honest),amanah (trustworthy), tablig (delivering), fatanah (genius), loves and appreciates knowledge. These characteristics bred rapidly among his friends and followers and finally triggered and supported the socio-cultural-knowledge creativity of Moslems. As a result, creative development and civilization such as Islamic education managed to reach the golden age. Whwn a creative situation is ignored, drawback and long stagnancy are consequently formed. Within the next age, Islamic education will encounter tremendous changes, challenges, and opportunities at once in more complicated circumstances. Therefore, the demand of being creative is now unavoidable. The question now is: what the substance and existence of creativity in Islam education will take their form? This research is aimed to understand the substantive concept, the existences of creativity in Al-Qur’an and the empirical relevance with the implementation of education. To understand the subject of the research, qualitative approach and thinking patterns of giving meanings are employed by using double strategies, namely library research that concerns with the conceptual data in Al-Qur’an and observation and interview that concern with the empirical data from Madrasah (Islamic religious schools). Content and conceptual analyses are correspondingly employed to draw conclusion through message characterization such as data reduction, data presentation, and simultaneous verification. Creavity in thinking and taking action in productive works has been signified by Al-Qur’an into various levels and styles. The potential use of qalb-‘aql-fikr means to be willing to understand, open conscience, inquiry, at-tafkir al—hurr or think freely, and think creatively from various angles. The creativity in Al-Qur’an is multi dimension. It integrates mental and spiritual aspects with aql-fikr and physical functions. Becouse human being is a multi dimension that involves slaves and khalifah, their creative potentials are unified with various characteristics including their function as the slaves and khalifah. The characteristics are responsibility, faith, thankfulness, and sincerity so that the creative deeds may produce the greatest benefits for themselves and their environment. If iman functions well, and the person is istiqamah, (closely related with the creator), the function of qalb and aql-fikr are automatically activated to act and react cognitively, affectively, and creatively in finding ideas, opinions and brand new things. Therefore, the process potentially, actually, transformatively, and automatically trigger and support the psychomotor to undeniably act creatively by doing good deeds as the results of his/her faith. Simply put, it is the integrity of iman, ‘ilmu and ‘amal that becomes substantially potential combination of human being to be creative. Creative educations stimulate learning activities by encouraging creative activities. Al-Qur’an uses the term tarbiyyah (education), ta’lim (creative learning), tazkiyah (purification), and hikmah (towards a wise-being –process) to pursue the predicate of the best human being. The creative education strategies involve the achievement of being the best human-insan kamil, who is taqwa (pioua) and able to live peacefully and productively. To maintain the candidness, two aspects are needed. First, develop values that can encourage creativity that covers the values of iman-islam-ihsan, democratic dialogue, dialogical interactive debate, problem-solving, hard work, cooperation, sincerity-happiness, and thought and prayer. Second, develop conducive simulation and climate for creativity could be conducted new ideas and opinions. The development of education creativity could be conducted by providing rooms and opportunities for expressing opinions freely, responsible democratization, equal and conducive interaction among the involved parties, teacher qualification, and creative learning process. All those will eventually contribute to the development of creative Islamic education.

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