KONSEP KEPRIBADIAN GURU PENDIDIKAN AGAMA ISLAM BERBASIS ILMU SOSIAL PROFETIK PERSPEKTIF KUNTOWIJOYO

Diah Rusmala Dewi, NIM. 19204010018 (2021) KONSEP KEPRIBADIAN GURU PENDIDIKAN AGAMA ISLAM BERBASIS ILMU SOSIAL PROFETIK PERSPEKTIF KUNTOWIJOYO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this thesis research is that teacher personality problems still occur in the realm of education where teachers who are supposed to show a noble personality, actually do the opposite, namely violence, dishonesty, and other immoral acts. The purpose of this study is to examine more deeply the concept of teacher personality from the perspective of Islamic education and the concept of Islamic education teacher’s personality based on Kuntowijoyo’s prophetic social science. The results of this study are expected to enrich scientific knowledge, especially in Islamic education in developing the ideal personality of Islamic education teachers. The type of research used is library research through descriptive-analytical. The approach used is psychological-pedagogical. The data collection technique used is documentation. The data source used is the primary data source in the form of a book by Kuntowijoyo which contains social profetic science and is supported by other secondary data sources related to the research focus. The data analysis technique in this research is content analysis. The conclusions in this study are: (1) the concept of teacher’s personality in the perspective of Islamic education is an ability that teachers must have by referring to the noble morals as exemplified by the Prophet Muhammad SAW based on the values of Islamic teachings. (2) the concept of Islamic education teacher’s personality based on Kuntowijoyo’s prophetic social science is a personal ability that teachers must have based on the three prophetic values, including: through the dimension of transcendence, a teacher is expected to always make divine values the basis for carrying out his professional duties; the liberation dimension provides a reference for teachers to have a liberating personality for students and the surrounding community from various forms of oppression, poverty, ignorance and bad morals; the humanization dimension provides a reference for teachers to make human values as the basis for carrying out their educational duties. In this case, teachers always have an objective and comprehensive view of their students both physically and psychologically, so as to be able to present a conducive climate in the educational process. (3) the concept of Islamic education teacher’s personality based on Kuntowijoyo’s prophetic social science has relevance to the contemporary teacher’s personality competencies where indicators based on prophetic values have relevance and support in developing the concept of ideal teacher’s personality competencies.

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