FILSAFAT PENDIDIKAN PESANTREN SAINS: Studi Pengembangan Sains Islam di SMA Trensains Muhammadiyah Sragen dan SMA Trensains Tebuireng Jombang

Azaki Khoirudin, NIM.: 17300016032 (2023) FILSAFAT PENDIDIKAN PESANTREN SAINS: Studi Pengembangan Sains Islam di SMA Trensains Muhammadiyah Sragen dan SMA Trensains Tebuireng Jombang. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (FILSAFAT PENDIDIKAN PESANTREN SAINS: Studi Pengembangan Sains Islam di SMA Trensains Muhammadiyah Sragen dan SMA Trensains Tebuireng Jombang) 17300016032_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (9MB) | Preview
	Text (FILSAFAT PENDIDIKAN PESANTREN SAINS: Studi Pengembangan Sains Islam di SMA Trensains Muhammadiyah Sragen dan SMA Trensains Tebuireng Jombang) 17300016032_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (14MB) | Request a copy

Abstract

This dissertation studied the philosophical frame of science pesantren (trensains) education: a case study on Islamic science development at SMA Trensains Muhammadiyah of Sragen and SMA Trensains Tebuireng of Jombang. The fact that most Muslim countries, even those with high religiousness level, are poor in science prompted trensains emergence an alternative for Islamic education. Academically, the study of Islamic education philosophy seems to be adoptive-justification theories from the west, deductivenormative for it glorifies revelations and figures, resulting contextual significance inadequacy. The existing studies on pesantren tend to view practical aspects, such as curriculum and learning, and put education philosophy aside. Thus, four questions were launched in this dissertation. (1) why has “science pesantren” emerged in Indonesia? (2) how has trensains idea been transferred in the vision, mission, objective, curriculum, and learning program in an education institution? (3) what education philosophy construct underlies the idea and practice of trensains? (4) how has trensains conceptually implied to integrative-paradigm-developing Islamic education studies and future Indonesian pesantren? An abduction method combined with library research (deductive) and field research (inductive) was used in this research, whilst in-depth interview, documentation, and observation were employed to collect data. Using education philosophy frame from George R. Knight and habitus and modal and arena from Piere Bourdiou, this research uncovered some points. First, trensains was driven by Islamic education problems like (1) fiqh domination over science; (2) marginalization of philosophy in the world of Islam; and (3) science dichotomy. Second, trensains concept appeared in two different institutions, i.e. (1) SMA Trensains Muhammadiyah of Sragen (a transformation from Darul Ihsan Muhammadiyah Islamic boarding school) and (2) SMA Trensains Tebuireng of Jombang (an expansion from its Islamic boarding school). The agents, investors, and institutions practically involved in preparation of vision, mission, objective, profile of graduates, curriculum, and programs. The two schools have agreed on a shared habitus – setting science a tradition in a boarding school. Third, the trensains education philosophy comprised three main pillars: (1) ontology, consisting theological outlook (God the ever-creating); cosmological view (the ever-lasting change universe); anthropological viewpoint (a knowledgeable soul of a mankind); (2) epistemology, covering revelation-based Islamic science and not value-free; (3) axiology, trensains scientific ethics. Trensains bore three philosophical problems (metaphysicaltheological tension, apologetic tendency reasoning, and dichotomy of science and social science. Things needed to cope with them were (1) theology transformation; (2) Islamic civilization vision reorientation; (3) Islamic science re-formulation and (4) merit-based Islamic education Philosophy development. Fourth, there were two implications in a trensains education philosophy study. First, conceptual implication for Islamic education toward integrative paradigm comprised (1) the essence of trensains (science-integration education aiming at producing Muslim scientists); (2) the essence of trensains materials (integrated curriculum); (3) the essence of trensains method (scientific learning); and (4) the essence of evaluation (integrated-intelligence competence). Second, it implicated to the orientation shifts that moved from sufic-fiqh to scientific- philosophical.

Share this knowledge with your friends :

Actions (login required)

View Item