PEMIKIRAN PENDIDIKAN ISLAM PERSPEKTIF KH. ALI MAKSUM DAN RELEVANSINYA TERHADAP PENDIDIKAN ISLAM INTEGRATIF

Muhammad Kiki Muzaqqi, NIM.: 21204012051 (2023) PEMIKIRAN PENDIDIKAN ISLAM PERSPEKTIF KH. ALI MAKSUM DAN RELEVANSINYA TERHADAP PENDIDIKAN ISLAM INTEGRATIF. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the fact that education in the majority of Muslim countries is still lagging behind and there is still a dichotomy between Islamic and general education. As a result, the Muslim generation has challenges in contributing to the development of world civilization which Muslims themselves are reflection the Islamic principles of rahmatan lil 'alamin. This is because Islamic education is less adapted to the progress and competition of the modern era, especially in the scope of Pesantren as one of the oldest educational institutions in Indonesia which is also a pioneering Islamic institution at the level of behavior and manners. KH. Ali Maksum 's educational thoughts can provide a solution to this problem by trying to apply reform in education by creating an Integrative Islamic education system. The aim of this research is to find out deeper the thoughts on Islamic education from KH. Ali Maksum 's perspective and its relevance to integrative Islamic education. This type of research is library research. The approach used in this research is a historical-philosophical approach which traces historically why KH. Ali Maksum had this idea. Primary data from this research are books, articles and lectures from KH. Ali Maksum. Secondary data from this research are books, articles and other notes from other sources that are related to KH. Ali Maksum. The data collection method is carried out using the documentation method. The results of this research are: 1) The main points of KH. Ali Maksum's Islamic education thinking is the level of nobility of knowledge which depends on its usefulness for human life (social-horizontal) and religious life; 2) Kiai Ali considers all knowledge to be religious (Islam) knowledge and does not dichotomy between intellect and riwayah; 3) In terms of level of knowledge, Kiai Ali divides it into two category, namely, fardlu 'ain knowledge and fardlu kifayah knowledge, where there are fardlu 'ain portions from shari‘ah knowledge and science and there are also portions that need to be studied only by a certain number of people from the realm of shari'ah and the science realm according to the maximum benefit that can be obtained and practiced; 4) The integration model brought by KH. Ali Maksum leads to the neo-modernism model, namely the integration of traditional education concepts with modern education where the adoption of these two conceptual syntheses can give outcome to Islamic education that is appropriate and relevant to the progress of modern era.

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