Read the following passage carefully
At birth, says Ibn Khaldun, we are entirely devoid of knowledge; we are still no more than ‘raw material'. We then gradually gain ‘form' ‘thanks to the knowledge we acquire through our organs'. Essentially ignorant, we fulfill ourselves as human beings only through knowledge. Ibn Khaldun distinguishes three types of knowledge corresponding to as many ‘degrees of thought'. There is practical knowledge, the product of ‘the discerning intelligence', which allows us to act in the world in a controlled fashion; then ‘a knowledge of what we must or must not do and of what is good or evil', which we acquire through our ‘empirical intelligence' and which guides us in our relations with our fellows; and, lastly, theoretical knowledge of everything that exists in the world, which we conquer by our ‘speculative intelligence'. Only this last type of knowledge, the subject of the sciences, gives us the possibility of reaching perfection of soul.
The teaching of the sciences is necessary for two reasons: firstly, thorough knowledge of them requires a lengthy period of learning that can be carried out only with the help of teachers; secondly, their very development requires them to be communicated to others.
Ibn Khaldun's pedagogical conception is based on the central concept of the habitus, in connection with the learning of the arts. All habitus are necessarily corporal. He understands the habitus as something the soul can acquire only through the senses, as opposed to another type of knowledge proper to the prophets and mystics, which can be obtained only through the contemplation by the soul of its own essence.
This concerns both the physical and the intellectual aptitudes, starting with the very fact of thinking. The formation of a habitus initially requires continuous repetition until the form is fixed. In order to obtain maximum efficiency, it must be a practice (bi-'l-mubashara) and modeled on the most perfect exemplars with the help of the best teachers, preferably following methods of direct observation (bi-'l-mu'ayana). Ibn Khaldun thinks that the soul has but fairly limited receptivity (isti'dad). For one thing, it cannot receive several ‘dyes' at a time; then, when it has taken on one of these, its capacity to receive others gradually diminishes. Training must thus start from the earliest age, when the soul is still virgin, ‘because the first things to be imprinted into hearts are like foundations for the habitus; and the building's value is determined by that of its foundations'.
Ibn Khaldun calls attention to another important factor in the formation of habitus, namely that of authority. An overly severe attitude on the part of the teacher leads to the most harmful consequences, particularly for young children. In this connection, he cites the situation of slaves, servants and oppressed nations. Constraint and oppression break the character, sap energy and in the end destroy their subjects' capacity for realizing ‘their destiny and their full humanity'. He therefore recommends moderate use of authority and punishment, taking into consideration the personality of the pupil and the need ‘to instruct without afflicting the pupil and killing his or her spirit'.
Finally, habitus can be either good or bad; they may take the form of either virtue or vice, good or evil, good taste or bad, refinement or crudeness, clarity and exactness or confusion. They also differ in degree, depending on the quality of teaching and of the models imitated and on the general level of development of the civilization.
Source: Ibnu Khaldun
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Deterioration of morals, ethics, and decrease of nation achievement is a strong indication that this nation is facing various dilemmas. If it does not have any solution that can be found we will face more complicated problems. Character and culture education is considered as one solution to minimize shallow understanding against the noble values of the Indonesian nation. How can Ibnu khaldun’s pedagogical principles be integrated into Indonesian Schools to provide perfect human beings (insan kamil)?
Basically, Indonesia has many inhabitants. but, this does not make the quality of education in Indonesia is growing. many factors that cause this is the quality of teachers in schools, facilities and infrastructure of different schools and different economic conditions.
BalasHapusBased on the above, when the principles of Islamic education that was launched by Ibn Khaldum implemented in Indonesia, may not be equitable for the whole population because the population is so much and the quality of teachers is lacking.
However, when the Government of Indonesia to support this then most likely education in Indonesia will increase. Government's duty now is how to improve the quality of teachers at school and in college. one of them to carry out teacher training to improve the quality of teacher-instructors.
asdar_jie@yahoo.com
ASDAR
PBI 2
20401107030
ENGLISH DEPARTMENT OF TARBIYAH AND TEACHING SCIENCES FACULTY
(Your Lecturer)
BalasHapusAsdar.............. Good Comment, but we need your comment on a conception of Islamic education.
Good job Asdar
DEDY KURNIYAWAN PBI 3
BalasHapusTo Asdar
I agree with your opinion about the teachers' quality is not so good and the government must look for another way to improve the quality of teachers,,,but to change it is not only to make teacher training but also we have to touch the education system in implementation to our student who will be the teacher for the next future,, because they are the candidate of teacher, teacher training is only a short time, so it is not effective to increase the best knowledge, such as Certification and so on.
we have to change the way of learning process in the classes. Thanks...
Dahlia PBI-3
BalasHapusIn fact, we can adapted Ibnu’ Khaldun’s principal in pedagogies to Indonesian school, if we can determined with clear what is the true reason for to do it. In Indonesian school still have many problems from many aspects like fee and teachers added with their view about Islamic education (Their view about Islamic education just teach about hereafter whereas in Islamic education not only teach about hereafter but also teach about world’s necessities, balance between hereafter and world business) and institution which cannot fulfill of human necessities to challenges of modern world. So for develop a good education which have a true purpose we need a basic theory and failsafe of education. A steady failsafe of education just can develop on basic assumes which clear and good about essence of human, their nature potential, and their purpose for life in this world. So, if we want to make changes in Indonesian education following Ibn’ Khaldun’s principal, the first step for change it is we must formulate a new basic concept of education’s failsafe which suitable with Islamic teaching which develop with empirisly principal which become basic probability happened in socio-cultural context. According to Anwar Jasin (1985:8-9) said that without a failsafe and theoritic basics which steady, so changes of Islamic education will be haven’t a steady foundation and certain purpose.
to Asdar:
dedy is right…we have to changes the way of learning process in the classes.… because send the teacher to the training which only take a short time just waste the time and fee of government. Like we see in fact, Many teacher send to the training but their quality is just same like before they go there. Because what, they just go without the true purpose for join it. The just want the certificate which will support increase their salary. Just it, so it will doesn’t make any changes after they join it.
Yeah this is a fact in Indonesia that the deterioration of morals, ethics, and decrease the achievement is a strong indication that this nation is facing various dilemmas. Therefore,one of the solutions of this problem to minimize the shallow understanding of the noble values of the Indonesian nation is optimizing the character and culture of education in this country. actually,the view of Ibn Khaldun and Skinner is same that when humans are born we have absolutely no knowledge, we are still as raw material. Then we fill ourselves through the knowledge in which we live. I think it's good also if the pedagogical principles of ibn khaldum are integrated into the School in Indonesia to make a perfect man. like teaching knowledge of their school, not only in terms of material but also in terms of spiritual, so that religion and science can balance. And it can be done with the help of school teachers respectively. in addition, teachers should teach them how to convey to others, because (al ilmu bila amalin kasysyajari bila tsamarin). it is true that the formation of habitus initially require constant repetition until a permanent form. In order to obtain maximum efficiency, it must be practical (bi-'l-mubashara) and models in the examples of the most perfectly with the help of the best teachers, and should follow the direct observation method (bi-'l-mu'ayana .)
BalasHapusFinally, good or bad culture of education in Indonesia depends on the quality of teaching of Teachers and replicable model school or at a general level of development of civilization. Syukron ..
afwan the comment above's from Andi Hamsinar. Pbi 4..27 November 2010 14.11..thanks
BalasHapusASDAR
BalasHapusPBI 2
20401107030
My argument for Dahlia who said that we have to changes the way of learning process in the classes.…
for this comment I think like this if we train the teacher we also train all things which have correlation with the teaching process... by this reason I think that the capability of the teachers in Indonesia will increase. Than, about just waste the time and fee of government. Do you think that Knowledge is cheap? We have to waste many time and fee for this because knowledge is expensive....
AMINUDDIN
BalasHapusPBI 2
20401107020
ENGLISH DEPARTMENT OF TARBIYAH AND TEACHING SCIENCES FACULTY
Basically, Ibn Khaldun's concept of education has a style of intellectual and religious. Which uses a source of Al-Qur'an, hadith, atsar and equipped with logic. The purpose of education provides the opportunity for the mind to work. He looked educators as a professional person (knowing the psychological development of learners, and the absorptive capacity of learners). While the learner is seen as a creature of God and a social being who has the potential for appropriate disposition, with should not rely on text or diktat. So if the principles of education ibn khaldum integrated into Indonesia Schools I considered it in line with my thinking because it is good enough goal is to provide the perfect man (perfect man)
ABD WAHID
BalasHapusPBI 1
20401107004
ENGLISH DEPARTMENT OF TARBIYAH AND TEACHING SCIENCES FACULTY
What Ibnu Kaldum said it is true, to make good character of nation of Indonesia it should improve the quality of education in Indonesia.Each student gives obligation to read at least tree books every week.
The student should be taught into tree intelligence they are intellectual intelligent, emotional intelligent, and spiritul intelligent but they must be taught more in spiritual intelligent.
Afief Zuhdy Idham
BalasHapusPBI1
2040117010
I go with you sir because Development of science and technology have shaped modern human society. This was driven by a variety of accomplishments achieved by science and technology, modern society trying to break the myth of the sanctity of the universe. All must submit or attempt conquered by the superiority of science and technology proceed on rationality. Universe and its contents that the religious doctrines had relationship with the Creator, now only considered as an autonomous body which has no relation with the Creator.
Non-material world and understood the material separately, so that modern society was increasingly autonomous, meaning that no longer requires God's intervention in solving the problems that happen in this world. Due to the superiority of science and technology, everything can be done easily without the help of God. Thus modern man increasingly confident to say goodbye to God. Along with human placed as the world's orbit and size advantage because it has the power of logic and rationality, then the religion which proclaimed rational values by itself is seen as the remnants of primitive culture..^o^
ARFAH HAMZAH
BalasHapusPBI 2
20401107028
Peace be on u all every body,,
In Islamic thought education was perceived as a matter that, during infancy, devolved upon the family, especially the father, whereas in adulthood it became the individual's own responsibility. Yet no clear awareness of a unified system of education as a fundamental component of the social system bringing together all aspects of the replication of individuals and groups had come into being. The accent was placed rather on the individual soul, which had to be corrected (taqwim), improved (tahdhib), reformed (islah) and healed of its sickness (mudawat). General concepts such as ta'dib (educate) or ta'lim (instruct) concerned individuals and comprised acts or relations involving person-to-person relationships.
There was no generic term designating education as a social institution or the education system as a set of institutions, practices and items of knowledge, which in any case was not specific to Muslim society. Such a concept, together with the reality behind it, is closely linked to the emergence of modern nations and States, one of whose principal duties is in fact to manage and develop education
ASgar PBI 2
BalasHapusFOR me.., Ibnu khaldun’s pedagogical principles can be integrated in Indonesians school by starting from scratch.it means…the educational methods which we apply all this time have to be changed and try to apply new methods as what ibnu khaldun said in his article about pedagogical principles of islamic education. How to create a good quality education should be start from basic level it is children or kindergarten level, because in this phase is like a vacant land which is ready for established building .firstly, children have to be taught and mentored to be creative and appreciate other people’s opinion by using discussion groups strategy, provide materials and simple tools like a piece of paper, scissors, and glue then give them opportunity to create anything they like with those materials. By applying this method means we have built the strong foundation for young lerners (kindergarten).secondly, we have to build the pillar above foundation.it means the learners who has become teen have to get special treatment as well as the next phases.
The main point is in integrating ibnu khaldun pedagogical principles into Indonesian schools is a good idea to provide a perfect human beings (insan kamil) because it is begin it from the first level, the level that the firs time the human beings is formed and processed. How Strong or weak of the foundation of the children depends on how the teachers teach, form, and guide them.
our prophet MUHAMMAD s.a.w said,every child born in a state of nature, the person who makes it Jewish or Zoroastrian or a Christian is his/her parents.
HAERIA.M
BalasHapusPBI.4
20401107059
Ibn Khaldun gives general descriptions, such as it is said that:
Whoever is educated by her parents, it will be educated by age, meaning anyone who does not obtain the required manners in connection with the association through their parents that includes the teachers and the elders, and did not learn about it from them, then he will learn with the help of nature, of the events that happened throughout the ages, the age will teach it.
The explanation above shows that education according to Ibn Khaldun is a learning process, in which people consciously capture, absorb, and appreciate the natural events throughout zaman. in learning / training, should start from an early age. Thus the principle applied are:
~ Teach the sciences as a whole with a long learning time / long time and with the help of teacher. Here, teachers have to integrate pupils without killing the spirit.
~ They are required to deliver learning to others.
From the above principles can be concluded that: to achieve a perfect human being should be able to acquire knowledge and to apply it to others.
Thank You Sir.................!!!!
Fatmasari Ningsih
BalasHapusPBI 3
I think the principles of Ibnu Khaldun paedagogis can be integrated in school-school, because its principles were not new principles known in the world of education. Ibnu Khaldan say that the real man is born like a blank paper ready to be filled with a variety of writing later, and the words that will be key determinants of achievement in the future will be much less the nation. In the world of education is emphasized if students or students who will be born is the children who excel. And should those principles be integrated in most elementary schools, because there the children will be taught how your attitude and how to respect others, which later the kids will be kids who are responsible and have national values which high that eventually generations to come will not forget their own people let alone his own people culture. The ropes can be through the teachers teach about the importance of respect for people and love the nation itself and taught how to appreciate our own people. Can be a way to introduce culture to children ranging from traditional clothes, local specialty foods and others. And teach children to be able to defend the nation and its culture by way of cultivating and preserving all things related to the nation itself. but should nevertheless must looking how the condition of students, and schools and environmental surroundings.
ADLIATUN NAJDAH
BalasHapusPBI 1/20401107008
POSTING 5
If we face toward Ibnu Khaldun conception about implementation knowledge,I think that it's real application to change paedagogic or principal rules or method to improve capacity of human being,start from habitual action,attitude even how to respect anothers,generally,in schools areas,educators should be teach begun intern until extern concept.Actually this concept at least can application in Indonesia,especially educational child to provide Al-insan Al-kamil(perfect human being),Absolutely,intelegensi and intelectual theory should be primary to support Ibnu Khaldun ideas.
akmal ma'ruf
BalasHapusPBI 1
UIN Alauddin Makassar
assalamu alaikum WR.WB
ibnu kahaldun's pedagogical conception is based on the central concept of the habitus and habitus can be either good or bad, clarity and exactness or confusin and ect.
and this concept can integrate to indonesia if the teacher and student can give a good particifation in our education.
and to support this concept the teacher shuold teach the student by good method and press their aplication by IQ,ESQ, and spiritual intelagency,
but finally good or bad our education quality depending on the quality of teaching and of the educational system in our country,,,,
thank's in advanced....
Afriani
BalasHapusPBI 1
Posting 5
Ibn Kaldun vs. Pedagogical
Declining value of Morals, ethics and the decline in the quality of the nation or rather is an Indonesian citizen kebanaran bitter that must be accepted. There are many things that menybabkanb this happens. Tidka only in terms of the education system in Indonesia "we meganggap that the level of intelligence / education a person has weeks to live more intelligently" but also in terms of mental and spiritual awareness is a major factor.
Just as disclosed Ibn Khaldun, in his opinion one of the major factors that influence one's psyche and consciousness is the level of pengharagaanya in the mystical. Explicitly say the msitik affection not only for God, any belief, bahakan animism and dynamism, if executed well is a tool of control and awareness of good mental health. On the other hand, if the learning process associated with the art. In this case the art in question is the beauty, the essence of man will always love the beauty is relative to itself. So what is sought will always so make beautiful people around him as best it could do.
Basically, Ibn Khaldun Pedagogical principles are good for application in Indonesia and has indirectly become the principle of human learning indirectly, because it is human nature itself. The problem is how to manage the output of schools in Indonesia. Because of the large decline in the value of intelligence that does not happen in school, but after they take dunai post-school. The inability to develop the mind is only limited from the lack of opportunity for those who really smart but does not have capital. And develop the less intelligent but have capital.
ARINDA TRIANA
BalasHapusPBI 2
20401107029
I Myself prefer to say that Indonesia should review its education system,where It just emphasized the teoritical knowledge and It's a little bit disobey about practical knowledge.For instance some students know about the islamic teory but they don't put into their action,therefore we usually found that some students don't have a good moral.So if I may suggest that the goverment should apply "Educational Character"Which is really important for the students particularly for the young generation,because nowdays we not only need the knowledge but also a good moral.And I strongly agree with Dr.Ratna Megawangi(2007) where she ilustrated that educational character is how to create a good moral through the process of knowing the good,loving the good and acting the good which is an educational process involves cognitive, emotional, and physical, so noble character can be etched into a habit of the mind, heart, and hands.
amaiah nurul ainun
BalasHapusPBI 1
20401107017
I could not agree if the principle paedagogi by Ibn Khaldun be applied in education in Indonesia because we all know the principle of Ibn Khaldun that education will form a moral man. As Ibn Khaldun (2005: 532-534) said:
"Human beings including animals and that God sets it apart from the animals because the human ability to think that He created for him, and with his ability that it can be humans regulate their actions in an orderly manner" in my opinion, way of thinking of men that will shape the personal and the thoughts that should be directed by a good education because without it we as humans is no different than animals. especially in Indonesia which is not too enforce Islamic law.
amalah nurul ainun
BalasHapuspbi 1
I'm sorry with my opinion in paragraph 1, I mean that "I agree with applied of ibn khaldun principle in Indonesia." I'm wrong in translate my opinion.
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BalasHapusASRIADI
BalasHapusPBI 2
Posting 5
Basically, Ibn Khaldun Pedagogical principles are good to applicate in Indonesia and it has become the principle of human learning. And the declining value of morals, ethics, and quality of the nation or rather is an Indonesian citizen that must be accepted. There are many things that can cause it. Not only in terms of the education system in Indonesia, that we regarded the level of intelligence of education but also in terms of mental and spiritual awareness is a major factor. Let`s see from habitual action, and attitude even how to respect another, such as in the schools areas, the teacher should be teach begin intern to extern concept. Thus this concept have applicated in Indonesia, such as children education to provide Al-insan Al-kamil (perfect human being), Absolutely, intelligence and intellectual theory should be primary to support Ibnu Khaldun`s conception.
So, to support another from ibnu khaldun conception and education today, we have to combine it, over all the government should apply "Educational Character" it`s really important for the students such as for the young generation. And I agree with Dr. Ratna Megawangi(2007) she states that educational character is how to create a good moral through the process of knowing , loving and acting the good. Which is an educational process involves cognitive, emotional, and physical, and noble character can be etched into a habit of the mind, heart, and hands.
The conclusion is Ibnu Khaldun`s conception and Dr. Ratna Megawangi`s agreement must be combined and applied in the future......
ANCI BTE SYARIPUDDIN
BalasHapus20401107022
PBI 2
POSTING 5
How to teach people to act in a morally responsible manner is a debate from many years ago. Ethics is the branch of philosophy that exclusively deals with morality, how to choose good and evil, and how to help others make responsible decisions.
Actually people have an obligation to develop a sense of morality, to educate themselves how to make ethical decisions. After all, civilization cannot exist without people putting trust in one another every day, which would be utterly impossible if citizens did not have a reasonably high assurance that others would not take advantage of them. Getting on a bus requires trust that the driver will do everything in his power to deliver you safely to your destination; no one would do this if they thought there was a good chance the driver would take their money and drop them off in a dark alley, or drive the bus off a cliff. Thus, society cannot exist without trust, so every person should strive to educate themselves on ethical theories, so they can make morally justified decisions.
ANDI ASMAWATI
BalasHapusPBI 2
POSTING 5
Ibn Khaldun's pedagogical conception is based on the central concept of the habitus, it is related to behaviorism (B. F. Skinner, 1904-1990). In the behaviorism view, learning is the formation of habits. It seems from work in psychology that saw the learning of any kind of behavior as being based on the notions of stimulus and response. This view sees human beings as being exposed to numerous stimuli in their environment. In addition, our prophet Muhammad SAW said, “Every child is born in a state of nature (feeling of trust in Allah). So their parents who made the child becomes Jews, Christians, or Zoroastrians ... "(H.R.Bukhari), this is explains us that environment influences the people.
Base on the reasons above, Ibnu khaldun’s pedagogical principles is good to be integrated into Indonesian Schools to provide perfect human beings (insan kamil), we should give positive influences to the children to accustom them to do something meaningful and useful for others.
Thanks and please forgive me sir if I have mistake.
AHSANULKHALIKIN
BalasHapus20401107013
Posting 5
The conception of ibn khaldun that simplify in the third principles: empirical intelligence, theoretical knowledge, practical knowledge is very important for our education. Actually our government (education) has been encounter them in our education system,namely psicomotoric,cognitif and afectif.I think one of the aims of ibn khaldun decreasing” There are many people "know what to do" but only few "do what to Know".Teaching is not only about cognitive but also Moral and action.
But how to applied the concept totality is stiil not maximized. It is occurred because of the quality of our teacher is still in the low level. The next problem is methodology of teaching is not suit with the background or students’ context.
Therefore, all of people that care with education should think and try to do the best…Tq
Asriaman
BalasHapusPBI 2
204 011 07 037
Amanrhamli@yahoo.co.id
Ibnu khaldun’s pedagogical principles can be integrated into Indonesian Schools to provide perfect human beings (Al Insan Al Kamil) by step by step. Such us the first is pedagogical principle is integrated in kindergarten/play group after that elementary school next junior high school and then senior high school and then university.
Beside the Ibnu Khaldun’s pedagogical principles is integrated in indonesian formal school. In can be integrated also in indonesian informal school such as homeschooling, private school and etc.
The most important thing, to provide perfect human beings (Al Insan Al Kamil) is by integrating that step by step or softly.
APRIADY RAMADANU
BalasHapusPBI 2
POSTING 5
It is interesting to understand Ibnu Khaldun’s pedagogical principles. The principles are suitable to be applied in Indonesia which faces complicated problems such as deterioration of morals, ethics, and decrease of nation achievement.
Ibn Khaldun distinguishes three types of knowledge corresponding to as many ‘degrees of thought'. There is practical knowledge, the product of ‘the discerning intelligence', which allows us to act in the world in a controlled fashion; then ‘a knowledge of what we must or must not do and of what is good or evil', which we acquire through our ‘empirical intelligence' and which guides us in our relations with our fellows; and, lastly, theoretical knowledge of everything that exists in the world, which we conquer by our ‘speculative intelligence'. Ibnu Khaldun’s pedagogical principle is based on the central concept of habitus which requires some aspects such as continuous repetition, authority and punishment, and the concept of good or evil.
The principles of theoretical, empirical, and practical knowledge are known as cognitive, affective and psychomotor aspect in Indonesia. The aspects have been applied in education in Indonesia since several decades ago. The material which is taught in schools in Indonesia should contain those three aspects. Each has essential implication which can improve students’ capacity and capability so that the students can compete in the society after graduating.
The process of education must be started since childhood. In fact, the children are easy to acquire any information and knowledge that they get. The concept of habitus implies the importance of teaching and of educating children with essential and good knowledge and behavior early. Then, it is repeated and reinforced continuously so that the children have good foundations of knowledge and behavior. In Indonesia this concept has been applied in which most teachers provide their material by drilling and reinforcing the students. Besides, the concept of authority must also be applied in order to control the pupil easily. The implication of authority is giving punishment for the naughty students without killing their spirit and motivation in learning. The teacher may also give reward for students for improving their interest and motivation.
For conclusion, the pedagogical principles of Islamic education have a major goal. It is inventing perfect human beings (al-insan al-kamil). That goal can be reached by implementing the principles in education. Inventing perfect human beings is one solution to solve problems which arise in a nation.
APRIADY RAMADANU
BalasHapusPBI 2
POSTING 5
It is interesting to understand Ibnu Khaldun’s pedagogical principles. The principles are suitable to be applied in Indonesia which faces complicated problems such as deterioration of morals, ethics, and decrease of nation achievement.
Ibn Khaldun distinguishes three types of knowledge corresponding to as many ‘degrees of thought'. They are practical knowledge, ‘empirical intelligence', and theoretical knowledge. The principles of theoretical, empirical, and practical knowledge are known as cognitive, affective and psychomotor aspect in Indonesia. The aspects have been applied in education in Indonesia since several decades ago. The material which is taught in schools in Indonesia should contain those three aspects. Each has essential implication which can improve students’ capacity and capability so that the students can compete in the society after graduating.
The process of education must be started since childhood. In fact, the children are easy to acquire any information and knowledge that they get. The concept of habitus implies the importance of teaching and of educating children with essential and good knowledge and behavior early. Then, it is repeated and reinforced continuously so that the children have good foundations of knowledge and behavior. In Indonesia this concept has been applied in which most teachers provide their material by drilling and reinforcing the students. Besides, the concept of authority must also be applied in order to control the pupil easily. The implication of authority is giving punishment for the naughty students without killing their spirit and motivation in learning. The teacher may also give reward for students for improving their interest and motivation.
For conclusion, the pedagogical principles of Islamic education have a major goal. It is inventing perfect human beings (al-insan al-kamil). That goal can be reached by implementing the principles in education. Inventing perfect human beings is one solution to solve problems which arise in a nation.
A.EKA FEBRIANTI
BalasHapusPBI 1/ 20401107003
POSTING 5
According to me the process of education must be started since childhood. The education system in Muslim societies was without a doubt one of the most extensive and most developed of all those prevailing in pre-industrial societies, which was due to the very nature of Muslim society itself.The educational and cultural Islamic system led to the production of an abundant literature setting forth its organization and functioning, analyzing its standards and values.
Islamic education has been decentralized, and its practice has varied. Islamic higher learning, as Barazangi (2004, 1998) calls it in order to distinguish it from either religious training or higher secular education, was mainly informal for the first several centuries of Islam (seventh to the tenth centuries); it was formalized with the founding of In the world of education is emphasized if students or students who will be born is the children who excelin the eleventh century by Nizām al-Mulk in Baghdad.To educate in Islam, Iqbal states, means to create a living experience on which religious faith ultimately rests. For Rahman (1982), it means Islamic intellectualism.the pedagogical principles of Islamic education have a major goal. It is inventing perfect human beings (al-insan al-kamil).