| dc.contributor.advisor | RIJALUL, NAUFAL AHMAD | |
| dc.contributor.author | PRASETYA, JUNI | |
| dc.date.accessioned | 2017-06-07T06:28:14Z | |
| dc.date.available | 2017-06-07T06:28:14Z | |
| dc.date.issued | 2017-05-17 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/10679 | |
| dc.description | Penelitian ini bertujuan untuk (1) mengetahui corak pemikiran pendidikan Muhammad Abduh dan Muhammad Quthb (2) menguraikan konsep pendidikan Islam Muhammad Abduh dan Muhammad Quthb (3) menjelaskan perbandingan konsep pendidikan Islam Muhammad Abduh dan Muhammad Quthb (4) menunjukkan implikasi konsep pendidikan Islam Muhammad Abduh dan Muhammad Quthb terhadap pendidikan Islam modern.
Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kepustakaan. Teknik pengumpulan data yang digunakan ialah teknik dokumentasi. Data yang telah terkumpul kemudian dianalisis menggunakan analisis isi. Secara teknis, analisis isi menempuh tiga langkah; (1) menemukan lambang/simbol (2) kemudian klasifikasi berdasarkan lambang/simbol (3) prediksi/menganalisa data. Sumber data primer Muhammad Abduh: al-Islam wa annasroniyyah ma’a al-‘Ilmi wa al-Madaniyyah dan sumber data primer Muhammad Quthb: manhaj attarbiyah al-Islamiyyah.
Penelitian menemukan bahwa: (1) Corak pemikiran pendidikan Muhammad Abduh mendahulukan ‘Aql dalam memodernisasi pendidikan Islam. Sedangkan Muhammad Quthb menjadikan Naql sebagai sumber utama dalam pendidikan Islam. (2) Konsep pendidikan Islam Muhammad Abduh adalah mendidik akal dan jiwa anak didik. Sedangkan Konsep Pendidikan Islam Muhammad Quthb adalah mendidik fitrah manusia secara menyeluruh, baik akal, rohani dan jasmani dengan tujuan beribadah kepada Allah Swt. (3) Perbandingan Konsep Pendidikan Islam Muhammad Abduh dan Muhammad Quthb: (a) Persamaan kedua konsep adalah memperhatikan pendidikan yang menyeluruh sesuai dengan fitrah manusia, baik akal, rohani dan jasmani. (b) Perbedaan kedua konsep adalah Muhammad Abduh lebih mendahulukan akal daripada jiwa. Sedangkan Muhammad Quthb lebih mendahulukan jiwa daripada akal. (4) Implikasi Konsep Pendidikan Islam Muhammad Abduh dan Muhammad Quthb terhadap Pendidikan Islam Modern adalah (a) hendaknya tujuan pendidikan memperhatikan fitrah manusia secara menyeluruh. (b) hendaknya peserta didik baik laki-laki maupun perempuan menambah wawasan keilmuan dalam rangka beribadah kepada Allah Swt. (c) hendaknya pendidik memiliki kompetensi agama dan kompetensi intelektual yang baik. (d) hendaknya metode pembelajaran yang diterapkan dapat mengembangkan aspek akal, jiwa dan rohani. (e) hendaknya pendidikan Islam mempelajari khasanah keilmuan modern dan keilmuan agama. | en_US |
| dc.description.abstract | This research aims (1) to find out the pattern of educational thought of Muhammad Abduh and Muhammad Quthb (2) to analyze the concept of Islamic education of Muhammad Abduh and Muhammad Quthb (3) to explain the comparison between the concept of Islamic education of Muhammad Abduh and that of Muhammad Quthb (4) to show the implication of the concept of Islamic education of Muhammad Abduh and Muhammad Quthb towards modern Islamic education.
The research used qualitative approach with library study. The data collecting technique used was documentation technique. The data obtained was then analyzed using content analysis. Technically, content analysis has three steps; (1) discovering the sign/ symbol (2) classifying based on sign/ symbol (3) predicting/ analyzing data. The source of primary data of Muhammad Abduh: al-Islam wa annasroniyyah ma’a al-Ilmi wa al-Madaniyyah and the source of primary data of Muhammad Quthb: manhaj attarbiyah al-Islamiyyah.
The result of the research indicates that: (1) the pattern of educational thought of Muhammad Abduh put ‘Aql first in modernizing the Islamic education. Meanwhile, Muhammad Quthb made Naql as the main source in Islamic education. (2) The concept of Islamic thought of Muhammad Abduh was to educate the mind and soul of the students. Meanwhile, the concept of Islamic education of Muhammad Quthb was to educate the natural tendency of human being comprehensively, including the mind, spiritual, and physical aspects, in order to worship to Allah Swt. (3) The comparison between the concept of Islamic education of Muhammad Abduh and that of Muhammad Quthb: (a) The similarity of both concepts was they paid attention to education comprehensively as the natural tendency of human being, including the mind, spiritual, and physical aspects. (b) The difference of both concepts was that Muhammad Abduh put the mind first than the soul. Meanwhile, Muhammad Quthb put the soul first than the mind. (4) The implication of Islamic education concept of Muhammad Abduh and Muhammad Quthb towards Modern Islamic Education was (a) the objective of the education should pay attention the natural tendency of human being comprehensively. (b) the students, both boys and girls, should increase the knowledge in order to worship to Allah Swt. (c) the educator should have good religious and intellectual competences. (d) the learning method implemented should develop the mind, spiritual and physical aspects. (e) the Islamic education should learn about the realm of modern knowledge and religious knowledge | en_US |
| dc.publisher | FAI UMY | en_US |
| dc.subject | Islamic Education Concept, Muhammad Abduh and Muhammad Quthb. Konsep Pendidikan Islam, Muhammad Abduh dan Muhammad Quthb | en_US |
| dc.title | PERBANDINGAN KONSEP PENDIDIKAN ISLAM MUHAMMAD ABDUH DAN MUHAMMAD QUTHB SERTA IMPLIKASINYA TERHADAP PENDIDIKAN ISLAM MODERN | en_US |
| dc.type | Thesis
SKR
028 | en_US |
