Totally Muslim Truly Intellectual-Based Holistic Education in Postgraduate Programs
DOI:
https://doi.org/10.37680/qalamuna.v16i2.4104Keywords:
Holistic Islamic Education Purposes; Totally Muslim; Truly Intellectual IAIN Ponorogo postgraduate programAbstract
This study was motivated by the failure of some formal educational institutions in Indonesia to apply the purpose of holistic Islamic education, resulting in the decadence of students’ morality. The evidence of students’ moral decadence is the high number of inter-student quarrels and the number of extramarital pregnancies in the last 8 years; that number is up 20 percent compared to the previous period. Holistic Islamic education should balance reason, morals, and physical students to produce intelligent graduates. Based on resourceful education, moral education, and physical education, this study discusses the implementation of holistic Islamic education purposes based on totally Muslim and truly intellectual in the IAIN Ponorogo postgraduate program. Using a qualitative approach, this study traces the concept of educational objectives in the IAIN Ponorogo postgraduate program and its implementation of education goals. The research period is limited to 2022, while the total number of informants is seven people. The data analysis uses content analysis methods such as data reduction, display, and conclusion. The data display uses domain analysis. The results of the study show that the three, that is, phase A (dhikr, thinking, and behavior), phase B (multidiscipline and multi-culture), and phase C (nobility, novelty, and solution) of implementations of holistic Islamic education purpose based on totally Muslim truly intellectual in the IAIN Ponorogo postgraduate program -, are relevant to the resourceful education, moral education, and physical education goals.
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References
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Ilham, D. (2020). Challenge of Islamic Education and How to Change. International Journal of Asian Education, 1(1), 09–20. https://doi.org/10.46966/ijae.v1i1.16
Ishaq, S. ‘aud A. A. (1987). Al-Tarbiyah al-Jismiyah fi al-Islam (pp. 1–277).
Iskarim, M. (2016). Dekadensi moral di kalangan pelajar (revitalisasi strategi PAI dalam menumbuhkan moralitas generasi bangsa). Edukasia Islamika, 1(1), 1–20. https://doi.org/10.28918/jei.v1i1
Ismail, I., Ali, H., & Anwar Us, K. (2022). Factors Affecting Critical and Holistic Thinking in Islamic Education in Indonesia: Self-Concept, System, Tradition, Culture. (Literature Review of Islamic Education Management). Dinasti International Journal of Management Science, 3(3), 407–437. https://doi.org/10.31933/dijms.v3i3.1088
Khaironi, M. (2017). Pendidikan Moral Pada Anak Usia Dini. Jurnal Golden Age, 1(01), 1. https://doi.org/10.29408/goldenage.v1i01.479
Khamsi, M. A. (2021). Pemikiran Pendidikan Islam Kontemporer Menurut Haji Abdul Malik Karim Amrullah (Hamka). Arfannur, 2(2), 145–156. https://doi.org/10.24260/arfannur.v2i2.462
Khasanah, N., Niswanto, N., & Khairuddin, K. (2022). Character Education Management in Shaping School Culture. Al-Ishlah: Jurnal Pendidikan, 14(3), 3713–3720. https://doi.org/10.35445/alishlah.v14i3.2251
Khomsinuddin, Pangeran, G. B., Tamyiz, A., Wulandari, C. E., & Firdaus, F. A. (2024). Modernitas dan Lokalitas: Membangun Pendidikan Islam Berkelanjutan. Journal of Education Research, 5(4), 4418–4428.
Lengkana, A. S. (2017). Kebijakan Pendidikan Jasmani dalam Pendidikan. Jurnal Olahraga, 3(1), 1–12. https://doi.org/10.37742/jo.v3i1.67
Manik, S. (2016). Etika dan permasalahan dalam pendidikan jasmani dan olahraga di Indonesia. Jurnal Ilmu Keolahragaan, 15(2), 71–88. https://doi.org/10.24114/jik.v15i2.6141
Maros, H., & Juniar, S. (2016). Ludwig Feuerbach dan Akhir Filsafat Klasik Jerman. 1–23.
Masyhudi, F. (2014). Pemikiran Mahmud Yunus Tentang Konsep Pendidikan Islam. Jurnal Tarbiyah, 21(1), 96–118. http://dx.doi.org/10.30829/tar.v21i1.220
Maulida, A. (2015). Metode dan Evaluasi Pendidikan Akhlak Dalam Hadis Nabawi. Edukasi Islami: Jurnal Pendidikan Islam, 4(2), 855–869. http://dx.doi.org/10.30868/ei.v4i07.66
Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability (Switzerland), 14(15). https://doi.org/10.3390/su14159737
Muahfudin, R. (2017). Konsep Pendidikan Holistik Dalam Perspektif Islam. Jakarta: Jurnal Studi Al-Qur’an Universitas Negeri Jakarta, 13(2), 461–482. http://dx.doi.org/10.30868/ei.v3i05.42
Muchlis, M. (2008). Pendidikan Islam Klasik: Telaah Sosio-Historis Pengembangan Kurikulum Pendidikan Islam Masa Awal Sampai Masa Pertengahan. Tadris, 3(2), 18. https://doi.org/10.19105/tjpi.v3i2.237
Nasihuddin, M. (2019). Pendidikan Akal dalam Perspektif Ibn Rusyd. 5(2), 210–231. https://doi.org/10.19120/al-lubab.v5i2.3913
Nuraida, N., Azis, A., Nasuhi, A., & Hanim Lubis, L. (2022). Holistic Education for Developing Early Childhood Potential: A Literature Review. Educational Review: International Journal |, 19(2), 221–249.
Nurhartanto, A. (2015). Nilai-Nilai Pendidikan akhlak dalam Al-Qur’an Surat Ali Imran ayat 159-160. Jurnal Studi Islam Profetika, 16(2), 155. https://doi.org/10.23917/profetika.v16i2.1851
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Pemahaman, M. (2014). Meluruskan Pemahaman Pluralisme dan Pluralisme Agama di Indonesi. Al-Adyan: Journal of Religious Studies, IX(1), 79–94. https://doi.org/10.24042/ajsla.v9i1.1408
Rasima, H. B. (2018). Implementing Holistic Education in Shaping Akhlakul Karimah at Madrasah Aliyah Al-Munawwarah Guppi in Parepare. 231(Amca), 136–138. https://doi.org/10.2991/amca-18.2018.38
Setiadji, B. (2020). Konsep Pendekatan Behaviorisme B. F. Skinner Dan Relevansinya Terhadap Tujuan Pendidikan Islam. Institut Agama Islam Negeri Ponorogo, April.
Skavronskaya, L., Moyle, B., & Scott, N. (2020). The Experience of Novelty and the Novelty of Experience. 11(February). https://doi.org/10.3389/fpsyg.2020.00322
Sufirmansyah. (2022). Telaah Kritis Eksistensi Pesantren sebagai Refleksi Pendidikan Islam Holistik dalam Membentuk Generasi Muslim Berkarakter. JoIEM (Journal of Islamic Education Management), 1(1), 1–19. https://doi.org/10.30762/joiem.v1i1.90
Sukring. (2016). Pendidik dalam Pengembangan Kecerdasan Peserta Didik. Jurnal Keguruan Dan Ilmu Tarbiyah, 01(1), 69–80. https://doi.org/10.24042/tadris.v1i1.891
Suryadarma, Y., & Haq, A. H. (2015). Pendidikan Akhlak Menurut Imam Al-Ghazali. At-Ta’dib, 10(2), 362–381.
Susanto, R., Yahuda, R. D., Basuki, & Kadir, abdul. (2023). Implications of Developing Fayd Al-Barakat Book on Learning Qiraat sab’ah in the Digital Era. Jurnal Pendidikan Al-Ishlah, 15(4). https://doi.org/10.35445/alishlah.v15i4.3009
Syafei, I. (2015). Tujuan Pendidikan Islam Imam Syafe’I. Jurnal Pendidikan Islam, 6(November), 151–166. https://doi.org/10.24042/atjpi.v6i2.1876
Yaljin, M. (1993). Al-Tarbiyah al-Akhlaqiyah al-Islamiyah (pp. 1–726).
Zuhriy, M. S. (2011). Budaya Pesantren dan Pendidikan Karakter Pada Pondok Pesantren Salaf. Walisongo, 19(2), 287–310. https://doi.org/10.21580/ws.19.2.159
Aini. (2021). Aplikasi Berbasis Blockchain dalam Dunia Pendidikan dengan Metode Systematics Review. CESS (Journal of Computer Engineering, System and Science), 6(1), 58. https://doi.org/10.24114/cess.v6i1.20107
Asari, H. (2012). Nukilan pemikiran Islam klasik gagasan pendidikan Abu Hamid Al-Ghazali. 1–195.
Aziz, A. (2021). Tafsir Tarbawī: Wacana Khalifah dan Khilāfah Dalam Reformasi Pendidikan Islam Holistik. In Al-Burhan: Jurnal Kajian Ilmu dan Pengembangan Budaya Al-Qur’an (Vol. 21, Issue 1, pp. 127–153). https://doi.org/10.53828/alburhan.v21i01.223
az-Zarnuji, B. (2004). Ta’lim Al-Muta’alim Thariq Al-Ta’allum. Addarul Alamiyah.
Badriah, L. (2016). Kurikulum Pendidikan Islam Masa Klasik. LITERASI (Jurnal Ilmu Pendidikan), 6(2), 155. https://doi.org/10.21927/literasi.2015.6(2).155-176
Bandi, A. M. (2011). Pembentukan Karakter Anak Melalui Aktivitas Bermain dalam Pendidikan Jasmani. Jurnal Pendidikan Jasmani Indonesia, 8(April), 2. https://doi.org/10.21831/jpji.v8i1.3477
Basir, A. (2022). Teacher Guidance in the Digitalization Era: Efforts to Improve Student Achievement by Strengthening Online Sourced Learning Materials. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2), 15–28. https://doi.org/10.25217/ji.v7i2.1717
Cahyaningtyas, A. P., Ismiyanti, Y., & Salimi, M. (2022). A Multicultural Interactive Digital Book: Promoting Tolerance and Multiculturalism to Elementary School Students. Al-Ishlah: Jurnal Pendidikan, 14(3), 4079–4096. https://doi.org/10.35445/alishlah.v14i3.1595
Erfayliana, Y. (2015). Pendidikan jasmani dalam membentuk etika, moral, dan karakter. Jurnal Pendidikan Dan Pembelajaran Dasar, 2(4), 302–315. https://doi.org/10.24042/terampil.v2i2.1299
Fetra Bonita Sari, Risda Amini, M. (2020). Transformation of 21st Century Education in Realizing Superior Human Resources Towards Golden Indonesia 2045. Jurnal Basicedu, 5(5), 3(2), 524–532. https://doi.org/10.31004/basicedu.v7i5.5030
Gallifa, J. (2018). Holonic Theory and Holistic Education. Journal of International Education and Practice, 1(1), 36. https://doi.org/10.30564/jiep.v1i1.415
Gusta, W. (2022). New Ways to Improve Student Material Understanding Using Quizizz During the Covid-19 Pandemic. Al-Ishlah: Jurnal Pendidikan, 14(3), 3583–3590. https://doi.org/10.35445/alishlah.v14i3.1083
Hakim, A. L. (2023). Islamic Education As a Meaning To Develop the Concept of Humanism. Golden Age : Jurnal Pendidikan Anak Usia Dini, 7(1), 71–80. https://doi.org/10.29313/ga:jpaud.v7i1.12210
Halimah, L., Affandi, I., Nurkania, L., & Hidayah, Y. (2022). Implementation of Social Studies Learning through Online: A Case Study at a Junior High School in Soreang Bandung. Al-Ishlah: Jurnal Pendidikan, 14(3), 3743–3752. https://doi.org/10.35445/alishlah.v14i3.1063
Handayani, A. D. (2014). Penalaran Kreatif Matematis. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 18(2), 161. https://doi.org/10.18269/jpmipa.v18i2.4
Huberman, A. M., & Jhonny, S. (2014). Qualitative Data Analysis a Methods Sourcebook. Arizona State University.
Huda, M. (2022). Pendoman Akademik Pascasarjana IAIN Ponorogo. Pascasarjana IAIN Ponorogo.
Husain, A.-‘Asal. (1988). Al-Tarbiyah al-Khuluqiyah fi al-Qur’an al-Karim (pp. 1–553).
Husna, H., & Burais, F. F. (2019). Penerapan Pendekatan Problem Solving Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Berdasarkan Level Siswa. AL-ISHLAH: Jurnal Pendidikan, 11(1), 82. https://doi.org/10.35445/alishlah.v11i1.97
Ilham. (2019). Model Sinergisitas Lembaga Pendidikan Islam di Indonesia. Jurnal Pemikiran Keislaman Dan Kemanusiaan, 3(2), 236–258. https://doi.org/10.52266/tadjid.v3i2.298
Ilham, D. (2020). Challenge of Islamic Education and How to Change. International Journal of Asian Education, 1(1), 09–20. https://doi.org/10.46966/ijae.v1i1.16
Ishaq, S. ‘aud A. A. (1987). Al-Tarbiyah al-Jismiyah fi al-Islam (pp. 1–277).
Iskarim, M. (2016). Dekadensi moral di kalangan pelajar (revitalisasi strategi PAI dalam menumbuhkan moralitas generasi bangsa). Edukasia Islamika, 1(1), 1–20. https://doi.org/10.28918/jei.v1i1
Ismail, I., Ali, H., & Anwar Us, K. (2022). Factors Affecting Critical and Holistic Thinking in Islamic Education in Indonesia: Self-Concept, System, Tradition, Culture. (Literature Review of Islamic Education Management). Dinasti International Journal of Management Science, 3(3), 407–437. https://doi.org/10.31933/dijms.v3i3.1088
Khaironi, M. (2017). Pendidikan Moral Pada Anak Usia Dini. Jurnal Golden Age, 1(01), 1. https://doi.org/10.29408/goldenage.v1i01.479
Khamsi, M. A. (2021). Pemikiran Pendidikan Islam Kontemporer Menurut Haji Abdul Malik Karim Amrullah (Hamka). Arfannur, 2(2), 145–156. https://doi.org/10.24260/arfannur.v2i2.462
Khasanah, N., Niswanto, N., & Khairuddin, K. (2022). Character Education Management in Shaping School Culture. Al-Ishlah: Jurnal Pendidikan, 14(3), 3713–3720. https://doi.org/10.35445/alishlah.v14i3.2251
Khomsinuddin, Pangeran, G. B., Tamyiz, A., Wulandari, C. E., & Firdaus, F. A. (2024). Modernitas dan Lokalitas: Membangun Pendidikan Islam Berkelanjutan. Journal of Education Research, 5(4), 4418–4428.
Lengkana, A. S. (2017). Kebijakan Pendidikan Jasmani dalam Pendidikan. Jurnal Olahraga, 3(1), 1–12. https://doi.org/10.37742/jo.v3i1.67
Manik, S. (2016). Etika dan permasalahan dalam pendidikan jasmani dan olahraga di Indonesia. Jurnal Ilmu Keolahragaan, 15(2), 71–88. https://doi.org/10.24114/jik.v15i2.6141
Maros, H., & Juniar, S. (2016). Ludwig Feuerbach dan Akhir Filsafat Klasik Jerman. 1–23.
Masyhudi, F. (2014). Pemikiran Mahmud Yunus Tentang Konsep Pendidikan Islam. Jurnal Tarbiyah, 21(1), 96–118. http://dx.doi.org/10.30829/tar.v21i1.220
Maulida, A. (2015). Metode dan Evaluasi Pendidikan Akhlak Dalam Hadis Nabawi. Edukasi Islami: Jurnal Pendidikan Islam, 4(2), 855–869. http://dx.doi.org/10.30868/ei.v4i07.66
Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability (Switzerland), 14(15). https://doi.org/10.3390/su14159737
Muahfudin, R. (2017). Konsep Pendidikan Holistik Dalam Perspektif Islam. Jakarta: Jurnal Studi Al-Qur’an Universitas Negeri Jakarta, 13(2), 461–482. http://dx.doi.org/10.30868/ei.v3i05.42
Muchlis, M. (2008). Pendidikan Islam Klasik: Telaah Sosio-Historis Pengembangan Kurikulum Pendidikan Islam Masa Awal Sampai Masa Pertengahan. Tadris, 3(2), 18. https://doi.org/10.19105/tjpi.v3i2.237
Nasihuddin, M. (2019). Pendidikan Akal dalam Perspektif Ibn Rusyd. 5(2), 210–231. https://doi.org/10.19120/al-lubab.v5i2.3913
Nuraida, N., Azis, A., Nasuhi, A., & Hanim Lubis, L. (2022). Holistic Education for Developing Early Childhood Potential: A Literature Review. Educational Review: International Journal |, 19(2), 221–249.
Nurhartanto, A. (2015). Nilai-Nilai Pendidikan akhlak dalam Al-Qur’an Surat Ali Imran ayat 159-160. Jurnal Studi Islam Profetika, 16(2), 155. https://doi.org/10.23917/profetika.v16i2.1851
Omar, N. F., Aziz, A. A., & Kasim, N. N. (2022). Zero Energy Soilless Agriculture—ZESA : A Novelty Approach for Community Food Security ( IVS – ID15 ). October.
Pemahaman, M. (2014). Meluruskan Pemahaman Pluralisme dan Pluralisme Agama di Indonesi. Al-Adyan: Journal of Religious Studies, IX(1), 79–94. https://doi.org/10.24042/ajsla.v9i1.1408
Rasima, H. B. (2018). Implementing Holistic Education in Shaping Akhlakul Karimah at Madrasah Aliyah Al-Munawwarah Guppi in Parepare. 231(Amca), 136–138. https://doi.org/10.2991/amca-18.2018.38
Setiadji, B. (2020). Konsep Pendekatan Behaviorisme B. F. Skinner Dan Relevansinya Terhadap Tujuan Pendidikan Islam. Institut Agama Islam Negeri Ponorogo, April.
Skavronskaya, L., Moyle, B., & Scott, N. (2020). The Experience of Novelty and the Novelty of Experience. 11(February). https://doi.org/10.3389/fpsyg.2020.00322
Sufirmansyah. (2022). Telaah Kritis Eksistensi Pesantren sebagai Refleksi Pendidikan Islam Holistik dalam Membentuk Generasi Muslim Berkarakter. JoIEM (Journal of Islamic Education Management), 1(1), 1–19. https://doi.org/10.30762/joiem.v1i1.90
Sukring. (2016). Pendidik dalam Pengembangan Kecerdasan Peserta Didik. Jurnal Keguruan Dan Ilmu Tarbiyah, 01(1), 69–80. https://doi.org/10.24042/tadris.v1i1.891
Suryadarma, Y., & Haq, A. H. (2015). Pendidikan Akhlak Menurut Imam Al-Ghazali. At-Ta’dib, 10(2), 362–381.
Susanto, R., Yahuda, R. D., Basuki, & Kadir, abdul. (2023). Implications of Developing Fayd Al-Barakat Book on Learning Qiraat sab’ah in the Digital Era. Jurnal Pendidikan Al-Ishlah, 15(4). https://doi.org/10.35445/alishlah.v15i4.3009
Syafei, I. (2015). Tujuan Pendidikan Islam Imam Syafe’I. Jurnal Pendidikan Islam, 6(November), 151–166. https://doi.org/10.24042/atjpi.v6i2.1876
Yaljin, M. (1993). Al-Tarbiyah al-Akhlaqiyah al-Islamiyah (pp. 1–726).
Zuhriy, M. S. (2011). Budaya Pesantren dan Pendidikan Karakter Pada Pondok Pesantren Salaf. Walisongo, 19(2), 287–310. https://doi.org/10.21580/ws.19.2.159
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2024-12-31
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Yahuda, R. D., Susanto, R., Widodo, W., Syahrudin, S., & Kolis, N. (2024). Totally Muslim Truly Intellectual-Based Holistic Education in Postgraduate Programs. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(2), 1399–1410. https://doi.org/10.37680/qalamuna.v16i2.4104
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