Study of Ibn Sina’s Educational Thought and Its Contextualization in the Contemporary Era
DOI:
https://doi.org/10.47750/pegegog.14.03.36Keywords:
Indonesian lecturerAbstract
This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era seen from a subjective point of view referring to the aspect of purifying the soul. Ibn Sina divided the human soul into three parts, they are: the nabâtiyyah, hayawâniyyah, and insâniyyah. According to Ibn Sina, human ethics is in the nabâtiyyah, so the education that must be taught is a morals education, cleanliness, and arts. When the child is in the soul of hayawāniyyah, that is, when the child can respond and move through sensing, then the student is in a state of being stimulated through understanding the Qur'an, especially reading, and interpreting it, also followed by lessons to be able to study, analyze and be critical of the meanings of each word of Allah Swt. On the soul of insâniyyah, then children are sought to be educated to be able to integrate intellectual, emotional, and spiritual intelligence, to create an integrality education, that is education that can bring together the dimensions of serviced (al-'Amilah) and spiritual (al-'Alimah). This literature study confirms that to achieve the goals of Islamic education, the education provided should not be dictated, because with the dichotomy, it will further foster secular values in the world of Islamic education. Although the integration aspect of the three intelligences boils down to a non-dichotomous educational paradigm, it does not necessarily eliminate the goal of educational thought. An educational perspective that places the purification of the soul as an offer of Islamic education in the contemporary era.
Downloads
References
Abba, A. A., & Onyemachi, N. D. (2020). Weeping in the Face of Fortune: Eco-Alienation in the Niger-Delta Ecopoetics. Humanities, 9(3), 54. https://doi.org/10.3390/h9030054
Akib, M. M. M., & Muhsin, S. B. S. (2019). Discussion on the potential of soul according to Ibn Sῑnā and Al-Ghazālῑ. Afkar, 21(1), 85–110. https://doi.org/10.22452/afkar.vol21no1.3
Alwizar. (2015). Pemikiran Pendidikan Ibnu Sina. An-Nida: Jurnal Pemikiran Islam, 40(1), 191–201.
Ansari. (2021). KONSEP PENDIDIKAN ISLAM DALAM PERSPEKTIF IBNU SINA. As-Salam: Jurnal Studi Hukum Islam Dan Pendidikan, 10(2), 39–57.
Ansari, A., & Qomarudin, A. (2021). Konsep Pendidikan Islam Menurut Ibnu Sina dan Ibnu Qayyim Al Jauziyyah. Islamika, 3(2), 134–148. https://doi.org/10.36088/islamika.v3i2.1222
Aryanti, N., Nadjmuddin, M., Bahasa, J., Politeknik, I., & Sriwijaya, N. (2007). Penerapan inquiry-learning techniques dalam pembelajaran english for young learners di yayasan alkahfi cabang palembang. 127–136.
Azimah. (2016). Konsep Pendidikan dalam Perspektif Pemikiran Ibnu Sina. Fitra, 2(2), 69–80.
Dere, Z. (2019). Investigating the creativity of children in early childhood education institutions. Universal Journal of Educational Research, 7(3), 652–658. https://doi.org/10.13189/ujer.2019.070302
Furqon, S., & Hannah, N. (2020). Metafisika Al-Kindi Dalam Fî Al-Falsafah Al-Ûla(Filsafat Pertama). JAQFI: Jurnal Aqidah Dan Filsafat Islam, 5(2), 251–281.
Gopnik, A. (2020). Childhood as a solution to explore–exploit tensions. Philosophical Transactions of the Royal Society B: Biological Sciences, 375(1803). https://doi.org/10.1098/rstb.2019.0502
Hambali, H. A. N. (2020). Pendidikan Karakter Perspektif Ibnu Sina. Al-Ikhtibar: Jurnal Ilmu Pendidikan, 7(1), 737–748. https://doi.org/10.32505/ikhtibar.v7i1.612
Handayani, A. B., & Suyadi, S. (2019). Relevansi Konsep Akal Bertingkat Ibnu Sina dalam Pendidikan Islam di Era Milenial. Ta’dibuna: Jurnal Pendidikan Islam, 8(2), 222–240. https://doi.org/10.32832/tadibuna.v8i2.2034
Iqbal, A. M. (2015). Pemikiran Pendidikan Islam: Gagasan-gagasan Besar Para Ilmuan Muslim. Pustaka Pelajar.
Kurniyat, E. (2018). Memahami Dikotomi Dan Dualisme Pendidikan Di Indonesia. Rausyan Fikr : Jurnal Pemikiran Dan Pencerahan, 14(1). https://doi.org/10.31000/rf.v14i1.669
Makmudi. (2022). Concept of Spiritual Education: A Perspective of Ibn Qayyim Al-Jawziyyah. 1, 1–14.
Munirah. (2020). KONSEP JIWA DALAM AL-QUR’AN: Implementasinya dalam Pendidikan Islam. ZIFATAMA JAWARA.
Pajević, A., Pajević, I., Dedić, E., & Hasanović, M. (2021). A Treatise of the Islamic Philosopher Ibn Sina (Avicenna) on the Fear of Death and the Treatment of Anxiety Caused by It. Psychiatria Danubina, 33(part II), 889–894.
Prasetia, S. A., & Najiyah, S. F. (2021). the Conception of Lᾱ Ma’Būda in Tasawuf; a Quranic Interpretation. Jurnal At-Tibyan: Jurnal Ilmu Alqur’an Dan Tafsir, 6(1), 17–39. https://doi.org/10.32505/at-tibyan.v6i1.2533
Qomar, M. (2005). Epistemologi Pendidikan Islam dari Metode Rasional hingga Metode Kritik. Erlangga.
Rahman, M. I., & Shofiyah, N. (2019). Relevansi Pemikiran Pendidikan Ibnu Sina Pada Pendidikan Masa Kini. TARBAWY : Indonesian Journal of Islamic Education, 6(2), 142–156. https://doi.org/10.17509/t.v6i2.20640
Rasyid, I. (2019). Konsep Pendidikan Ibnu Sina tentang Tujuan Pendidikan , Kurikulum , Metode Pembelajaran , dan Guru Ibn Sina ’ s Educational Concept of Educational Objectives , Curriculum , Learning Methods , and Teachers. EKSPOSE: Jurnal Penelitian Hukum Dan Pendidikan 18, 18(1), 779–790.
Salleh, S., & Embong, R. (2017). Educational Views of Ibnu Sina. Al-Irsyad Journal of Islamic and Contemporary Issues, 2(1), 13–24. http://journal.kuis.edu.my/jurnal-al-irsyad/vol-2-no-1/2.IBN-SINA.pdf
Saparovich, E. I. (2021). THE CONCEPT ON HUMAN PERFECTION AS PER VIEWS OF AL FARABI, IBN SINA AND IMAM GHAZAL. CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE, 2(6), 1–6.
Shuhari, Mohd Hasrul; Zin, Engku Ibrahim Engku Wok; al-Shafi’i, Mohammed Muneer’deen Olodo; Musa, Razali; Zin, S. A. M. (2019). AN ETHICAL ASPECT OF CHARACTER BUILDING: IBN SINA’S PERSPECTIVE. Journal of Legal, Ethical and Regulatory Issues, Suppl., 22(1), 1–5.
Sina, I. (2009). Akhwal an-Nafs Risalah fi an-Nafs wa Baqa’iha wa Ma’adiha (M. S. Nasrullah (ed.)). Pustaka Hidayah.
Sultoni, S., Gunawan, I., & Oktavia Ningsih, S. (2018). Descriptive Study of Efforts Integrates Character Values to Students. 269(CoEMA), 12–14. https://doi.org/10.2991/coema-18.2018.4
Tatang Hidayat, T. S. (2018). MENGGAGAS PENDIDIKAN ISLAMI: MELURUSKAN PARADIGMA PENDIDIKAN DI INDONESIA. Jurnal Pendidikan Islam Indonesia, 3(1), 75–91.
Turdieva, N. S. (2021). Didactic conditions for the formation of attitudes toward education as a value among primary school pupils. MIDDLE EUROPEAN SCIENTIFIC BULLETIN, 10(March), 390–393.
Uni, S. Q. A. (2020). Analisis Pemikiran Pendidikan Menurut Ibnu Sina dan Kontribusinya Bagi Pendidikan Islam di Era Modern. Journal of Islamic Education Research, 1(3), 225–238. https://doi.org/10.35719/jier.v1i3.39
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.