KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ
<strong></strong><strong><em>Abstract</em></strong>: <em>The study focuses o</em><em>n</em><em> the ethic concept of </em><em>a</em><em>l-Ghazâlî in education. The approach used by </em><em>a</em...
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| Format: | Article |
| Language: | Arabic |
| Published: |
State Islamic University (UIN) Mataram
2011-06-01
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| Series: | Ulumuna |
| Subjects: | |
| Online Access: | http://ejurnal.iainmataram.ac.id/index.php/ulumuna/article/view/208 |
| _version_ | 1831669572649877504 |
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| author | Sahid HM |
| author_facet | Sahid HM |
| author_sort | Sahid HM |
| collection | DOAJ |
| description | <strong></strong><strong><em>Abstract</em></strong>: <em>The study focuses o</em><em>n</em><em> the ethic concept of </em><em>a</em><em>l-Ghazâlî in education. The approach used by </em><em>a</em><em>l-Ghazâlî, in relation </em><em>to</em><em> the educational ethic, is sufistic-philosopichal which tends to the concept of </em>ma‘rifat Allâh<em>,</em><em> </em>taqarrub<em>,</em><em> and </em>ta<span style="text-decoration: underline;">h</span>assub<em> through </em>riyâdlah<em>. These three dimentions are the main basis of</em><em> how to</em><em> educat</em><em>e the</em><em> moslem’s ethic. For those whose spiritual has not been good yet, </em><em>they are</em><em> suppossed to learn constantly. Therefore, an educator may guide and bring spiritually the students to be </em><em>close</em><em> to Allah. In fact, </em><em>a</em><em>l-Ghazâlî</em><em>’s</em><em> concept</em><em> of ethic</em><em> in education by sufistic-philosopichal approach has </em><em>theoretically and practically </em><em>broad influences for the moslem life all over the world. Such two influences indicate that practically and theoretically al-Ghazalî’s school of thought in ethical education turns out to be the basic of further thinking. Thus, the very strong al-Ghazalî’s influence toppled down the sufism at that time.</em><p><strong><em>Abstrak</em></strong>: <em>Kajian ini membahas konsep pendidikan</em><em> etika</em><em> al-Ghazâlî. Pendekatan yang digunakan oleh al-Ghazâlî dalam membina etika bermuara pada sufistik</em><em>-filosofis yang cenderung pada ma‘rifat</em><em> Allâh dan diproses dengan metode </em>tazkîyat an-nafs, taqarrub, <em>dan</em> ta<span style="text-decoration: underline;">h</span>assub<em> dengan cara </em>riyâdlah<em>. Tiga dimensi ini menjadi landasan untuk membina etika seseorang secara baik. Bagi seseorang yang jiwanya belum bersih, dia harus berguru dan minta petunjuk. Dengan demikian, guru dapat memberi petunjuk dan mengantarkan seorang murid sampai kepada Tuhan. Dalam perkembangannya, konsep pendidikan etika sufistik-filosofis al-Ghazâlî berpengaruh di belahan dunia baik secara teoritik maupun praktis. Dua pengaruh ini menggambarkan pemikiran al-Ghazâlî secara teoritis-praktis dalam bidang pendidikan etika.</em><em> </em><em>Pengaruh al-Ghazâlî yang sangat kuat mampu menumbangkan aliran tasawuf yang berlaku pada saat itu.</em></p><strong><em></em></strong> |
| first_indexed | 2024-12-19T23:01:52Z |
| format | Article |
| id | doaj.art-8d93d1aa1ec04c68a839d40b9cb56409 |
| institution | Directory Open Access Journal |
| issn | 1411-3457 2355-7648 |
| language | Arabic |
| last_indexed | 2024-12-19T23:01:52Z |
| publishDate | 2011-06-01 |
| publisher | State Islamic University (UIN) Mataram |
| record_format | Article |
| series | Ulumuna |
| spelling | doaj.art-8d93d1aa1ec04c68a839d40b9cb564092022-12-21T20:02:29ZaraState Islamic University (UIN) MataramUlumuna1411-34572355-76482011-06-01151295210.20414/ujis.v15i1.208234KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎSahid HM0Fakultas Syariah IAIN Sunan Ampel Surabaya<strong></strong><strong><em>Abstract</em></strong>: <em>The study focuses o</em><em>n</em><em> the ethic concept of </em><em>a</em><em>l-Ghazâlî in education. The approach used by </em><em>a</em><em>l-Ghazâlî, in relation </em><em>to</em><em> the educational ethic, is sufistic-philosopichal which tends to the concept of </em>ma‘rifat Allâh<em>,</em><em> </em>taqarrub<em>,</em><em> and </em>ta<span style="text-decoration: underline;">h</span>assub<em> through </em>riyâdlah<em>. These three dimentions are the main basis of</em><em> how to</em><em> educat</em><em>e the</em><em> moslem’s ethic. For those whose spiritual has not been good yet, </em><em>they are</em><em> suppossed to learn constantly. Therefore, an educator may guide and bring spiritually the students to be </em><em>close</em><em> to Allah. In fact, </em><em>a</em><em>l-Ghazâlî</em><em>’s</em><em> concept</em><em> of ethic</em><em> in education by sufistic-philosopichal approach has </em><em>theoretically and practically </em><em>broad influences for the moslem life all over the world. Such two influences indicate that practically and theoretically al-Ghazalî’s school of thought in ethical education turns out to be the basic of further thinking. Thus, the very strong al-Ghazalî’s influence toppled down the sufism at that time.</em><p><strong><em>Abstrak</em></strong>: <em>Kajian ini membahas konsep pendidikan</em><em> etika</em><em> al-Ghazâlî. Pendekatan yang digunakan oleh al-Ghazâlî dalam membina etika bermuara pada sufistik</em><em>-filosofis yang cenderung pada ma‘rifat</em><em> Allâh dan diproses dengan metode </em>tazkîyat an-nafs, taqarrub, <em>dan</em> ta<span style="text-decoration: underline;">h</span>assub<em> dengan cara </em>riyâdlah<em>. Tiga dimensi ini menjadi landasan untuk membina etika seseorang secara baik. Bagi seseorang yang jiwanya belum bersih, dia harus berguru dan minta petunjuk. Dengan demikian, guru dapat memberi petunjuk dan mengantarkan seorang murid sampai kepada Tuhan. Dalam perkembangannya, konsep pendidikan etika sufistik-filosofis al-Ghazâlî berpengaruh di belahan dunia baik secara teoritik maupun praktis. Dua pengaruh ini menggambarkan pemikiran al-Ghazâlî secara teoritis-praktis dalam bidang pendidikan etika.</em><em> </em><em>Pengaruh al-Ghazâlî yang sangat kuat mampu menumbangkan aliran tasawuf yang berlaku pada saat itu.</em></p><strong><em></em></strong>http://ejurnal.iainmataram.ac.id/index.php/ulumuna/article/view/208Al-GhazâlîTazkiyat al-NafsTaqarrubTahassubRiyâdlah. |
| spellingShingle | Sahid HM KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ Ulumuna Al-Ghazâlî Tazkiyat al-Nafs Taqarrub Tahassub Riyâdlah. |
| title | KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ |
| title_full | KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ |
| title_fullStr | KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ |
| title_full_unstemmed | KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ |
| title_short | KONSEP PENDIDIKAN ETIKA SUFISTIK-FILOSOFIS AL-GHAZÂLÎ |
| title_sort | konsep pendidikan etika sufistik filosofis al ghazali |
| topic | Al-Ghazâlî Tazkiyat al-Nafs Taqarrub Tahassub Riyâdlah. |
| url | http://ejurnal.iainmataram.ac.id/index.php/ulumuna/article/view/208 |
| work_keys_str_mv | AT sahidhm konseppendidikanetikasufistikfilosofisalghazali |