Transformative Education to Prepare A Generation with Strong Character

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    Character education is crucial for the society’s and state’s sustainability, especially in modern and global era. It is important even more for the future of young generation which requires special attention and serious. Therefore, a holistic educational paradigm is vital to be formulated and then immediately implemented in our education world. This paper focuses on the study of how education has a central force in building students' character. The method and approach used in this paper is a philosophical approach. From the results of this study, the authors recommend that the concept of education should develop programs focusing on character and teaching values. The programs emphasize on the issue of human identity beside the development of communication skills and interpersonal relationships in performing the duties and responsibilities as a caliph on earth. Therefore, the curriculum must be compiled and structured to meet the overall objectives of education. Curriculum is actually not only verbal concerning the purpose, content, and courses, it is also a non-verbal curriculum (hidden curriculum) in form of exemplary educators or teachers (including the leader of the nation). Thus, it is the nature of teachers, educators and leaders that all words, deeds, and provisions should become a role model for others (students and community).

     

     


  • Keywords


    Education, transformative, strong characterized generation

  • References


      [1] Abdul Baqi (tt). al-Mu'jam al-Mufahras li Alfâz al-Qur'ân al-Karîm. Beirut: Dar Ihyâ al-Turâth al-'Araby.

      [2] Abdul Ghani Abud and Hasan Ibrahim Abd al-‘Al (1990). al-Tarbiyah al-Islâmiyyah wa Tahaddiyât al-‘Asr. Dâr al-Fikr al-‘Araby.

      [3] Al-‘Aqqād, Abbās Mahmud (1973I). al-Insān fi al-Qur’ān. Mesir: Dār al-Islām.

      [4] Banabilah (1984). Ibn Khaldǖn: Turathuhǖ al-Tarbawi. Dar al-Kitab al-‘Araby.

      [5] Fatchiyyah Hasan Sulaiman (tt). al-Mazhab al-Tarbawi ’Inda Ibn Khaldun. Maktabah Nahdah.

      [6] Departemen Agama (1998). al-Qur’ān dan Terjemahannya. Jakarta: Departemen RI,

      [7] Hasan Sulaiman, Fatchiyyah (tt). al-Mazhab al-Tarbawi ’Inda Ibn Khaldun. Maktabah Nahdah.

      [8] Husaini, Ahmad Waqar (1980). Islamic Environmental System Engineering. London: Macmillan Press.

      [9] Iqbal, Muhammad (1981). The Reconstruction of Religion Thought in Islam. New Delhi: Kitab Bhavana,

      [10] Jurnal Komunikasi Perguruan Tinggi (2002). Perta. Jakarta: Departemen Agama RI,

      [11] Kuntowijoyo (l991). Paradigma Islam, Interpretasi Untuk Aksi. Bandung: Mizan.

      [12] M. Zainuddin, et.al. (2009). Pendidikan Islam: Dari Paradigma Klasik Hingga Kontemporer. Malang: UIN Malang Press.

      [13] M. Zainuddin. (2006). Filsafat ilmuPerspektif Pemikiran Islam. Jakarta: Lintas Pustaka.

      [14] M. Zainuddin (2009). Konsep Pendidikan Menurut Ibn Khaldun. Malang: UIN Malang Press.

      [15] M. Zainuddin (2007). Paradigma Pendidikan Terpadu: Menyiapkan Generasi Ulul Albab Malang: UIN Malang Press.

      [16] Mouleman (2002). “Studi Islam di Indonesia” in Jurnal Komunikasi Perguruan Tinggi, Perta.

      [17] Tolchah Hasan, Muhammad (2006). Dinamikia Pemikiran Pendidikan Islam. Jakarta: Lantabora.

      [18] Najati, Usman (tt). Jiwa dalam Pandangan Para Filsuf Muslim, terj. Gazi Saloom. Bandung: Pustaka Hidayah.

      [19] Syeikh Saeed (1994). Studies in Muslim Philosiphy. Delhi: Adam Publisher and Distributors.

      [20] Tauhidi (2003). “Tarbiyah Project”, Paper presented in International Conference on Islamic Education.

      [21] Weinsink (1962). al-Mu’jam al-Mufahras li alfaz al-Hadith al-Nabawi. Leiden.

      [22] Zainul Hamdi (1994). Tujuh Filsuf Muslim. Yogyakarta: LKiS.


 

View

Download

Article ID: 26694
 
DOI: 10.14419/ijet.v8i1.9.26694




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.