INTERAKSI EDUKATIF PENDIDIKAN ISLAM PERSPEKTIF BUYA HAMKA MENGHADAPI ERA SOCIETY
DOI:
https://doi.org/10.52627/ijeam.v2i1.28Keywords:
Educative Interaction, Era Society, Buya Hamka.Abstract
This paper aims to examine the unique thinking of Buya Hamka about educational interactions. This is very suitable in fixing the phenomena that occur in the era of society as a material for overcoming conditions of learners and students in maintaining harmony when studying or learning activities. This study uses a qualitative approach to the type of library research (library research). The data source of this study uses primary data and secondary data. Data collection techniques through library research (library research) using descriptive methods. Analysis of the data used in this study are comparative and descriptive methods. The views of Buya Hamka regarding educational interactions include; (a) Learners must be moderate and reflect true examples for students, (b) Learners should have a broad understanding of a science and have a selection of conventional values with contemporary values, (c) Students must know to be well-mannered in associating with students and having an objective attitude in absorbing knowledge, (d) Students must respect the scientific assembly held by the learner. The steps in applying educational interactions in the concept of Buya Hamka Islamic education include; (a) Right intention in pursuing knowledge, (b) Totality and comprehension in pursuing knowledge, (c) Removing laziness and self-distrust, (d) Maintaining civilization and being objective, (e) Maintaining manners in the learning process, and (f) Tolerance in the field of education.References
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Zayyadi, A. A. (2017). PENDIDIKAN ISLAMI DALAM MENGHADAPI KEBUTUHAN ZAMAN. El-Furqania: Jurnal Ushuluddin dan Ilmu-Ilmu Keislaman, 3(01), 38-58.
Baharun, H. (2017). Total Moral Quality: A New Approach for Character Education in Pesantren. Ulumuna, 21(1), 57–80.
Bali, M. M. E. I. (2017). Model Interaksi Sosial dalam Mengelaborasi Keterampilan Sosial. Jurnal Pedagogik, 4(2), 211–227.
Bali, M. M. E. I., & Masulah, I. (2019). Hypnoteaching: Solusi Siswa Learning Disorder. At-Turats: Jurnal Pemikiran Pendidikan Islam, 13(1), 89–103. https://doi.org/10.24260/at-turats.v13i1.1188
Bali, M. M. E. I., & Rohmah, L. (2018). Implementasi Pendekatan Eklektik Berbasis Sharing Zone. Murobbi: Jurnal Ilmu Pendidikan, 6(2), 152–167.
Djamarah, Syaiful Bahri. (2000). Guru dan Anak Didik dalam Interaksi Edukatif. Jakarta: PT. Rineka Cipta.
Hamka. (2015). Lembaga Budi. Jakarta: Republika.
Hamka. (2015). Lembaga Hidup. Jakarta: Republika.
Hasan Agus R, A. (2016). Pendidikan Karakter Berbasis Brain Based Education. Jurnal Pedagogik, 3(2), 13–23.
Hidayat, Nur. (2015). Peran dan Tantangan Pendidikan Agama Islam di Era Global. Jurnal El-Tarbawi, 8(1), 132-144.
Kaelan. (2005). Metode Penelitian Kualitatif Bidang Filsafat. Yogyakarta: Paradigma.
Minarti, Sri. (2013). Ilmu Pendidikan Islam Fakta Teoritis Filosofis dan Aplikatif Normatif. Jakarta: Amzah.
Prastowo, Andi. (2011). Memahami Metode-metode Penelitian. Jogjakarta: Ar-Ruzz Media.
Suparlan. (2005). Menjadi Guru Efektif. Yogyakarta: Hikayat Publishing.
Surakhmad, Winarno. (2003). Pengantar Interaksi Mengajar Belajar Dasar dan Teknik Metodologi Pengajaran. Bandung: Tarsito
Wahid, A. H., Muali, C., & Rafikah, K. (2018). Pengembangan Karakter Guru dalam Menghadapi Demoralisasi Siswa Perspektif Teori Dramaturgi. Jurnal Mudarrisuna, 8(1), 102–126
Zayyadi, A. A. (2017). PENDIDIKAN ISLAMI DALAM MENGHADAPI KEBUTUHAN ZAMAN. El-Furqania: Jurnal Ushuluddin dan Ilmu-Ilmu Keislaman, 3(01), 38-58.
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2020-05-20
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