DIALOG PAI DAN FILSAFAT PENDIDIKAN BARAT(Al-Ghazali, Ibnu Khaldun, Dewey, Freire, Habermas)
Keywords:
Islamic Education, Western Education, Philosophy of Education, Comparative Study, Moral ValuesAbstract
Education is a fundamental pillar in shaping intellectually, morally, and spiritually balanced individuals. This study addresses the differences and similarities in the concepts and objectives of education from Islamic and Western perspectives amid the challenges of globalization and technological advancement. This research aims to analyze the concepts, goals, and characteristics of education according to Islamic and Western philosophers. This study employs a qualitative approach using library research by examining relevant books, journals, and scholarly publications. The findings show that Islamic education emphasizes the integration of faith, morality, and knowledge, while Western education focuses on rationality, empiricism, critical thinking, and practical skills. This study highlights the importance of integrating moral and spiritual values into the modern education system. In conclusion, Islamic and Western educational perspectives can complement each other in forming balanced individuals intellectually, ethically, and socially.
Downloads
References
Al-Ghazali. (1998). Mutiara Ihya Ulumuddin (I. Kurniawan, Penerj.). Mizan.
Bahri, S. (2022). Pendidikan akhlak anak dalam perspektif Imam Al-Ghazali. At-Tadzkir: Islamic Education Journal, 1(1), 26.
Ersanda, P. A. (2022). Eksistensi pemikiran John Dewey dalam pendidikan di Indonesia. Sindang: Journal Pendidikan Sejarah dan Kajian Sejarah, 4(2).
Fadli, R. V. (2020). Tinjauan filsafat humanisme: Studi pemikiran Paulo Freire dalam pendidikan. Reforma: Jurnal Pendidikan dan Pembelajaran, 92.
Hafiz, A., Romdaniah, L., Nizar, R. A., & Mauliza, S. (2023). Konsep pendidikan Hasan Langgulung (berbasis psikologi dan agama) dan konsep pendidikan Jürgen Habermas (1929) Mazhab Frankfurt; Perbandingan tentang tujuan, kurikulum, PBM, guru, evaluasi dan lingkungan pendidikan. Rayah Al-Islam, 7(3), 7.
Hasbullah. (2018). Karakteristik pendidikan Islam menurut Al-Ghazali. Assibyan, 3(2).
Khaldun, I. (1986). Muqaddimah (A. Thoha, Penerj.; Cet. II). Pustaka Firdaus.
Lestari, A., Munajah, N., & Uyuni, B. (2023). Konsep pendidikan Paulo Freire dalam perspektif Islam. Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam, 6(2), 7.
Mulyadi, R. A., & Aqil, M. (2023). Pendidikan menurut John Dewey dan Al-Ghazali. Safina, 8(2).
Musfiroh, I. A. (2014). Pemikiran pendidikan Islam Al-Ghazali. Syamil, 2(1).
Nata, A. (2005). Filsafat pendidikan Islam. Gaya Media Pratama.
Rouf, A. K. (2018). Pemikiran Jurgen Habermas tentang pengetahuan dan relevansinya dengan perkembangan teologi Islam [Skripsi]. UIN Walisongo.
Sari, H. P., Yusriyah, & Angely, N. (2022). Relevansi pemikiran Ibnu Khaldun dan Al-Ghazali terhadap pendidikan di Indonesia. El-Fata: Journal of Sharia Economics and Islamic Education, 1(2), 84.
Shihab, M. Q. (2014). Membumikan Al-Qur’an. Mizan.
Smith, W. A. (2008). Concientizacao: Tujuan pendidikan Paulo Freire (S. Sunardi, Penerj.). Pustaka Pelajar.
Sofyan, A., & Muhlis, A. (2025). Komparasi: Telaah pemikiran John Dewey dan Al-Ghazali terhadap psikologi pendidikan dalam perkembangan kognitif anak. Journal of Mandalika Literature, 6(2), 452.
Takwil, M. (2020). Kepemimpinan pendidikan Islam dalam pemikiran Al-Ghazali. Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam, 4(2).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Harmina, Syaifuddin Sabda, Husnul Yaqin, Hamdan (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
