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ISU-ISU KRITIS DALAM PENDIDIKAN ISLAM PERSPEKTIF PEDAGOGIK KRITIS

Jurnal Ilmiah Islam Futura · Vol. 13 No. 2 (2014) · pp. 250–270

DOI
10.22373/jiif.v13i2.75
ISSN
2407-7542, 1412-1190
Published
2014-02-01
Publisher
Universitas Islam Negeri Ar-Raniry
Language
eng

Abstract

Conceptualization and theorization of Islamic education has been less attention to aspects of his involvement in the process of social transformation. In addition, Islamic Education also seems to have developed to the maximum language of language of critique and possibility. Literature related to Islamic education from the past until now tend to be dominated by a normative approach, with little practical in many aspects and ignore the discursive historical-empirical level. Until now, even the idea of the concept of Islamic education promoted by thinkers of contemporary Islamic education has not touched the real issues related to humanitarian issues. There is no attempt to draw normative concepts, ideal and abstract, to the empirical-sociological level. When the concept of Islamic education is faced with the problems of empirical-sociological and just wrestle on normative issues, the Islamic education could be stuck in the ideology of positivism that tend to deny the importance of criticism of social reality. Therefore, Islamic education needs to balance-normative aspects of religious and historical.

Keywords

Collaboration network of the authors

21 authors · 44 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Cenderawasih University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Saifullah IdrisAffiliation unknown2
Habiburrahim HabiburrahimAffiliation unknown1
Salami MahmudAffiliation unknown1
Muchlinarwati MuchlinarwatiAffiliation unknown1
Fatmawati FadliAffiliation unknown1
Suwandi SuwandiAffiliation unknown1
St. SyamsudduhaAffiliation unknown1
Masbur MasburAffiliation unknown1
Hayati HayatiUniversitas Halu Oleo1
Muhammad FaisalUniversitas Halu Oleo1
Romi SiswantoAffiliation unknown1
Jajat DarojatAffiliation unknown1
Warul WalidinAffiliation unknown1
Miftachul HudaAffiliation unknown1
Purwanto PurwantoCenderawasih University1
Ali Ibrahim DasukiAffiliation unknown1
Lanlan MuhriaAffiliation unknown1
Vinsensia Anisa Citta ErydaniAffiliation unknown1
Desi Surlitasari DewiAffiliation unknown1
Mohammed Abbas MahdiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/islamfutura/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">ISU-ISU KRITIS DALAM PENDIDIKAN ISLAM PERSPEKTIF PEDAGOGIK KRITIS</dc:title>
	<dc:creator xml:lang="en">ZA, Tabrani</dc:creator>
	<dc:subject xml:lang="en">Critical pedagogy</dc:subject>
	<dc:subject xml:lang="en">Islamic Education</dc:subject>
	<dc:description xml:lang="en">Conceptualization and theorization of Islamic education has been less attention to aspects of his involvement in the process of social transformation. In addition, Islamic Education also seems to have developed to the maximum language of language of critique and possibility. Literature related to Islamic education from the past until now tend to be dominated by a normative approach, with little practical in many aspects and ignore the discursive historical-empirical level. Until now, even the idea of the concept of Islamic education promoted by thinkers of contemporary Islamic education has not touched the real issues related to humanitarian issues. There is no attempt to draw normative concepts, ideal and abstract, to the empirical-sociological level. When the concept of Islamic education is faced with the problems of empirical-sociological and just wrestle on normative issues, the Islamic education could be stuck in the ideology of positivism that tend to deny the importance of criticism of social reality. Therefore, Islamic education needs to balance-normative aspects of religious and historical.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Ar-Raniry</dc:publisher>
	<dc:date>2014-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.ar-raniry.ac.id/index.php/islamfutura/article/view/75</dc:identifier>
	<dc:identifier>10.22373/jiif.v13i2.75</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Islam Futura; Vol. 13 No. 2 (2014): Jurnal Ilmiah Islam Futura; 250-270</dc:source>
	<dc:source xml:lang="id">Islam Futura; Vol 13 No 2 (2014): Jurnal Ilmiah Islam Futura; 250-270</dc:source>
	<dc:source>2407-7542</dc:source>
	<dc:source>1412-1190</dc:source>
	<dc:source>10.22373/jiif.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/islamfutura/article/view/75/70</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2014 Jurnal Ilmiah Islam Futura</dc:rights>
</oai_dc:dc>