ORIENTASI PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM
Abstract
Abstrak: Pendidikan Islam menghadapi banyak masalah, di antaranya orientasi nilai ke-agamaan dan pendekatan aplikasi. Orientasi nilai religius didasarkan pada materi Islam yang tidak dapat dipisahkan dari tujuan pendidikan islami. Tujuannya adalah menjadi "insan kamil", yang tercerminkan pada pengintegrasian nilai individu dan sosial. Oleh karena itu, orientasi nilai agama di sekolah harus berkisar antara dua belah pihak, "dimensi makhluk" (kesalehan individual) dan "dimensi khalifah" (kesalehan sosial). Untuk menanamkan nilai pendidikan Islam ke anak-anak, dapat ditangani melalui pendekatan-pendekatan berikut ini; stra-tegi tradisional, liberal, pemberian model yang baik (uswah), dan klarifikasi nilai. Penerapan strategi harus disesuaikan dengan perkembangan anak. Terkait deng-an strategi, guru pendidikan Islam harus mempertimbangkan urgensi ketepatan dalam menggunakan nilai klarifikasi. Melalui strategi ini, anak-anak akan dapat memilih, berdialog, membuat pertimbangan, dan menentukan jenis nilai apa yang dipilih. Dengan nilai ini, anak-anak akan memiliki komitmen yang kuat un-tuk menghadapi setiap perubahan kehidupan terutama dalam perubahan sosial.
Abstract: Islamic education faces many problems, among them are the religious value orientation and application approach. The religious value orientation is based on Islamic subject matters that cannot be separated from the aim of Islamic education. Its aim is to become a "perpect man", that reflects on the integration of individual and social values. Therefore, the religious value orientation in school must be revolved between the two sides, "Abdullah dimention" (individual religiosity) and "khalifah dimention" (social religiosity). To instill the value of Islamic education to children, it can be handle through the following approaches; traditional strategy, liberal, providing a good model (uswah), and value clarification. To implement these strategies, it must be adjusted to the child's development. Concerning with the strategy, the teacher should consider the urgency of Islam on the use of value clarification. With these strategies, the children will be able to choose, to make a dialogue, to make a consideration, and to determine the type of value to be applied. With this value, the children will have a strong commitment to deal with any change of life, especially in social change.
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