PENDIDIKAN ISLAM DAN PERUBAHAN SOSIAL
DOI:
https://doi.org/10.53640/azkiya.v2i1.718Kata Kunci:
Islamic Education, Social Order, GlobalisasiAbstrak
Education and society have a reciprocal, mutual influence (reciprocal) relationship. This article discusses the relationship between Islamic education and social change in two directions at once, namely what and how the role of Islamic education in driving social transformation (reconstruction) and conversely, what role should be carried out by the Islamic education in the midst of changing social life. The analysis in this article was developed using the assumptions of the categorization of education ideology as used by Henry Giroux and Aronowitz, that divided educational ideology into three major streams, namely conservative, liberal, and critical. The mapping of the ideological and educational paradigms is carried out to review the position of Islamic education in the great currents of educational ideology, and the possible choices that can be taken so that Islamic education is able to play its function, namely the function of equality and social egalitarianism. Likewise the function and role of Islamic education in social transformation, to rebuild (reconstruction) systems and social order that are balanced, democratic, and justReferensi
Buckley, William F. Jr, “Sang Liberal dan Generasi Bisu†dalam Paulo Freire, Ivan Illich, Eric Fromm (et.al), Menggugat Pendidikan: Fundamentalis, Konservatif, Liberal, Anarkis, terj. Omi Intan Naomi, Cet.3, (Yogyakarta: Pustaka Pelajar, 2001).
Fakih, Mansour, (et. al), Pendidikan Popular: Panduan Pendidikan Untuk Rakyat, (Yogyakarta: ReaD Books, kerjasama INSIST-PACT, 2001.
------, Runtuhnya Teori Pembangunan dan Globalisasi, Yogyakarta: Insist Press, 2002.
------, Jalan Lain: Manifesto Intelektual Organik, Yogyakarta: Insist-Pustaka Pelajar, 2002.
Ilyas,Yunahar (ed), Muhammadiyah dan NU : Reorientasi Wawasan Keislaman, (Yogyakarta: LPPI UMY, LKPSM NU – PP Al-Muhsin Yogyakarta, 1994).
Ismail, Faisal, Paradigma Kebudayaan Islam: Studi Kritis dan Refleksi Historis, (Titian Ilahi Press, Yogyakarta, 1996).
Maarif, Ahmad Syafii, Al-Qur’an: Realitas sosial dan Limbo sejarah (Sebuah Refleksi), (Bandung: Penerbit Pustaka, 1985).
------, Peta BumiIntelektualisme, (Mizan, Bandung, 1994).
------, pengantar dalam Membumikan Islam, (Yogyakarta:, Pustaka Pelajar, 1995).
Mulkhan, Abdul Munir, Paradigma Intelektual Muslim; Pengantar Filsafat Pendidikan Islam Dan Dakwah, (Yogyakarta: Sipress, 1994).
O’neil, William F, Educational Ideologies: Contemporary Expressions of Educational Philosophies, terj. Omi Intan Naomi (Yogyakarta: Pusataka Pelajar, 2001).
Petras, James and Henry Veltmeyer, Globalization Unmasked: Imperialism in the 21st Century, terj., Yogyakarta: Kreasi Wacana, 2002.
Rais, M. Amien, Cakrawala Islam: Antara Cita dan Fakta, (Bandung: Mizan, 1996).
Rohman, Abdul, “Pendidikan Islam dalam Perubahan Sosial†dalam Ismail SM, et.all (ed.), Paradigma Pendidikan Islam, (Yogyakarta: IAIN Walisongo Semarang-Pustaka Pelajar, 2001).
Tilaar, H.A.R., Perubahan Sosial dan Pendidikan, (Jakarta: Grasindo, 2002).
Usa, Muslih (ed), Pendidikan Islam di Indonesia: Antara Cita dan Fakta,(Yogyakarta: PT.Tiara Wacana Yogya, 1991).
