The Analysis Of Educational Thought According To Ibn Sina And Its Relevance In Islamic Education In The Modern Era

yasmansyah; Lainah; Wedra Aprison

doi:10.55227/ijhess.v1i3.62

Authors

yasmansyah Strata 3 Program studi PAI FTIK IAIN Bukittinggi
Lainah
Wedra Aprison

DOI:

https://doi.org/10.55227/ijhess.v1i3.62

Abstract

This study aims to analyze the educational thought according to Ibn Sina and its relevance in Islamic Education in the modern era. The method used in this study uses a library method or approach (library research). Data obtained through literature study. The results showededucational thought of Ibn Sina are the concept of educational goals, the concept of learning methods, the concept of the educational curriculum. There were seven educational methods offered by Ibn Sina, namely: (1) Talqin, this method is used in reading the Koran by hearing the reading of the Koran to students in stages, (2) Demonstration, method this is used in writing lessons, (3) modeling and habituation, this method is used in learning morals, (4) Discussion, this method is carried out by the teacher describing a problem in a lesson to be solved together by students, (5) Apprenticeship, this method is used so that students can combine theory and practice, where students are asked to practice the theory they have obtained, (6) Assignment, this method is done by the teacher preparing and giving modules to students to learn, and (7) targhib and tarhib, this method in modern education is known as reward (reward) and punishment (punishment). The sources of Islam and Islamic education are the same, namely the most important, the Koran and the Sunnah of the Prophet. Therefore, Ibn Sina's conception of education is still very relevant when applied today

References

Anshori, Sodiq. (2016). Strategi pembelajaran di era digital (tantangan profesionalisme guru di era digital). Prosiding Temu Ilmiah Nasional Guru (TING) VIII. Universitas Terbuka Convention Center, 26 November 2016. 194-202.

Birdsall, W. F. (2009). Serving Diverse Knowledge Systems in Academia. Library and Information Practice and Research. 4 (1) : 1-7.

Byrne, W. I. O., Radakovic, N., Hunter, T., Fox, M., Kern, R., Parnell, S. (2018). Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets. International Journal of Education in Mathematics, Science and Technology. 6 (2) : 182-199.

Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review. 26 (1) : 241–262.

Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society. 22 (2) : 288– 304.

Cheok, M. L., Wong, S. L., Mohd Ayub, A. F., & Mahmud, R. (2016). Understanding Teacher Educators’ Beliefs and Use of Information and Communication Technologies in Teacher Training Institute. In Envisioning the Future of Online Learning (pp. 11–21). Springer Singapore.

Cutajar, Maria. (2019). Teaching using digital technologies: Transmission or participation?. Education Sciences. 9 (3) : 1-13.

Dinc, E. (2019). Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education. Contemporary Educational Technology. 10 (4) : 381– 398.

Ekawati, N. E. (2018). Application of Blended Learning with Edmodo Application Based on PDEODE Learning Strategy to Increase Student Learning Achievement. Jurnal Ilmiah Pendidikan MIPA. 8 (1) : 7-16.

Gallardo-echenique, E., Bullen, M., & Molias, L. M. (2016). Student Communication and Study Habits of First-year University Students in the Digital Era. Canadian Journal of Learning and Technology. 42 (1) : 1-21.

Ghotbifar, Fereshteh., Marjani, Mohammad Reza Marjani, & Ramzani, Abbas. (2017). Identifying And Assessing The Factors Affecting Skill Gap In Digital Marketing In Communication Industry Companies. Independent Journal of Management & Production. 8 (1) : 1-14.

Goos, M. (2010) Using technology to support effective mathematics teaching and learning: What counts? Research Conference on Teaching Mathematics? Make it count: What research tells us about effective mathematics teaching and learning. Research Conference 15-17 August 2010 Crown Conference Centre Melbourne.

Habibullah, H., & Bulan, N. (2017). Pembelajaran Matematika di Era Milenium Ke-3. In Seminar Matematika dan Pendidikan Matematika UNY. M-49 : 329-334.

Harrison, T. R., & Lee, H. S. (2018). iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps. International Journal of Education in Mathematics. 6 (2) : 155-172.

Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education. 107, 91–99.

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education. 42 (8) : 1567–1579.

Hoyles, C., & Lagrange, J.-B. (Eds.). (2010). Mathematics education and technology-Rethinking the terrain. New York, NY/Berlin, Germany: Springer.

Isnaini Utami, N., Holisin, I., & Mursyidah, H. (2018). The Development of Engklek Geometry Learning Media to Preserve Traditional Game. Jurnal Ilmiah Pendidikan MIPA. 8 (3) : 211-224.

Jose Mendoza, D., & Isaac Mendoza, D. (2018). Information and Communication Technologies as a Didactic Tool for the Construction of Meaningful Learning in the Area of Mathematics. International Electronic Journal of Mathematics Education. 13 (3) : 261-271.

Jotikabukkana, Phat., Sornlertlamvanich, Virach., & Manabu, Okumura. (2016). Social Media Text Classification by Enhancing Well-Formed Text Trained Model. Journal of ICT Research and Applications. 10( 2) : 177-196.

Lackovic, N., Kerry, R., Lowe, R., & Lowe, T. (2017). Being knowledge, power and profession subordinates: Students’ perceptions of Twitter for learning. The Internet and Higher Education. 33 : 41-48.

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education. 13 (2) : 75-90.

Lee, Y. J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners’ achievements and perceptions of the learning process. Australian Journal of Applied Linguistics. 2 (1) : 17-31.

Maulana Yusup, A. A. (2017). Meningkatkan Hasil Belajar Matematika Melalui Penerapan Metode Pembelajaran Kooperatif. Formatif: Jurnal Ilmiah Pendidikan MIPA. 7 (2) : 124-129.

Mioduser, D., Nachmias, R., & ForkoshBaruch, A. (2008). New Literacies for the Knowladge Society. International Handbook of Information Technology in Primary and Secondary Education (pp. 23– 42) : Springer US.

Nurjanah, N, Herlambang, Y, T, Gandana, G & Hendrawan, B. (2020). Regional Language Education In The Era Of The Industrial Revolution Era 4.0: An Idea About Education In The Techno Pedagogy Perspective. Journal of Physics: Conference Series. Vol 1477. 1-5

Olive, J., & Makar, K., with V. Hoyos, L. K. Kor, O. Kosheleva, & R. Straesser (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles & J. Lagrange (Eds.), Mathematics education and technology - Rethinking the terrain. The 17th ICMI Study (pp. 133-177). New York: Springer.

Prestridge, S., & De Aldama, C. (2016). A Classification Framework for Exploring Technology-Enabled Practice-FrameTEP. Journal of Educational Computing Research. 54 (7) : 901–921.

Putrawangsa, S., & Hasanah, U. (2018). Integrasi Teknologi Digital Dalam Pembelajaran Di Era Industri 4 . 0 (Kajian dari Perspektif Pembelajaran Matematika). Jurnal Pemikiran Dan Penelitian Pendidikan. 16 (1) : 42-54.

Radhy, Z. H. (2019). Application of Multiply Regression Linear Model and New Technology Method in Estimating. Learning and Education of Students. 14 (1) : 87-90.

Rangkuti, A. N. (2014). Tantangan dan peluang pembelajaran matematika. Jurnal Pendidikan Matematika. II (01) : 1-13.

Smite, Rasa. (2013). Creative Network Communities in the Translocal Space of Digital Networks. Human Technology. 9 (1) : 4-21.

Sulistyaningsih, Dwi., Purnomo, & Aziz, Abdul. (2019). Development of Learning Design for Mathematics Manipulatives Learning Based on E-learning and Character Building. International Electronic Journal of Mathematics Education. 14 (1) : 197-205.

Supardi, S. (2015). Peran Berpikir Kreatif Dalam Proses. Jurnal Formatif. 2 (3) : 248-262.

Tatan Z M, T., & Sumiati, T. (2011). Pengaruh Penggunaan Media Belajar dan Minat Belajar terhadap Hasil Belajar Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA. 1 (1) : 70-81.

Wartomo. (2016). Peran Guru Dalam Pembelajaran Era Digital. Prosiding Temu Ilmiah Nasional Guru (TING) VIII. Universitas Terbuka Convention Center, 26 November 2016. pp : 265-275.

Xiaonan, X. (2017). Dialectical Thinking and Exploratory Method in College Math Teaching. Proceedings of the 2017 3rd International Conference on Social Science and Higher Education. September 2017. 99 : 1-2.

Zed, Mestika. (2014). Metode Penelitian Kepustakaan (Cetakan ke-3). Jakarta : Yayasan Pustaka Obor Indonesia.