Maqǡlat Luqmǡn Spektrum Pedagogis Dialogis Freire
DOI:
https://doi.org/10.62070/kaipi.v1i1.28Abstract
Penelitian ini bertujuan untuk menganalisis Maqālat Luqmān atau Hikmah Lukman melalui perspektif filosofis pedagogis dialogis Freire, sebuah pendekatan yang menggabungkan filsafat pendidikan Paulo Freire dengan kearifan klasik Luqmān. Menggunakan metode studi kepustakaan, penelitian ini mengeksplorasi keterkaitan antara hikmah Luqmān yang legendaris, yang jumlahnya mencapai dua belas ribu, dengan prinsip-prinsip dialogis yang diusulkan oleh Freire. Dalam analisis ini, penulis memilih beberapa Maqālat Luqmān yang relevan dengan konsep-konsep kunci dalam pemikiran Freire, termasuk Cinta (Love), Kerendahan Hati (Humility), Iman atau Kepercayaan (Faith/Trust), Harapan (Hope), dan Berpikir Kritis (Critical Thinking). Penelitian ini mengungkapkan bahwa dalam Maqālat Luqmān terdapat unsur-unsur yang sejalan dengan dialogis Freire, menunjukkan adanya kesesuaian antara ajaran kuno dan pendekatan pendidikan modern. Lebih lanjut, penelitian ini menyoroti bagaimana Maqālat Luqmān, khususnya nasihat-nasihat Luqmān kepada putranya, dapat diinterpretasikan sebagai kurikulum pendidikan terpadu yang holistik. Maqālat Luqmān tidak hanya mencakup aspek pendidikan iman dan doktrin, tetapi juga praktik ibadah dan etika. Dengan demikian, penelitian ini menawarkan perspektif baru dalam memahami Maqālat Luqmān, tidak hanya sebagai kumpulan ajaran moral dan spiritual, tetapi juga sebagai sumber inspirasi untuk pendekatan pendidikan yang lebih dialogis dan reflektif, sesuai dengan gagasan pendidikan kritis yang dikemukakan oleh Paulo Freire. Ini menunjukkan pentingnya mengintegrasikan kearifan klasik dengan metode pendidikan kontemporer dalam menciptakan pengalaman belajar yang kaya dan bermakna.
References
A’ini. (2011). ‘Umdah al-Qārī Syarh Shahīh al-Bukhārī. Dār Ihyā al-Turāts al-‘Arabī.
Abadi, F. (1999). Bashâi’r Dzawît Tamyîz fî Lathâif al-Kitab al-’Azîz. al-Majlis al-’Ala.
Al-Azhār, M. min al-‘Ūlamāu’ bi I. M. al-B. al-I. bi. (1993). at-Tafsīr al-Wasīth li al-Qurān al-Karīm. Haia’h al-‘Âmah Lisyau’n.
Al-Baghawî, A. M. al-H. b. M. b. M. b. al-F. (1999). Ma’âlim at-Tanzîl fî Tafsîr al-Qur’ân. Dār Ihyāu’ at-Turāts al-‘Arabī.
Al-Baidhâwî, N. ad-ddîn A. S. ’Abd A. bin ’Umar bin M. asy-S. (1997). Anwâr at-Tanzîl wa Asrâr at-Ta’wîl. Dâr at-Turâts.
Al-Biqai’, A. (2001). al-Tibyān fī I’rāb al-Qur’ān. I’sa al-Babi al-Halabi.
Al-Dhabi. (2003). Amtsāl al-‘Arab. Dar wa Maktabah al-Hilal.
Al-Fārābī, A. N. I. b. H. al-J. (1987). al-Shihāh Tāj wa Shihāh al-‘Arabiyyah. Dār al-‘Ilm li al-Malāyīn.
Al-Harwī, M. b. A. b. A. b. A. (2001). Tahdzīb al-Lughah. Dar Ihya al-Turats.
Al-Husain, A. (1986). Mujamil al-Lughah li Ibn al-Fāris. Mua’sasah al-Risālah.
Al-Kharat, I. (1985). al-’Āqibat fī Dzikr al-Ma’ut. Maktabah Dar al-Aqsha.
Al-Kharath, I. (1993). al-Ahkam Syar’iyyah al-Sugra. Maktabah ibn Taimiyyah.
Al-Māturīdī, A. M. (2005). Tafsīr al-Māturīdī /Ta’wīlāt Ahl as-Sunnah. Dār al-Kitab al-‘Ilmiyyah.
Al-Mâwaridî. (2010). Tafsîr al-Mâwaridî. Dār al-Kitab al-‘Ilmiyyah.
Al-Mishrī, M. bin M. bin M. al-A. (n.d.). Lisān al-al-‘Ârab. Dār Shādr.
Al-Nahas, A. J. (2000). I’rāb al-Qur’ān. , Mansyurat Muhammad ‘Ali Baidhun.
Al-Qinnwajī, A. ath-T. M. S. K. b. H. b. ‘Alī I. L. al-H. al-B. (1992). Fath al-Bayān fī Maqāshid al-Qur’ān. al-Maktabah al-‘Ashriyyah.
Al-Qurthubi, S. (2003). al-Jâmi’ al-Ahkâm al-Qur’ân. Dâr ’Âlm al-Kitâb.
Al-Razaq, ‘Abd Bakr ‘Abd. (1998). Tafsīr al-Razāq. Dār al-Kitab al-‘Ilmiyyah.
Al-Sam’ānī. (1997). Tafsīr al-Qur’ān. Dār al-Wathan.
Al-Zubaidī, A. al-R. al-H. A. al-F. M. (2001). Tājul Û’rūs Min Jawāhir Qāmūs. Maktabah al-Hayāh.
Ali, J. (2001). Al-Mufashil fī Tārīkh al-‘Arab qabla al-Islām. Dar al-Saqi.
Allwood, J. (1996). ON DIALOGUE COHESION Multilayered constraints and enablements.
Álvarez, C. Á. (2014). Dialogue in the Classroom: The Ideal Method for Values Education in Multicultural Contexts. Procedia - Social and Behavioral Sciences, 132(June), 336–342.
Andrew Metcalfe and Ann Game. (2008). Significance and Dialogue in Learning and Teaching. 1–31.
Annas, M. bin. (2004). al-Muwatha. Muatsa’tsah Zayid bin Shulthan.
Asbahani. (1974). Hilyat al-A’uliyā wa Thabaqāt al-Ashfiyā. Mathbu’ah al-Sa’adah.
Athiyyah, I. (2005). Qūwat al-Qulūb fī Mu’āmalah. Dar al-Kitab ’Ilmiyyah.
Azhari. (2003). Syarh al-Zarani ‘ala Muwatha al-Imam Malik. Maktabah al-Tsaqafah.
Baihaqi. (2000). Tsu’abul Iman. Dar al-Kitab ’Ilmiyyah.
Banda, S. (2009). Dialogue Education in Adult Education. LAP LAMBERT.
Barakati. (2021). Warad al-Thai’f fī Syarh Raidhat al-Tharāi’f fī Rasm al-Mushhaf li al-Ja’birī. Dar Thayyibah al-Khidhrai’.
Bentley, J. (2012). Applying Dialogic Public Relations Theory to Public Relations Education. Teaching Journalism & Mass Communication, 2(1), 1.
Bokeno, R. M., & Gantt, V. W. (2000). Dialogic mentoring: Core Relationships for Organizational Learning. Management Communication Quarterly, 14(2), 237–270.
Boyd, P., & Szplit, A. (2014). Teachers Educators and Teachers as Learners.
Camp, M. D. (2011). The Power of Teacher-Student Relationships in Determining Student Success (Vol. 1).
Cuciniello, A. (2019). Joseph in the Qur’ān, a prophetic narrative..pdf.
Doron, A. (2002). TOWARDS A DEFINITION OF INTERCULTURAL DIALOGUE. Peace, Literature, and Art, 2, 262–284.
Dunya, I. A. (1999a). al-’Aql wa al-Fadhilah. Maktabah al-Qur’an.
Dunya, I. A. (1999b). al-Zahid li Ibn Abī al-Dunyā. Dar Ibn Katsir.
Dwyer, C. (2019). Integrating Critical Thinking into Educational Settings. Journal of Curriculum Studies, 4(5), 26–38.
Ehrlich, E. L. (2015). Dialogue as a Trans-disciplinary Concept (P. Mendes (ed.)). Günter Stemberger, Charlotte Fonrobert dan Alexander Samely.
English, A. R. (2016). Humility, listening and “Teaching in a strong sense.” Logos and Episteme, 7(4), 529–554.
Facione, P. a. (2011). Critical Thinking : What It Is and Why It Counts. Insight Assessment, ISBN 13: 978-1-891557-07-1., 1–28.
Faris, I. (2002). Mu’jam Maqâyis al-Lughah. Ittihâd al-Kitâb.
Ferudun, S., & Onur, E. (2018). Humility and forgiveness as predictors of teacher self-efficacy. Educational Research and Reviews, 13(4), 120–128.
Freire, P. (2013). Pedagogy of the oppressed. In The Applied Theatre Reader.
Freire, P. (2019). The Banking Concept of Education. Thinking About Schools, 117–127.
Gerhardt, H.-P. (2019). Paulo Freire 1921–97. Fifty Modern Thinkers on Education, XXIII(3), 128–133.
Guilherme, A. (2012). God as thou and prayer as dialogue: Martin Buber’s tools for reconciliation. Sophia, 51(3), 365–378.
Hamadzani. (2006). al-Kitāb al-Farīd fī I’rāb al-Qur’ān al-Majīd (D. Al-Zaman (ed.)).
Haqqi, I. (2009). Rūh al-Bayān. Dar al-Fikr.
Hayān, A. (1999). al-Bahr al-Muhīth fī al-Tafsīr. Dār al-Fikr.
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical Thinking : Definition and Structure. The Australian Council for Educational Research Ltd © 2020, February.
Hisyam, I. (2009). al-Sīrah al-Nabawiyyah li Ibn Hisyām. Mustafa Al-Babi Al-Halabi.
Hitchcock, D. (2017). Critical Thinking as an Educational Ideal. Argumentation Library, 30(May 2011), 477–497.
Hussein, L. A., & Hilmi, M. F. (2021). The influence of convenience on the usage of learning management system. Electronic Journal of E-Learning, 19(6), 504–515. https://doi.org/10.34190/ejel.19.6.2493
Ibrahim Mushthafa, D. (2009). al-Mu’jam al-Wasīth. Dar al-Da’wah.
Jahdha. (2002). al-Bayān wa al-Tibyīn. Dar wa Maktabah al-Hilal.
Jang, Y. (2015). Convenience matters: A qualitative study on the impact of use of social media and collaboration technologies on learning experience and performance in higher education. Education for Information, 31(1–2), 73–98.
Jauzi. (1999). Kitāb al-Adzkiyāu. Makatabah al-Ghazali.
Katsîr. (1986). al-Bidâyah wa an-Nihâyah,. Dār al-Fikr.
Kazepides, T. (2012). Education as Dialogue. Educational Philosophy and Theory, 44(9), 913–925.
Keaten, J. A., & Soukup, C. (2009). Dialogue and religious otherness: Toward a model of pluralistic interfaith dialogue. Journal of International and Intercultural Communication, 2(2), 168–187.
Keji, J., & Xuebao, D. (2020). Parental Dialogue in the Holy Quran and its Effect on Raising Children (Surat Luqman as a Model). Journal of Xi’an University of Architecture & Technology, XII(III).
Khâzin. (1995). Lubâb at-Ta’wîl fî Ma’ânî at-Tanzîl. Dār al-Kitab al-‘Ilmiyyah.
Lakin, R. (2021). Teaching as an Act of Love. Pine Lake Road.
Manshur, S. bin. (2012). Sunan Sa’īd bin Mansūr. Dar al-Alukah li al-Nasar.
Maqdisi, T. (2009). al-Bidau’ wa al-Tārīkh. Maktabah al-Tsaqafah al-Diniyyah,.
Matusov, E. (2021). The relationship between education and learning and its consequences for dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 9, E1–E19. https://doi.org/10.5195/dpj.2021.425
Md. Yunus, M., Osman, W. S. W., & Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia - Social and Behavioral Sciences, 15(2001), 2637–2641.
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97(October 2017), 187–199. https://doi.org/10.1016/j.ijer.2017.08.007
Miterianifa, M., Ashadi, A., Saputro, S., & Suciati, S. (2021). Higher Order Thinking Skills in the 21st Century: Critical Thinking.
Muflih. (2009). Al-Ǡdāb al-Syar’iyyah wa al-Manh al-Mar’iyyah. Alim al-Kitab.
Muhonen, H. (2018). Educational Dialogue in the Classroom Scaffolding , Knowledge Building and.
Munabih, W. bin. (2011). al-Taijān fī Mulūk Himyār. Markaz al-Dirasat.
Muqâtil bin Sulaimân. (2002). Tafsīr Muqātil bin Sulaimān. Dār Ihyāu’ at-Turāts al-‘Arabī.
Murawski, L. M. (2014). Critical thinking in the classroom... and beyond. Journal of Learning in Higher Education, 10(1), 25–30. https://files.eric.ed.gov/fulltext/EJ1143316.pdf
Musa, A. (1988). al-Majmū’ al-Mughīs fī Gharīb al-Qur’ā wa al-Hadīts. Dar al-Madani.
Mustapha Zubairu, U., & Busra Sakariyau, O. (2016). The Relationship between Religiosity and Academic Performance amongst Accounting Students. International Journal of Evaluation and Research in Education (IJERE), 5(2), 165–173.
Nasafi. (2019). al-Taisir al-Tafasir. Dar Lubab.
Newton, J. (2018). Teachers as learners: The impact of teachers’ morphological awareness on vocabulary instruction. Education Sciences, 8(4).
Nysut. (2015). Critical Thinking and Problem-Solving for 21st Century Learner. Educator’s Voice, 8, 117.
Odutayo, A. O., & Yusuf, H. T. (2020). Effect of Critical Dialogue on Students’ Academic Performance in Economics in Abeokuta, Nigeria. Anatolian Journal of Education, 5(2), 85–94.
Okunlola, O. B., Okudoya, J. A., Olowookere, E. I., Omonijo, D. O., & Anyaegbunam, M. C. (2021). Relationship Between Spirituality and Academic Performance: The Experience of Selected Undergraduates in a Faith-Based University RELATIONSHIP BETWEEN SPIRITUALITY AND ACADEMIC PERFORMANCE: THE EXPERIENCE OF SELECTED UNDERGRADUATES IN A FAITH. Archives.Palarch.Nl, 18(1), 1024–1039.
PORTER, T. (2015). INTELLECTUAL HUMILITY, MINDSET, AND LEARNING. In Ekp (Vol. 13, Issue 3). STANFORD UNIVERSITY.
Qutaibah. (1998). ’Ainûn al-Akhbār. Dar al-Kitab ’Ilmiyyah.
Rabah, I. A. (1983). al-‘Aqd al-Farīd. Dar al-Kitab ’Ilmiyyah.
Rhidā, A. (2012). Mu’jam Matn al-Lughah. Maktabah al-Hayāh.
Robert, P. (1976). Paulo Freire : A Brief Intellectual Biography The Ontological , Epistemological and Ethical Basis to Freire ’ s Thought.
Saibani. (1999). al-Zahid. Dar al-Kitab ’Ilmiyyah.
Salehi, D. A. (2016). The Role of the Quranic Stories and Parablesin in Islamic Education and Training. Journal of Islamic Studies and Culture, 4(1), 127–133.
Shih, Y.-H. (2018). Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching. Journal of Education and Learning, 7(4), 230.
Skidmore, D., & Murakami, K. (2012). Claiming our own space: Polyphony in teacher-student dialogue. Linguistics and Education, 23(2), 200–210.
Syaibah, A. (2015). al-Mushanaf. Dar Kunuz.
Syaukani. (1993). Fath al-Qadir. Dar Ibn Katsir.
Thalib, M. bin A. (2008). Al-Hidāyah ila Bulūgh al-Nihāyah fī ‘Ilm Ma’ānī al-Qur’ān wa Tafsīrih, wa Ahkām, wa Jamil min Fanūn ‘Ulūmih. Majmū’ah Bahūts al-Kitāb wa al-Sunnah.
Tsa’labah, Y. bin S. bin A. (2004). Tafsīr Yahyā bin Salām. Dār al-Kitab al-‘Ilmiyyah.
Tsa’labi. (2015). al-Kasyf wa al-Bayān ‘an Tafsīr al-Qur’ān. Dar al-Tafsir.
Ubaid, A. (2011). al-Khathbu wa al-
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Asep Muharam Asep
This work is licensed under a Creative Commons Attribution 4.0 International License.
