tag:blogger.com,1999:blog-73166729471444994362024-02-08T01:53:55.532-08:00BLOG ISLAMIC SCIENCESoninhttp://www.blogger.com/profile/01488732036809770180noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-7316672947144499436.post-18048577409457959302012-07-14T03:17:00.000-07:002012-07-14T03:17:48.481-07:00ONTOLOGY (SOME ASSUMPTIONS)<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>ONTOLOGY<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>(SOME
ASSUMPTIONS)<o:p></o:p></b></div>
<div class="MsoNormal" style="margin-left: 42.55pt; text-align: justify; text-indent: -42.55pt; text-justify: inter-ideograph;">
<b>A. Preliminary<o:p></o:p></b></div>
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Humans are unique creatures. Thanks to the psychic power of
imagery, taste and karsanya, human bias knows that he knows and he knows that
he is not aware of. Humans see the world around him and more than that, to know
himself. Pesikisnya able to deal with the problems of life penalaaran
mathematically according to the principles of deductive and inductive. With the
potential sense, overcoming them through an aesthetic approach according to the
principle of balance. With a sense of initiative to address the approach
according to the principles of ethical behavior. With this principle man can
find truth, beauty and goodness to the godly and wise Bohemian (philosophia)
(Suparlan Suhartono, 2008: 31). The third of these principles, human conduct
in-depth reflection that involves the mind.</div>
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Activities involving the philosophy of the human mind as a
whole, consistent, and responsible. In that sense the activity of the filusuf
tries, reveal about the reality. (Rizal Misnal Muntansyir and Munir, 2002: 10).
Disclosure of reality is a movement of thought, and science is one of the
fruits of thought (knowledge) of man.</div>
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Thinking is not a burden, but an exciting adventure for
those who see truth as a primary goal in studying the essence of life. (Jujun
Suriasumantri S., 2001: 4). Truth in science is only a chance (most likely), so
the discourse of science will continue to grow not staknan, from anti teas and
teas rise of both can be developed into a synthesis, so it appears teas, the
new proposition.</div>
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The search for something that exists (ontology) in the
development of thinking will give meaning to life. This can take place in the
midst of a complex communication and intraksi with empirical reality in his
life.</div>
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At tarap thought process in looking for truth, Ontology is
one of the objects of philosophy of science claim that set limits on the scope
and theory of the nature of reality (Being), whether in physical form
(al-Thobi'ah) or metaphysical (ma ba'da al-Thobi'ah) than that Ontology is the
nature of science itself and what the nature of truth and reality that is
inherent in scientific knowledge is inseparable from the philosophical
perspective on what and how that is. In line with the opinion of Aristotle, who
mentions several terms, namely: The first philosophy (first philosophy),
because knowledge (knowledge of cause) of the existing studies, as there is
(the study of being as being), the study of ousia (being), the study of things
that are eternal and can not be moved (the study of eternal and imlogmovable),
and thelogy. (Rizal Misnal Muntansyir and Munir, 2002: 11).</div>
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Grasps the essence of truth can basically when the suspicion
(assumption) continue to be made. Because science aims to understand why it
happened, because a new knowledge to be true as long as we can accept the
assumption put forward, (Jujun Suriasumantri S., 2001: 6). To more clearly
following is a discussion of "ontology" in a few assumptions.</div>
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<br /></div>
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<b>B.
Discussion<o:p></o:p></b></div>
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<b>1.
Ontology<o:p></o:p></b></div>
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Ontology is one of the objects filmed philosophy of science
which set limits on the scope and theory of the nature of reality, whether it
be physical or metaphysical form, other than that Ontology is the nature of
science itself and what the nature of truth and reality that is inherent in
scientific knowledge is inseparable from philosophical perspective on what and
how that is.</div>
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Ontology term was first used by Rudolf Goclenius in 1636,
others such as Abraham Calovius use this term together with methaphisyca.
Johannes Clauberg an adherent of Descartes, ontosophia use the term to
encapsulate the ontology issue. But as the term philosophy ontologia finally
standardized by Cristian Wolff (1679-1754) and Alexander Cottllieb (1714-1762).
(Moses Asy'arie, 2001: 39)</div>
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According to Good Lorens cited by Suparlan Suhartono in his
book Philosophy of Science Issues Existence and Nature of Science, Ontology in
the English language is "ontology" is rooted in bahasaYunani
"on" means there, and "ontos" means truth. While the
"logos" meaning thought. So thinking about the ontology is available
and its existence. (Suparlan Suhartono, 2008: 111). Further described, some of
the characteristics of 'ontology, among others: a. Ontology is the study of the
meaning of "there" and "being" of the essential features of
the existing in itself according to its most abstract; b. Ontology is the
branch of philosophy that studies the structure of governance and branches in
the sense of reality as possible, using the categories-categories such as:
existing or being, actuality or potential, real or appearance, or essential
existence, perfection, time and space, change, and so forth. Louis O. Xattsoff
translation by (Soejono Soemargono, 1996: 191-213).; C. Ontology is the branch
of philosophy that describes the nature of the latter are present, namely the
One, the Absolute, the Eternal Form, Perfect and the existence of everything
that is absolutely dependent on Him. (Suparlan Suhartono, 2008: 111).</div>
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In popular scientific dictionary ontology is defined as a
branch of metaphysics that discuss the nature of ultimate reality or being
(being).</div>
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According Jujun S. Suriasumantri, ontology is the branch of
philosophy concerning the nature (form) or more narrowly the nature of the
phenomena we want to know. In social science ontology is primarily concerned
with the nature of social interaction.</div>
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While According to Lois O. Kattsoff among key terms
contained in the ontology field is: are-there (being), kenyatan (reality),
existence (existence), change (change), single (one), and plural (many). (Lois
O. Kattsoff, 1992: 194),</div>
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Ontology is also a branch of philosophy that studies on the
status of reality is real or false, whether the mind is real, and so forth.
(Suparlan Suhartono, 2008: 112).</div>
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Ahmad said the anthology discusses the interpretation of the
reality of things. Is it consistent with the appearance (appearance) or
something that is hidden behind the appearance? Answering these questions there
are at least 5 flow, ie, materialism, idealism, dualism, skepticism and
agnosticism. (Read: Tafseer Ahmad, 2000: 28-29).</div>
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Warmth in the opinion of experts it can be stated that the
ontology discuss what is known by man. Karean unlikely that there is no effect
on the human mind, then surely that is reflected in the human mind is a
reality. Reality (reality) is all that exists. To facilitate the understanding
of man, reality is identified to be two things: the fact that can be measured
by man and that can not be measured by man. Which can be measured
quantitatively by a man known as the reality of matter, while the fact that no
human being can be measured quantitatively referred to as non-material reality
.. In other words is the fact that the material can be in the senses, such as
chairs, cars, planes, blood, and other atoms and non-material to the contrary,
as is the non-material mind, soul, mind and others.</div>
<a name='more'></a><br />
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<b> 2.
Assumptions<o:p></o:p></b></div>
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The assumption is accepted as the alleged basis or as a
basis of reasoning because it is true. Requiring proof of truth by using
science (MOEC, 1989: 87). Another opinion suggests that the assumption
etymologically means the assumption and conjecture (JS. Badudu and Sutan
Muhammad Zein, 1996: 87).</div>
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Understanding of the etymology of the above assumptions
suggests that any assumption and conjecture can be called with the assumption,
as saying: "My assumption about the incident ...", as well as my assumptions
about the incident ... ". In scientific terms the assumption is something
that is accepted as the basis or foundation of thinking, so in a limited sense
of the basic assumptions (lansan) thinking in a problem studied.</div>
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According Suharsimi Arikunto that: a. Assumptions as the
basis for solid footing for the problem being studied; b. As a confirmation
that the center of the study variables; c. As a basis to determine and
formulate hypotheses. (Suharsimi Arikunto, 1997: 61).</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 1.0cm; text-justify: inter-ideograph;">
While Jujun S. Suriasumantri argued that the assumption can
be interpreted as a premise or assumption that something is really for the
purpose of theoretical developments. Furthermore, he said in developing the
assumptions should note a few things, namely: First, this assumption should be
relevant to the field of scientific disciplines and assessment purposes. This
assumption must be operational and is the basis of theoretical studies. Second,
the assumption must be inferred from the circumstances as they are not the
state should be. The first assumption is the assumption underlying the
scientific study, while the second assumption underlying the moral (Jujun
Suriasumantri S., 1999: 90).</div>
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More detailed knowledge about the object has three empirical
assumptions. The first assumption considers certain objects have a resemblance
to one another, for example in terms of form, structure, properties and so on.
Based on this then we can group several similar objects into one class. And
science does not talk about individual cases but rather a particular class
whose members have certain traits that perfectly. The second assumption is the
assumption that an object does not change within a certain timeframe.
Scientific activity aimed at studying the behavior of an object is always
changing every time. The third assumption is that determinism assume any
symptom is not a coincidental event. Each symptom has a certain pattern that is
fixed with the sequences of the same events. And science also does not require
an absolute causal relationship. Determinism in the sense of science has a
connotation that is chance (probabilistic). (Burhanuddin Salam, 1997: 86-87)</div>
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Based on expert opinion, if the analysis is stated that the
assumptions in addition to serve as the basis of observing the object, the
assumptions also affect the process of problem solving and hypothesis in
research to be carried out by researchers. Because of the assumption, the
allegations are unclear as the truth, because there is no supporting facts are
valid. In this case the function of Science as knowledge to help solve the
practical problems of everyday life, it is not necessary to have the absolute
as well as religion. Yet to a certain extent the validity of the science has to
generalize. For that there are some things to consider in developing
assumptions, namely: First, the assumption must be made relevant to the object,
in this connection should be operational because the assumption is the basis of
theoretical studies. Second, in developing the assumptions object seen as they
are, not the state should be. Third, recognize assumptions used in scientific
analysis.</div>
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<br /></div>
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<b>CONCLUSION<o:p></o:p></b></div>
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From the above it can be put forward some conclusions as
follows:</div>
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The existence of philosophy can help anything that can not
be solved through science, particularly relating to the nature of something
"there" or "maybe no". Ontology is one of the philosophical
field investigation, is the first philosophy that has had many mentions in
identifying the nature of "reality" (reality). The fact in this case
was identified in two things: the fact that can be measured by man and that can
not be measured by man. Or so-called material and non material reality.</div>
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A new knowledge can be true as long as we accept the
assumptions stated. Assumptions in relation to science, there are three things
that must be addressed: First, the assumption must be made relevant to the
object, in this connection should be operational because the assumption is the
basis of theoretical studies. Second, in developing the assumptions object seen
as they are, not the state should be. Third, recognize assumptions used in
scientific analysis.</div>
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<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>REFERENCES<o:p></o:p></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Arikunto, Suharsimi,
1997, <i>Prosedur Penelitian</i>, Rineka
Cipta, <st1:city w:st="on">Jakarta</st1:city>.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Asy’ari, Musa, 2001, <i>Filsafat Islam Sunnah Nabi dalam Berfikir</i>,
LESFI, Jakarta.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
JS. Badudu dan Zein,
Sutan Muhammad, 1996, <i>Kamus Umum Bahasa
Indonesia</i>, Pustaka Sinar Harapan, <st1:place w:st="on">Jakarta</st1:place>.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Kattsoff. Luis O, 1992, <i>Pengantar Filsafat</i>, Tiara Wacana: <st1:place w:st="on">Yogyakarta</st1:place>.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Mustansyir, Rizal dan
Munir, Misnal. 2001<i>. Filsafat Ilmu<b>.
</b></i>Pustaka Pelajar Offset: <st1:place w:st="on">Yogyakarta</st1:place>.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Salam. Burhanuddin, 1997,
<i>Logika Meteriil Filsafat Ilmu Pengetahuan</i>,
Rineka Cipta: <st1:city w:st="on">Jakarta</st1:city></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Suriasumantri. Jujun S. 1999,
<i>Logika Scientifika</i>, Pustaka Grafika, <st1:city w:st="on">Jakarta</st1:city>.</div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
___________________, 2001, <i>Ilmu dalam Perspektif Sebuah Karangan
Tentang Hakekat Ilmu</i>, YY Obor Indonesia</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
___________________,
2005, <i>Filsafah Ilmu : Sebuah Pengantar
Populer</i>, Sinar Harapan: Jakarta</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Suhartono, Suparlan.
2008, <i>Filsafat Ilmu Pengetahuan Persoalan
Eksistensi dan Hakikat Ilmu Pengetahuan</i>, Ar-Ruzz Media, </div>
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<br /></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-78612785421019023302012-07-14T02:35:00.002-07:002012-07-14T02:44:59.635-07:00METHOD OF STUDYING<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
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<b>METHOD OF STUDY USE OF RELIGIOUS EDUCATION LEARNING ISLAM<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
<b>A. INTRODUCTION </b></div>
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<br /></div>
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Adequate discussion of teaching methods PAI considered
important not only for prospective teachers, but also for teachers who have
teaching experience. The teachers, both in charge of basic education
institutions and secondary education, by itself never used a number of teaching
methods, such as the lecture method, the method of question and answer, and so
forth. </div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
In everyday reality, we often encounter a number of
teachers who use certain methods that are less or not suited to the content and
teaching purposes. In everyday reality, we often find a number of teachers who
are able to choose the right method to teach a particular meteri, but less able
to apply it properly. The result? Of course not sufficient, perhaps even
detrimental to all parties, especially the students and their families,
although most do not realize this. </div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
One of the factors that cause it to be the lack of a good
understanding of the functions and benefits of the use of methods in the
teaching-learning process, so that in studying the teaching methods are less
serious and less noticed. </div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
Based on this background, we feel it is important to
clarify how the role, function, or even studying the benefits of learning methods
PAI. Discussed in this paper will study the usefulness of learning methods that
PAI will begin with an explanation of the functions of teaching methods, the
purpose of teaching methodology, and the role of the methodology of Islamic
Religious Education in the learning process. </div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
The purpose of this paper, in addition to fulfilling the
task group in Subject Teaching PAI also to explain how to use and the role of
teaching methods in education. Hopefully this paper useful. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>B. DISCUSSION<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
1.<span style="font-size: 7pt;"> </span><span dir="LTR">Function Methodology </span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Methodology has a very
important role in the progress and setbacks pedidikan. Thus the importance of
this method, Mukti Ali said that a decisive and bring stagnation and the
progress is not ignorance or because of the presence or absence of people of
genius, but because the methods and ways of seeing things. </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
The opinion is by no means
meant to disparage those geniuses, but who would like to say that to achieve
any progress, genius alone is not sufficient, but must be equipped with
precision in selecting the method, which will be used to work in the field of
knowledge, especially in learning. Besides mastering the proper method can
cause a person to develop its exact science anyway. Conversely, those who do
not master the methodology will only be consumers of science, and not the
manufacturer. The graduates of Islamic universities, particularly at
undergraduate level 1, is still considered low and weak in the control method,
so the learning process is not uncommon that the difficulty in presenting material
to students. </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Meanwhile we know that
theoretically a student at the faculty Tarbiyah have provided a variety of
theories and methods of learning, but the theory and the method only as a test
of knowledge and material subjects. This also resulted in learners. They are
hard to accept what is taught to them, for lack of master educators teaching
methods. In this case, the students have to really know and understand the
important role of methods in the learning process. </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
In view of educational
philosophy, methods are the tools used to achieve educational goals. The types
of educational objectives can be seen in the following chart: </div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
Description: </div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
TPU : The purpose of
education in general </div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
TPN : The purpose of the
State of <st1:state w:st="on">Education</st1:state>,
National Educational Objectives </div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
TI : The purpose of
the Institutional Education, <st1:place w:st="on"><st1:placetype w:st="on">Institute</st1:placetype>
of <st1:placename w:st="on">Educational Objectives</st1:placename></st1:place>
</div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
TK : Curricular
Objectives </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
TIU : General Instructional Objectives </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
ICT : Special Instructional Objectives </div>
<div class="MsoNormal" style="margin-left: 45.0pt; text-align: justify; text-justify: inter-ideograph;">
General education goals include fostering education in three
main aspects, namely: </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
a) Development of
physical, health, and skills (psychomotor domain). </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
b) Construction mind
(cognitive). </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
c) Development of the
liver (affective domain). </div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; tab-stops: 18.0pt; text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Nasioanal educational
goals of a nation describes a good man's view of life (philosophy and / or
religion) are embraced by the people. <st1:country-region w:st="on">Indonesia</st1:country-region>'s
national education goals describe a good human qualities in the eyes of the
nation of <st1:country-region w:st="on">Indonesia</st1:country-region>.
For Indonesia, a good man is the builder of the Pancasila human, and spiritual
health jasamani, have the knowledge and skills, develop creativity and
responsibility, to cultivate the attitude of full democracy and tolerance, can
develop with high intelligence and noble character , love the nation and fellow
human beings in accordance with the provisions set forth in the Constitution of
1945. </div>
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The purpose of education
at the national level is translated into more specific educational objectives,
namely the purpose of education at the institutional level (agencies), adjusted
to the level and type of education. Institusioanal purpose is educational goals
to be achieved through the level and type of education. </div>
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Institutional educational
goals are general qualifications which are expected to have had students who
have completed primary school level education must have had all the earmarks of
a good man in the nation of Indonesia, at a basic level. </div>
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Curricular goals are
educational objectives to be achieved in the field of study. So each field of
study defined objectives to be achieved. Instructional objectives are the
elaboration of general education curricular goals. Translation of goals that
many times this is basically the formula is so characteristic of these
educational goals into specific and operational, for basically the purpose of education
can only be achieved if the goals were formulated into a special formula and
operational. </div>
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Methodology has a double
function, that is polipragmatis and monopragmatis. Polipragmatis where the
method contains an all-purpose dual (multipurpose), for example, a particular
method in a situation of certain conditions can be used to build or repair.
Usefulness may depend on the wearer or the style, shape and ability of the
method as a tool. Conversely, if the method monopragmatis implications are
consistent, systematic and significance according to the condition of the
target given the target method is a human being, so that educators are required
to be careful in its application. </div>
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2.<span style="font-size: 7pt;"> </span><span dir="LTR">Teaching methodology Objectives </span></div>
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Prof. Dr. Omar Al-Mohammad
Al-Syaibany Thoumy argued that the methodology of teaching in Islam aims to: </div>
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a.<span style="font-size: 7pt;"> </span><span dir="LTR">Helping students to develop the knowledge, notice, experience, skills
and attitudes, especially the correct scientific thinking skills and knowledge
in the form of love, love sue and unlock its secrets and felt comfortable and
enjoyable in the search for it. </span></div>
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b.<span style="font-size: 7pt;"> </span><span dir="LTR">Familiarize students memorize, understand, think healthy, with proper
notice, observe proper, diligent, patient and meticulous in their studies, have
a bold opinion, genuine and patient. </span></div>
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c.<span style="font-size: 7pt;"> </span><span dir="LTR">Facilitate the process of teaching it to students as much as possible
and help achieve desired goals and save energy and time required to achieve it.
</span></div>
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d.<span style="font-size: 7pt;"> </span><span dir="LTR">Creating an appropriate atmosphere for the teaching of the prevailing
nature of trust, respect, trust and respect between teachers and students and
good relations between them and also improve morale and menggalakkannya student
learning and moving. </span></div>
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This explanation suggests
that the methodology of teaching is needed by educators in order to transform
knowledge to students. Selection of an appropriate methodology is also very
important note by educators. In the selection of the many that must be
considered, among others: </div>
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a.<span style="font-size: 7pt;"> </span><span dir="LTR">The situation of students that included consideration of the level of
intelligence, maturity, other individual differences. </span></div>
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b.<span style="font-size: 7pt;"> </span><span dir="LTR">Goals to be achieved, if the goal area of cognitive development is
not appropriate to use the drill method. </span></div>
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c.<span style="font-size: 7pt;"> </span><span dir="LTR">The situation that includes such common classroom situation,
environmental situation. When the number of students is so large, the
discussion method is rather difficult to use especially if the small space
available. Lecture method should pay attention to include the teacher's voice
range. </span></div>
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d.<span style="font-size: 7pt;"> </span><span dir="LTR">The tools that are available will influence the selection of methods to
be used. If the experimental method to be used, then the tools should be
available for the experiment; consider also the number and quality of the
instrument. </span></div>
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e.<span style="font-size: 7pt;"> </span><span dir="LTR">determining the ability of teaching, including physical abilities,
expertise. Teacher lecture method requires physical strength. Teachers who
easily earned, less powerful preaching for a long time, in such case he should
use another method that is not necessarily a lot. Discussion method requires
the expertise of teachers is rather high, because the information required in
the method of discussion is sometimes much more than just the material taught. </span></div>
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f.<span style="font-size: 7pt;"> </span><span dir="LTR">The nature of teaching materials. This is similar to the type of goals
as in points (b) above. There is a better learning materials delivered through
lecture method, there is nothing better to drill method, and so forth. Thus
some of the considerations in determining the method to be used in the process
of teaching and learning interactions. </span></div>
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<b>3.<span style="font-size: 7pt; font-weight: normal;"> </span></b><span dir="LTR"><b>Methodology The role of Islamic Religious Education in the Process
of Learning <o:p></o:p></b></span></div>
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Methodology of Islamic
Religious Education as one of the intra-curricular courses at the Faculty of
Tarbiyah UIN, or majoring in STAIN Tarbiyah have a major role for religious
educators as a prospective student to succeed in his sacred duty as a teacher
of religion, both in Islamic and public schools. Whether or not he succeeded in
teaching can be detected by a change of behavior of students towards
perfection. </div>
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Methodology of Islamic
Education provides great benefits to the learning process: </div>
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a.<span style="font-size: 7pt;"> </span><span dir="LTR">In Islamic teaching methodologies discussed the various methods along
with examples of use in each subject meteri Islamic religious education. Thus
the religious teacher can adapt these methods to the special nature of the
learning materials to be provided and the ability and the development of
learners, so that teaching materials are given more attention to them. </span></div>
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b.<span style="font-size: 7pt;"> </span><span dir="LTR">Subject matter of Islamic religious education is so broad in scope,
while the relatively short time available, so that religious teachers have
difficulty in establishing the subject matter to students for the achievement
of the objectives of Islamic religious education. Difficulties in teaching can
be overcome by using the methods of Islamic education in the learning process,
so that achievement can be carried out effectively and efficiently. </span></div>
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c.<span style="font-size: 7pt;"> </span><span dir="LTR">One method can be used to teach various subjects or subject matter.
Similarly, the subject matter or a particular subjects require different
methods in teaching it. By knowing the various methods a teacher can put a
variety of methods in teaching, the learning process easier. </span></div>
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d.<span style="font-size: 7pt;"> </span><span dir="LTR">Religious teacher who teaches by using effective and efficient method
to enhance the interest and attention of students of religious teaching
materials are provided and can increase their motivation to learn next. </span></div>
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<br /></div>
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<b>4.<span style="font-size: 7pt; font-weight: normal;"> </span></b><span dir="LTR"><b>Usability Study of Islamic Teaching Methodology <o:p></o:p></b></span></div>
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Methodology of Islamic
teachings are very important roles and functions in the teaching-learning
process, so that the teachers should be able to master the teaching methods to
teach, in order to transform science. Students will easily understand the
material presented teacher if the teacher able to communicate well, too. Namely
the one that plays with the mastery of this teaching methodology. </div>
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The selection method is
also one important factor. Before we choose a method of teaching, we are
required to understand the various methods to select the method that we will
actually correct. Adjustment methods appropriate to the circumstances,
conditions and availability of tools to implement the method we can see exactly
if we are to master teaching methodologies. </div>
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Based on the function and
role of teaching methodology in the teaching process, then learn the
methodology of Islamic teaching to be very urgent in order to understand the
methodology of teaching, prepare to become a good and professional educators.
Professionalism of a teacher is required to promote education, keep abreast of,
and achieving educational goals. </div>
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The method is also
one important component of the curriculum in addition to other components.
While the curriculum is the basis of the implementation or the process of
education consists of educational objectives, materials, methods and
evaluation. It is clear that mastery of the methodology is its usefulness in
the learning process. </div>
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Educational methods needed
to manage the learning process from preparation to evaluation. Is the John P.
Miller, an expert on learning methods from the Ontario Institute for Studies in
Education, a lot of criticism of the methods of learning. According to Miller,
many students are not interested in studying in the classroom, even they feel
miserable. Therefore drafted an interesting learning model for students.
According to Silberman, if the students just listen to the lesson, they will
not forget, if they remember seeing and hearing a bit, if they hear, see and
hold discussions they will understand, if they hear, see, discuss and do, they
will meperoleh knowledge and skills and if they are able to teach other
students, they will master it. </div>
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Rahman did a lot of
criticism of the methods of Islamic education, especially in the Middle Ages is
merely repeating a lesson by heart. Such a method is called mechanical methods.
Instead Rahman advised the Muslims to claim and develop the science of observation,
analysis and experimentation. In addition, Rahman also suggested methods of
double movement. This method can be conceived, formulated and applied again in
the learning process. </div>
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Method of a double
movement from teacher to student movement and the movement of students to
teachers. In the learning process is expected not only is there a single
movement, the movement of teachers to students, but there must also move from
student to teacher, even if necessary, there is also movement among his fellow
students. </div>
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This explanation would
further clarify an important role in the process of learning methods. Later
that educators are able to create an atmosphere or condition of an effective
and efficient for students pesarta so not boring, and to facilitate students in
understanding, control and acquire the knowledge and skills of the material
presented, so educators need an understanding of teaching methods and the
selection of appropriate methods . </div>
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<b>CONCLUSION<o:p></o:p></b></div>
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<br /></div>
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The conclusion of this paper include: </div>
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1.<span style="font-size: 7pt;">
</span><span dir="LTR">Methodology has a double function,
that is polipragmatis and monopragmatis. </span></div>
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2.<span style="font-size: 7pt;">
</span><span dir="LTR">The method is a tool used to
achieve educational goals. </span></div>
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3.<span style="font-size: 7pt;">
</span><span dir="LTR">Methodology not only work for
educators but also to learners. </span></div>
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4.<span style="font-size: 7pt;">
</span><span dir="LTR">Selection of appropriate teaching
methods is required and must be considered by educators. </span></div>
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5.<span style="font-size: 7pt;">
</span><span dir="LTR">The role of Islamic education
methodology in the learning process is very important. </span></div>
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6.<span style="font-size: 7pt;">
</span><span dir="LTR">Usability study of Islamic
teaching methodology is very urgent in order to prepare professional educators.
</span></div>
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<b>B. Discussion <o:p></o:p></b></div>
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Thus
the end of this paper. Authors are aware of our proverb which says that no
ivory that is not cracked, so that as human beings, in this paper there may be
shortages or there may be errors and mistakes. On this occasion the author with
open arms and gladly would expect our readers to express criticism and
suggestions for improving this paper and for joint repair. Finally, to God
Almighty. writer begged his taufiq and guidance, and offer gratitude for the
guidance and His protection step that this paper can be completed. Hopefully
this paper is particularly useful for writers and for readers in general. </div>
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<b>REFERENCES<o:p></o:p></b></div>
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<br /></div>
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</div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
Al-Syaibani,
Omar Mohammad al-Toumy, <i>Falsafah Pendidikan Islam, </i>Terjemahan Hasan
Langgulung, <st1:city w:st="on">Jakarta</st1:city>:
Bulan Bintang.<o:p></o:p></div>
<div class="MsoFootnoteText" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Nata, Abuddin, <i>Metodologi Studi Islam, </i><st1:city w:st="on">Jakarta</st1:city>: PT Raja Grafindo
Persada, 2004.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoFootnoteText" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 12pt;">Ramayulis, <i>Metodologi
Pengajaran Agama Islam, </i><st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>:
Kalam Mulia, 2005.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
Sutrisno,
<i>Fazlur Rahman: Kajian Terhadap Metode, Epistimologi dan Sistem Pendidikan, </i><st1:place w:st="on">Yogyakarta</st1:place>: Pustaka Pelajar, 2006. <o:p></o:p></div>
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<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
______
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Rahman, </i><st1:place w:st="on">Yogyakarta</st1:place>: Kota Kembang, 2006.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
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<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
Tafsir,
Ahmad, <i>Metodologi Pengajaran Agama Islam, </i><st1:city w:st="on">Bandung</st1:city>: PT Remaja Rosdakarya, 2004.v<o:p></o:p><span style="background-color: white; text-indent: -27pt;">Al-Syaibani,
Omar Mohammad al-Toumy, </span><i style="background-color: white; text-indent: -27pt;">Falsafah Pendidikan Islam, </i><span style="background-color: white; text-indent: -27pt;">Terjemahan Hasan
Langgulung, </span><st1:city style="background-color: white; text-indent: -27pt;" w:st="on">Jakarta</st1:city><span style="background-color: white; text-indent: -27pt;">:
Bulan Bintang.</span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Nata, Abuddin, <i>Metodologi Studi Islam, </i><st1:city w:st="on">Jakarta</st1:city>: PT Raja Grafindo
Persada, 2004.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoFootnoteText" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 12pt;">Ramayulis, <i>Metodologi
Pengajaran Agama Islam, </i><st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>:
Kalam Mulia, 2005.<o:p></o:p></span></div>
<div class="MsoFootnoteText" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
Sutrisno,
<i>Fazlur Rahman: Kajian Terhadap Metode, Epistimologi dan Sistem Pendidikan, </i><st1:place w:st="on">Yogyakarta</st1:place>: Pustaka Pelajar, 2006. <o:p></o:p></div>
<div class="MsoFootnoteText" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
______
, <i>Pendidikan Islam yang Menghidupkan; Studi Kritis Terhadap Pemikiran Fazlur
Rahman, </i><st1:place w:st="on">Yogyakarta</st1:place>: Kota Kembang, 2006.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
Tafsir,
Ahmad, <i>Metodologi Pengajaran Agama Islam, </i><st1:city w:st="on">Bandung</st1:city>: PT Remaja Rosdakarya, 2004.<o:p></o:p></div>
<br /></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-59042650929684478272012-07-11T19:14:00.001-07:002012-07-11T19:14:29.630-07:00AL-GHAZALI'S VIEWS EDUCATION ABOUT ISLAM<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>AL-GHAZALI'S VIEWS
EDUCATION ABOUT ISLAM<o:p></o:p></b></div>
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<!--[if !supportLists]--><b>A.<span style="font-size: 7pt; font-weight: normal;"> </span></b><!--[endif]--><span dir="LTR"><b>INTRODUCTION<o:p></o:p></b></span></div>
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Education is the most important thing in life, because
without education a person will not be able to know the outside world, without
science can not possibly achieve what is expected and that in all aspire, in
the form of happiness in this world and hereafter. Because of the intimated by
the prophet Muhammad that if you want to be happy in the world with knowledge,
if you want to be happy in the hereafter then with science and if you want both
then with science. To gain knowledge through education is necessary. According
to Mansur Isna Islam covers all aspects of life, and to achieve future life
must start from now and this just might be achieved by science. By quoting
Fazlurrohman Isna Mansur said that reform in any shape to go through with
education. (Mansur Isna, 2001: 64)</div>
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But the goal of education who recently less attention,
which in recent educational purposes leads to the formation of less perfect
man, especially the persistence of the pengkotoman between public science and
the science of religion, whereas the purpose of education is nothing but to
form a perfect man or perfect. That education today is not complete or perfect
the human form are eligible to become caliph on earth, but humans are individualistic,
materialistic and pragmatic. This is fatal because of the strong oppress the
weak, who swam the authority remains strong and oppress the weak, with no
memory of sin. So this is where we will raise a theme that provides meaning and
importance of education for us, which we took from the famous Muslim filusuf
thought that "Al-Ghazali".</div>
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<b>B. DISCUSSION<o:p></o:p></b></div>
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<b>1. Brief of Al-Ghazali<o:p></o:p></b></div>
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His full name was Muhammad ibn Muhammad ibn Ahmad
al-Ghazali. He was born in the <st1:place w:st="on"><st1:placetype w:st="on">village</st1:placetype>
of <st1:placename w:st="on">Thus Spake</st1:placename></st1:place>. Region of <st1:place w:st="on"><st1:city w:st="on">Khorasan</st1:city>, <st1:country-region w:st="on">Iran</st1:country-region></st1:place>
in the year 450 AH / 1058 AD his father was a craftsman weaving wool and
traders. He was eminent Islamic thinkers who hold the title "defender of
Islam" (hujjatul Islam), religious ornaments (Zainuddin), an ocean away
(bahrun mughriq), and religious reformer. This title is based on the breadth of
knowledge and charity, and his life full of struggle and sacrifice in defending
the religious teachings of the various attacks. (C.A. Qadir, 1991: 103)</div>
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Al-Ghazali was the first time between Sufism and Shari'ah
combines in one system. (CA Qadir, 1991: 104) He studied first at a Sufi in the
country's Thus, then he moved to Jurjan Naisabur to study science and religion
in the most famous scholars of the Imam al-Haramain Diya al-Din al-Juwayni, he
Naisabur a director at the school, he learned the science is the science of
fiqh, usul fiqh, mantiq, and the science of kalam.</div>
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In the year 478 AH / 1058 AD al-Ghazali lived in al-Muaskar
and then moved to Baqhdad to become a lecturer at the University Ridzamiyah in
the year 484 AH / 1091 AD He died on 14 Jamadi's Thus the end date of 505 AH /
January 19 the year 1111 AD (Abudin Nata, 1993: 91)</div>
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Ideology that brought the "al-ma'rifah" so as
jasanyalah Sufism can be generally accepted among experts of shari'ah.
According ma'rifat secret is knowing God and knowing the rules, of all things,
which he expressed in his words, namely:</div>
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<span dir="RTL" lang="AR-SA">الاطلاع على اسرارالربية و العلم
بترتب الامورالالهية المحيطة بكل الموجودات</span><span dir="LTR"></span><span dir="LTR"></span><span dir="LTR"></span><span dir="LTR"></span>.: (Hamka, 1984:.
135.)</div>
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According ma'rifat in Sufism is a level where the hijab is
lost face in front of a Sufi, so he can see his soul with the heart of God and
other things that can not be seen by ordinary humans.</div>
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He also explained that people who have ma'rifat about God,
he would not say the words Ya Allah or Ya Rabb, because the call of God with
such words indicate that God is behind the curtain is still dealing with his
people will not call his friend's words. (Hamka, 1984:. 135.) Ma'rifat her
first order of the mahabah, because mahabah timbuh of ma'rifat and for
al-Ghazali mahabah not mahabah as recited by the Rabbinic, but mahabah love for
him is in the form of a love and mercy of God to man that gives human life,
sustenance, pleasure, and others. Mahabah and ma'rifat is the highest level
that can be achieved by a Sufi. The knowledge gained from ma'rifat thinks more
and higher quality than the knowledge acquired through reason. (Harun Nasution,
1979: 78)</div>
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<b>2. Thoughts on Education<o:p></o:p></b></div>
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Imam Al Ghazali's thoughts about education in the field of
Islamic education is very broad, can generally be grouped as follows:</div>
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First: Learners. Students in their studies should have the
determination to seek knowledge (sincerely for Allah). Al-Ghazali says that if
a man intends to seek knowledge to compete and compete in progress, then you
will lose money, and your teacher will claim that you are in disobedience, you
are like a sword sellers who sold his wares to the street mugger. (Al Ghazali,
2008: 141)</div>
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Second: The nature of Islamic education. According to
Al-Ghazali is to gain happiness in this world and hereafter, (Al Ghazali, 2008:
322) and on the other kesemptan he said that the highest happiness of man lies
in makrifat Allah, "Al-Ghazali said that the feeling of happiness,
pleasure and satisfaction to be gained if he did all that was ordered by temperament.
Nature of all things is all that is created for him. Pleasure of the eyes in
beautiful images, delight the ears on the melodious sounds, and thus all the
limbs. Only heart felt pleasure to know Allah (God ma'rifah). (Al Ghazali,
2008: 270)</div>
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Third: The cornerstone of education in line with the
educational nature of Islam, Al-Ghazali argued that education is the foundation
of Al-Qur'an, Al-Hadith and Ijtihad. Ber ijtihad Muslims urge everyone to be
able diligence with extensive knowledge. But Al-Ghazali also said that not
everyone is capable of diligence, then by al Ghazali bertaqlid Muslims should,
but do not be blind to panatik bertaqlid against priests, let alone outside
mengkafirkan who studied them. (Al Ghajali, 2003: 25-26)</div>
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Fourth: Method of learning the lessons. When Imam Al
Ghazali complete the book Sirr al-'mafi Kasyaf Alamain wa ad-Darain (Reveals
the Secrets of Two Natural and What's in the world and the hereafter). He said:
"I intentionally make this book as a guide to take power, a stimulant to
get it, ways to fight it, and the pillars of the holistic meanings ... and he
said: This is a glorious book that should not be ruled out, he said. Because it
contains secrets that require disclosure, although the natural disposition
rejected. It also contained the noble sciences and cues that indicate ambiguity
secrets are not known except by the people of the wisdom.</div>
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Fifth, the curriculum. Curriculum that students learn
important are 1) Morals and Worship. Al-Ghazali said, since first waking up
human sleep / educators should make all of his activities as worship, worship
hendahnya means, not only the practice of worship mahdhoh alone but should
perform activities that are meaningful and valuable. These activities in order
to worship should be done with the rules of Islam. For example, wake manners,
should wake up before dawn, in a toilet etiquette and so forth. (Al Gahazali,
2008: 146-200). Social and political curriculum in maintaining state security.
Health, he says Al Ghazali Be careful with the poison on food, beverages,
clothing, bedding up to sepreimu. History curriculum, Al Ghazali tells the
history of Kalam experts. Management leadership, medicine. (Al Ghazali, 2008:
324-347)</div>
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Sixth, the purpose of Islamic education. According to
Al-Ghazali's basic purpose is to provide Islamic education to become a devout
servant of God with all aspects of life, deeds, thoughts, and feelings.
Besides, the goal is to know and practice their religion properly, get equipped
to achieve the happiness of the world and hereafter.</div>
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Responsible for educating. According to Imam Al Ghazali,
there are three environmentally responsible in educating children. The third
environment is responsible for the family (both parents), the government on its
people, and society. (Al Ghazali, 2008: 324-347)</div>
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<b>3. Thought relevance to the concept of Al Ghazali Islamic
Education<o:p></o:p></b></div>
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a. Definition and Objectives of Islamic Education</div>
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Talking about the understanding of Islamic education in
particular are held in institutions - formal educational institutions in
various levels and in institutions - institutions that are informal or formal,
educational experts in translating the same but there are differences in
wording, but there is a unity of opinion, that is focused the system
application of religious teachings of Islam into the lives of children.</div>
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According to Imam al-Ghazali's conclusion that the ultimate
purpose of education and training that there are 2, namely:</div>
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Human perfection that leads to the approach to God.</div>
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Human perfection that leads to the happiness of the world
and the hereafter.</div>
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In line with the opinion Zuhairini religious education
means: efforts in a systematic and pragmatic in helping their students so that
they live according to religious teachings of Islam. While the teaching of
religion means the provision of religious knowledge to children, in order to
have a science of religion. (Zuhairini, 1993: 27)</div>
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Further in the opinion of Ahmad D. Marimba, that Islamic
religious education is:</div>
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Islamic education is a physical and spiritual guidance
based on the law - Islamic religious law leading to the formation of the major
personalities of Islam according to the size measure. The next major
personality, the personality is mentioned Muslim personalities have religious
values of Islam, to choose and decide, and act based on values - values
of Islam, and is responsible in accordance with the value - the value of
Islam. (Marimba, 1989: 23-24)</div>
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Further, according to Mahmud Yunus explained that the
Islamic Religious Education is to prepare the children - children to adulthood
at a time when the world doing good deeds and the Hereafter, so as to create
happiness with the world and the hereafter. (Jonah, tth: 10</div>
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Al-Ghazali was a lot of attention devoted to the field of
teaching and education. Therefore, he saw that science itself is a virtue, and
above all. Therefore, her master of science, including the purpose of education
by looking at the values they contain and because science is a path that
leads you to happiness in the hereafter as well as a means to draw closer to
God.</div>
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Therefore, he concluded that education is the process of
humanizing mankind since the end of his life happened sampi through a variety
of science teaching delivered in the form of a gradual process in which the
teaching is the responsibility of parents and the community. (Ibn Abidin Rusn,
1998: 56)</div>
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Given that education is important for us, then al-Ghazali
also explained about the purpose of education, namely:</div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal">Draw
closer to God, that his form is the ability and self-awareness required to
practice their religion and traditions.</li>
<li class="MsoNormal">Explore
and develop potential or human nature.</li>
<li class="MsoNormal">Human
beings to realize the professionalism of the mundane task with the best.</li>
<li class="MsoNormal">Forming
a noble man, the holy spirit of humility and gratitude despicable traits.</li>
<li class="MsoNormal">Develop
the properties of major human, human to become human.</li>
</ol>
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Departing from the notion of education according to
al-Ghazali, can be understood that education is a tool for achieving a goal.
Education in the process requires a tool, which is teaching or study groups.
Since the beginning of human birth to the end we are always dependent on others.
In terms of education, people (humans) that depend called the pupil while
dependent upon so-called teachers. Students and teachers is what is referred to
as the subject of education. (Ibn Abidin Rusn, 1998: 94)</div>
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Therefore, the direction of al-Ghazali education toward the
perfect man who can mendcapai purpose of the happiness of his life and
Hereafter, this lasted until his death. This means that human life is always a
resident as a student. If the current is associated with life-long education.
This is consistent with the obligation to seek knowledge in Islam, as in
pribahasanya "Ilma utlubul minal mahdi ilal lahdi" means: Acquire
knowledge of buawaian to keliang grave.</div>
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Of some notion expressed by the experts at the top, then
with these authors conclude that Islam is a religious education guidance,
instruction provided by teachers with the purpose of guidance, instruction is
given by the education with the aim that children can understand and practice
the teachings - teachings of religion Islam in the life and living, and can
make it as a guideline and a handle on life both globally and in the hereafter.</div>
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Talking about the purpose of Islamic religious education is
basically the same as the Islamic religious education regulations, and the
experts there are also differences in the structure and wording. But that share
a common intent. Then, according to Ahmad D. Marimba, PAI was actually aimed at
"Identical to the purpose of life every Muslim" to be a servant of
God and his purpose in life is to surrender ourselves completely to - him. And
according to PAI Ditbinperta goal is the establishment of the Muslim
personality, namely that all aspects kerpibadian inspired by the teachings of
Islam. Muslim men who have personality in the Qur'an called Muttaqun the person
devoted to God, God the creator and sustainer of the universe and human beings.
(Marimba, 1989: 48-49)</div>
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Devotion which is expected to be radiated by the science,
because that God is very pleased to find people who like science. So as
believers need to increase vocabulary knowledge. As word of Allah in the Qur'an
(Koran Fathir 35: 28).</div>
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It means: "Only God's servants who have ilmulah to be
devoted to God".</div>
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Therefore, the purpose of Islamic religious education
is synonymous with the goal of one's life in the Muslim world is summed up in
the word of Allah SWT as follows:</div>
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<b><span style="font-size: 25.0pt;">: <span dir="RTL" lang="AR-SA">وماخلقت الجن والإنسا إلا ليعبد ون</span><o:p></o:p></span></b></div>
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It means: "And I created not the jinns and humans,
except that they worship - I" (Surah 51: 56)</div>
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In the words of his others, Allah Almighty affirmed to the
people especially the Muslims that:</div>
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<b><span dir="RTL" lang="AR-SA" style="font-size: 19.0pt; line-height: 200%; mso-ansi-language: SV;">ﻮﻤﺎﺍﻤﺮﻮﺍﺇﻻﻠﻴﻌﺒﺪﻮﺍﷲ
ﻤﺤﻠﺼﻴﻦﻠﻪﺍﻠﺪﻴﻦ</span></b><b><span lang="IN" style="font-size: 19.0pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></b></div>
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It means: "And they were not ordered except to worship
Allah with obedience to Him purifies in explaining the right religion."
(Qur'an 98: 5)</div>
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Besides worshiping God, then every Muslim in this world
must have ideals - ideals to achieve happiness in the world and the hereafter,
as the word of Allah is mentioned in the following ::</div>
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<br /></div>
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It means: "Among them there are who say, yes we give
to our god good in the world and the hereafter, and save us from the torment of
the Fire." (QS: 2: 201)</div>
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It is clear that the goal of Islamic religious education is
principally a goal to be achieved by any person exercising his religious
education in the form of appreciation, understanding and knowledge that will
mature religious knowledge gained.</div>
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b. Basis - the basis of Islamic Education</div>
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The fundamentals of Islamic religious education munurut Al
Ghazali is one part of Islamic teachings, because the teaching of the Qur'an,
the Sunnah and Ijtihad if necessary. (Al Ghazali, 2003: 25)</div>
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In the word of God confirms His:</div>
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<span dir="RTL" lang="AR-SA" style="font-size: 20.0pt;">ولقديسرناالقرآنللذكرفهالمذكر</span><span style="font-size: 20.0pt;"><o:p></o:p></span></div>
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It means: "And we make it easier for al-Quran is there
any lesson to draw lessons from it". (QS: 54: 17)</div>
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In a hadith Allah's Apostle said:</div>
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<b><span dir="RTL" lang="AR-SA" style="font-size: 17.0pt;">هي لمن
قلنا ثلاثا الدينالنصيعةالدريقالرسولاالله ص. م: تميم عن</span></b><b><span style="font-size: 17.0pt;"><o:p></o:p></span></b></div>
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It means: "From al-Tamim has said of the apostle of
Allah said that religion is sincere; three times, we asked Allah's Apostle told
him yes, to answer the prophet of Allah and His Book, to His Messenger and to
chairman-katua (leadership -leader) of Muslims and people - other people (many
people) in general ". (HR.Muslim).</div>
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Based on the above it can be said that Islamic education
already exists in the Qur'an, Hadith, and Ijtihad that until now could be
beneficial to all mankind from ancient times until now.</div>
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c. Criteria of educators in the view of Islam</div>
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Al Ghazali's view of teachers should be noble, always
grateful, always mengintropeksi self, intentions straight, knowledgeable and
practice it, leave things that are not useful. (Al Ghazali, 2008: 224-279)</div>
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Meanwhile, according to Zakiah Dharajat teachers are
professional educators, thereby implicitly he has volunteered his acceptance of
some responsibility and have the education that terpikul dipundak parents.
Terms of teachers should have fear of Allah, knowledgeable knowledge, physical
health, behavior, personality is good. A good teacher personality here means a
teacher who has akhlakul karimah which the teacher must love his post, to be
fair, valid patient and calm. Teachers must be authoritative, the teacher
should be happy, be humane and work with other teachers. Zakiah Daradjat,
(Zakiah Daradjat, p. 19)</div>
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A teacher should also clean the body, away from sin and
error, clean spirit, envy, pemusuhan, strife and reproach properties. Sincerity
and honesty of a teacher in his work is the best path toward success in work
and successful students. Teachers also have to be forgiving of his students, he
was able to hold back, restrain anger, roomy heart, a lot of patience and do
not be angry because of small causes. (M. Athiyah al-Abrasyi, p. 135-1380)</div>
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From the above arguments can be concluded that teachers
should be role models for their students, and working professionally.</div>
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d. Methods and Islamic Education Curriculum</div>
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The word is widely understood method is all the means used
in an effort to educate. (Tafsir Ahmad, p: 131).</div>
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While the educational curriculum according to al-Ghazali is
the scientific material presented to students should be in sequence, starting
from memory properly, understand, understand, believe, and to justify what he
received. (Fathiyah Hassan Sulaiman, 1993: 18).</div>
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Curriculum over the pentahapannya the special education
delivery methods, namely:</div>
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a special method of religious education</div>
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This method is in principle at the start by memorizing and
understanding, then proceed with confidence and justification, after the
enforcement of the arguments and information that can support the strengthening
of faith.</div>
<div class="MsoNormal">
b The specific method of education ahklak</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
The method in this case the form of an attitude rooted in
the spirit that gave birth to a variety of considerations and actions without
thinking first, which is an act that came out spontaneously.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
With the method, then conclude that Ghazali leads to the
formation of noble character, that he made the Koran as the basic curriculum in
education. Then the Hadith and Ijtihad if necessary.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
While the methods of education in Islam are many, but the
simplest method and it is quite clear is the method of Luqman Al-Hakim, because
this method is a method of direct conversation with a child, then the
element-element method is clear and focused. Elements has been described in the
Word of Allah SWT.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
"And (remember) when Luqman said to his son, at the
time he gave a lesson to him:" My son, do not be to Allah, Verily allying
(Allah) is truly a great injustice. And we told people (doing good) to two
mother-father; mother has conceived him in a weakened state that increase
steadily, and weaning was in two years. Be grateful to me and the two mothers
father, is mine only to your return. And if they strive to make with me something
that does not exist knowledge, Do not follow them, and accompany them in the
world with the good, and follow the way of the return to me, then, is mine only
to return, then Kuberitakan you what you have been doing. (said Luqman): "
My son, Indeed, if there is (a deed) weight of mustard seed, and are in stone
or in heaven or in earth, Allah will bring it (it forth). Allah is Subtle,
Aware. My son, Set up a prayer, command (the human) that is good and forbid
(them) from the unjust actions and the patient of what befalls you. Truly that
is including things that are required (by Allah). And do not you turn away your
face from humans (for pride) at men nor walk in insolence through the earth.
Allah loves not those who pride themselves proud again. And moderate in running
and lunakkanlah voice. Surely an evil sound is the sound a donkey ". (Q.S.
Luqman (31): 13-19)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
The method described in the paragraph above if attributed
in modern times is, a method of education with the advice, and this method
should be coupled with a method of education by example. Because the advice
though to evoke the soul, but it requires the driving element of the spirit
soul is capable of directing it to perfection. (Hasan Mansyur, 2002: 158)</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
So the effectiveness of the application of a field of study
was originally located on the accuracy of the use of teaching methods used by
educators, for example in the application of the teaching of Islamic Education
subject areas rests essentially on the conditions and atmosphere of teaching students
who performed in accordance with the material being taught. It can even be said
to all the teaching methods applied in the field of study has been applied in
PAI PAI subject areas such as methods of application, frequently asked
questions, administration tasks and so on, the point is should be the method
bil wisdom.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
While the curriculum is the foundation of education in the
world where Islam is the Qur'an contained in two major principles that are
related to faith, personality called Aqidah Morals, and are associated with the
Shari'a.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
If we look back from the advice of Luqman Al-Hakim at the
top of the first diwasiatkan by Luqman Al-Hakim told his son that is, do not
shirk to Allah, this means that educators need to provide education about
monotheism. The second problem is more widespread religious faith discussion of
issues that may not be the limit. However, Luqman Al-Hakim was wise able to
take great wisdom in the matter, namely to advise their children to the
importance of worship, especially prayer. He said: O my son! Establish salat.
"All because prayer is the first time are required to worship Allah to
mankind who believe in Him. Therefore, educators must provide a curriculum of
worship to their children.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Third, family-oriented, in the paragraph above to explain
to their children about how bermuamalah (berhubungang) between him and the
Creator with His Oneness and worship Him sincerely. Later he expanded the scope
muamalah with a closer and allow it to be combined with muamalah that were
presented, namely family relationships (especially between the two parents).</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Fourth, in the verse implied that Luqman al-Hakim did not
forget that the child will socialize with people like themselves and must
always be optimistic in the environment and people around him. Luqman Al-Hakim
did not forget to explain that any society is not free from flaws and debates
that occurred between the individual members. Therefore he will focus on
community for his son to try to overcome all obstacles and all the
contradictions that exist according to his ability. And</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Fifth, the curriculum is oriented to the formation of
personality, because if you want a child as a person who invites the good in
the midst of the people who should be calling enjoin evil, then he should make
his tower that emits light from a guide for people in around him, namely human
personality such as patience, humility, modest in walking, and so soften the
sound.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Generally speaking the moral work commanded by God (Morals
mahmudah) and away from the banned Virtue by Allah SWT (Morals mazmuah). Why is
education important for human morality? The answer is because the position of
morality in human life occupies an important position. The importance of this
individual character, but also in private life, it is also in family life and
society even felt in the life of the nation or state.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
As in said in a hadith, which means: "Verily, Allah of
Islam encompassing a akhlakul karimah (good manners) and good manners,
too." Then dalah another hadith, which means: "A good deed is a good
character. While that sin is anything that shake your heart (soul) that you
hate to see it to others ". (Narrated by Muslim)</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
Of the above methods and curriculum clearly illustrated to
us that the method should suit the conditions of students and teaching
environment, in other words according to the physical and non physical
environment. Semetara curriculum outline includes a minimum of covering the
curriculum of Islamic creed, worship and morality, general science such as
political, social, health and so forth. Plus the science of kalam, philosophy,
and the saint in the form of the language curriculum as a tool in understanding
the verses and other books.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="tab-stops: 27.0pt; text-align: justify; text-justify: inter-ideograph;">
<b>C. CONCLUSION</b>
<span dir="RTL" lang="AR-SA"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 27.0pt; text-justify: inter-ideograph;">
From the above description can be concluded that education
is a process that aims to humanize human beings form the perfect man to be a
caliph in the earth. And the presence of human education is expected to be able
to achieve the goal of his life in the world and the hereafter, and life guided
by the Qur'an and the Hadith.</div>
<div class="MsoNormal">
Students should have a sincere intention to study, and
educators should be good role models for their students, and the study has a
clear vision and mission. Then the method will be used, here we can learn from
the story of Luqman Al-Hakim, and the stages of a major science and the first
to pick it up, in other words to the curriculum should be structured, if there
is a conditional curriculum. Or for other considerations.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>REFERENCES<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Abidin Ibnu Rusn,<i> Pemikiran al-Ghazali Tentang
Pendidikan</i>, Pustaka Pelajar, cet I, Yogyakarta, 1998<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Abudin Nata, <i>Ilmu Kalam, Filsafat dan tasawuf
(Dirasah Islamiyah IV)</i>, Rajawali Pers, Jakarta, 1993<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Ahmad D.Marimba, <i>Pengantar Filsafat Islam</i>, Bandung : PT. Al-Ma’arif, 1989, Mahmud
Yunus, <i>Pokok-pokok Pendidikan dan
Pengajaran</i>, tth<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Ahmad Tafsir, Ilmu Pendidikan dalam Perspektif
Islam, Remaja Rosdakarya, Bandung<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
Al-Ghazali, <i>Ihya’
Ulumuddin,</i> juz III, Masyhadul Husaini, tt.</div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">C.A. Qadir, <i>Filsafat dan Ilmu Pengetahuan Dalam
Islam,</i> Yayasan Obor Indonesia, Jakarta, 1991<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Fathiyah Hasan Sulaiman, <i>Aliran-Aliran Dalam
Pendidikan Studi Tentang Aliran Pendidikan Menurut Al-Ghazali</i>, Dina Utama,
Semarang, cet I, 1993<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Hamka,<i> Tasawuf Perkembangan dan Pemurniannya,</i>
PT. Pustaka Panji Mas, Jakarta, cet XI, 1984<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Harun Nasution, <i>Islam Ditinjau Dari Berbagai
Aspeknya,</i> Jilid II, UI Press, Jakarta, 1979<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Lihat Ali Khalil Abu al-amin, <i>Falsafah al-tarbiyah fi Al-ur’an al-karim,</i> (Kairo : Dar al-Fikr
al-Arabi,1980)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">M. Athiyah al-Abrasyi, <i>Dasar-dasar Pokok Pendidikan Islam, </i>(Jakarta : Bulan Bintang, 1970)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Thawil Akhyar Dasoeki, <i>Sebuah Kompilasi
Filsafat Islam,</i> Dina Utama, Semarang, cet-1, 1993<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<span lang="SV">Zakiah Daradjat, <i>Ilmu Pendidikan Islam, </i>(Jakarta : Bumi Aksara , 2006)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 45.0pt; text-align: justify; text-indent: -45.0pt; text-justify: inter-ideograph;">
<!--[if gte vml 1]><v:rect
id="_x0000_s1026" style='position:absolute;left:0;text-align:left;
margin-left:198pt;margin-top:55.75pt;width:54pt;height:45pt;z-index:1'
stroked="f"/><![endif]--><!--[if !vml]--><span style="height: 60px; left: 0px; margin-left: 264px; margin-top: 74px; mso-ignore: vglayout; position: absolute; width: 72px; z-index: 1;"></span><!--[endif]--><span lang="IN">Zuhairini, <i>Metodik Khusus Pendidikan
Agama,</i> (Surabaya : Usaha Nasional, 1993)<o:p></o:p></span></div>
</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-58711436251805919442012-07-08T19:35:00.001-07:002012-07-14T02:43:58.501-07:00Learn the meaning of the Life Science Learning<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: Arial; font-size: 10pt;">LEARNING<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">A. Preliminary<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Every
human being on the go is certainly learning activities. A student who wants to
achieve the goals would have to study hard. Not only in schools but also have
to learn at home, in society, as well as in extra educational institutions
outside the school.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In order
to achieve the goals can not be idle, but must be diligent, persistent and
diligent study. Learning is an absolute requirement to be proficient in all
things, both in the field of science or skill or prowess.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In the whole
process of education in school, learning is the most basic activities. This
means the success of the achievement of educational goals a lot depends on how
the learning process experienced by students as learners. (Abu Ahmadi,
2004:125)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learning
is a process, and activity is a fundamental element in any organization of the
type and level of education. This means that the success of the achievement of
educational goals is highly dependent on the learning process experienced by
students, both while he was at school and home environment or family. (Muhibbin
Shah, 2003: 89).<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">This shows
how important learning for the life of a human being. People have always and
always and everywhere to learn bilamanapun she was and will last a lifetime,
while life in the bladder body.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">For those
reasons, learning must be the maximum that anyone can master and gain
something. Because it is necessary to know the ins and outs of learning,
especially the factors that influence the success of one's learning.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">B. Discussion<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">1. Learn the definition of<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">If we ask
someone about whether it's learning, will be obtained a variety of answers.
Differences of opinion about the meaning of learning is due to the fact, that
the action learning itself is mixed.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Many types
of activities that can be agreed upon by most people as an act of learning such
as quoting a sentence, memorize songs, counting and doing math problems, and so
forth. Not all activities can be classified as learning activities such as
daydreaming, anger, copy, and enjoy entertainment.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">With the
above facts, lies the many definitions of learning. Here are a few definitions
according to experts.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">According
to Witherington, the book Educational Psychology suggests that learning is a
change in the personalities who claim to be a new pattern of reaction in the
form of skills, attitudes, habits, intelligence, or an understanding. (Dalyono,
2005: 211)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Skinner,
as quoted by Barlow (1985) in his book Educational Psychology:
Teaching-Learning Process the, believes that learning is a process of adaptation
or adjustment of behavior that takes place progressively. This opinion is
summarily expressed in the statement that learning is ... a process of
progressive adaptation behavior. Based eksprimennya, B.F. Skinner believed that
the adaptation process will bring optimal results if he was given reinforcement
(reinforcer). (Muhibbin Shah, 2003: 90)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Gagne, in
his book The Conditions of Learning (1977) states that: "Learning occurs
when a stimulus situation along with the contents of memory in such a way that
affects the students' actions (his performance) before he changed from time to
time run into the situation after he experienced a situation said.
"(Dalyono, 2005: 211)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Meanwhile,
James O. Whittaker defines learning as a process in which behavior caused or
changed through training or experience. Definition that is not much different
from the definition proposed by Cronbach in his Educational Psychology, states
that effective learning is through experience. (Abu Ahmadi, 2004: 127)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">From the
definitions set forth above, it can be argued that there are some important
elements that characterize the notion of learning, namely:<o:p></o:p></span></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Learning is a behavior.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Learn to bring a change in behavior<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Behavioral changes that may be actual, that is
visible but can also potential in nature which are not visible at the
time, but it would seem on another occasion.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Learning is a change that occurs through the
exercise or experiences.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Behavior change due to learning involves both in
terms of various aspects of cognitive, affective and psychomotor.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Changes that occur due to a deliberate effort.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l4 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">The changes are heading towards positive change
improvement or progress toward<o:p></o:p></span></li>
</ol>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">2. Characteristics of the Changes
Produced by Learning<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Each
learned behavior is always characterized by the changes. According Muhibbin
Shah (2003: 118) manifestation or embodiment of learning behavior are more
often seen in the changes as follows:<o:p></o:p></span></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Habit<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Skills<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Observation<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Associative Thinking and Memory<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Rational and Critical Thinking<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Attitude<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Inhibition (Choose sikapyang better)<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Appreciation<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l5 level1 lfo2; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">Affective Behavior<o:p></o:p></span></li>
</ol>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">1)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Habit<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Any
student who has undergone a process of learning, his habits will seem to
change. According to Burghardt (1973), the custom arose because of the
depreciation trend of response with repeated stimulation. In the process of
learning, habituation also includes the reduction of behaviors that were not
treated. Because the process of shrinking / reduction of this, a pattern
appears to behave relatively new and the automatic stay.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">2)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Skills.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Skills are
activities associated with the veins nerves and muscles (neuromuscular) are
commonly seen in physical activities such as writing, typing, sports and so on.
Despite his motor, but the skills it requires careful coordination of movement
and a high awareness Thus, students who perform motor movements with
coordination and low awareness may be less or unskilled.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">According
to Reber (1988), skill is the ability to perform behavior patterns are complex
and well-organized and smoothly in accordance with the state to achieve
specific results. Not only cover the skills of motor movement but also the
embodiment of cognitive functioning that is mental. The connotation was so
extensive that to influence or leverage on other people. This means that people
are able to leverage other people are also considered to be appropriately
skilled person.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">3)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Observation<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Observation
means that the process of receiving, interpreting and giving meaning to
incoming stimuli through the senses such as eyes and ears. Thanks to the
experience of learning a student will be able to achieve the objective
observation of the right before reaching the destination. The observation that
one will result in an incorrect understanding.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<a name='more'></a><br />
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">4)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Associative Thinking and Memory<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Simply
put, associative thinking is thinking in a way appropriate to associate with
others. Associative thinking is the process of establishing a relationship
between stimuli with the response. In this regard it should be noted that the
ability of students to have a true associative very ipengaruhi by the level of
understanding or knowledge gained from the study.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">While the
memory is the embodiment of learning, because it is an essential element in
associative thinking. So students who have undergone a process of learning will
be characterized by increased deposits of material (knowledge and
understanding) in memory, as well as the ability to connect meningkanya
material to the situation or stimulus that he was facing.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">5)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Rational and Critical Thinking<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Rational
and critical thinking is a manifestation of learned behavior, especially that
related to pemecaahan problem. In general, students who think rationally will
use the principles and the basics of understanding in answering the question
"how" and "why". In rational thinking, students are
required to use logic to determine cause and effect, analyze, draw conclusions
and predictions. In terms of critical thinking, students are required to use
certain cognitive strategies appropriate to test the reliability of the idea of
solving the problem and resolve any errors or deficiencies (Reber, 1988)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">6)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Attitude<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In a
narrow sense the attitude of the views or mental tendencies. According to Bruno
(1987), attitude (attitude) is a relatively persistent tendency to react in a
way good or bad for certain people or goods. Thus, in principle, the attitude
that we can think of a tendency of students to act in certain ways. In this case,
the realization of students' behavior will be marked by the emergence of new
trends that have changed to an object, values, events and so on.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">7)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Inhibition<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Inhibition
is the reduction or prevention of a specific response because of the other
ongoing responses (Reber, 1988). In this study, the inhibition is referred to
the student's ability to reduce or stop the action that is not necessary, and
then select or any other action which is better when it interacts with its
environment.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">8)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Appreciation<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Appreciation
means a judgment (judgment) on the importance or value of something (Chaplin,
1982). In practice, the appreciation is often interpreted as an award or
judgment against both concrete objects and abstract that has a noble values.
The point is the word of appreciation is generally directed at the works of art
and culture.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">The level of a student's
appreciation of the value of a work depends on the level of their learning
experience. For example, if a student has undergone a process of religious
study in depth the level of appreciation for the art of reading the Quran and
calligraphy will be profound as well.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l5 level2 lfo2; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">9)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Affective Behavior<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Affective
behavior is behavior that involves the diversity of feelings such as fear,
anger, sadness, joy, and so forth. Such behavior can not be separated from the
influence of the learning experience. Therefore, it can also be regarded as the
embodiment of learning behavior.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">A student,
for example, affective learning is considered successful if he had enjoyed
religious and sincerely realize the truth of religious teachings that he
learned, and make it as a system of self worth. Then in turn it makes the
system this value as the claimant lives, both in times and bad (Darajat, 1985)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">From the above description it can be
concluded that the characteristics of the changes produced by learning can
occur in areas of cognitive, affective and psychomotor.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">3. Stages-Stages of Learning<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Because it
is a learning activity proceeds, of course, in which changes occur gradually.
These changes arise through phases with each other in sequence and functionally
related. (Muhibbin Shah, 2003: 113)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">By Jerome
S. Bruner (Barlow, 1985), in the process of student learning through three
episodes or phases, namely:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l6 level1 lfo3; mso-text-indent-alt: -18.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Phase information (phase material receipts)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l6 level1 lfo3; mso-text-indent-alt: -18.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">b.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Phase transformation (conversion phase of matter)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l6 level1 lfo3; mso-text-indent-alt: -18.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>c.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Evaluation phase (assessment phase of matter)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In the
information phase, the students who were studying obtain a description of the
material being studied. Among the information obtained there is a completely
new and some are stand-alone function to add, menmperhalus, and deepen the
knowledge that had previously been owned<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In a phase
transformation, the information obtained is analyzed, transformed, or
transformed into an abstract or conceptual form that later in turn can be used
for things that are more extensive.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In the
evaluation phase, students will assess the extent to which their own knowledge
(information that has been transformed earlier) can be used to understand other
symptoms or solve problems.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">According
to Wittig (1981) in his book Psychology of Learning, each of the learning
process always takes place in three stages, namely:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l3 level1 lfo4; mso-text-indent-alt: -9.0pt; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Acquisition (acquisition phase / reception of information)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l3 level1 lfo4; mso-text-indent-alt: -9.0pt; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">b.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Storage (storage phase information)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l3 level1 lfo4; mso-text-indent-alt: -9.0pt; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>c.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Retrieval (phase retrieve information)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">At the
level of acquisition of a student began to receive information as a stimulus
and to respond to it, giving rise to new understanding and behavior. At this
stage there is also the assimilation of new behaviors in understanding the
overall behavior. This process of learning is the most fundamental stages.
Failure in this stage will result in failure of the subsequent stages.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">At the
storage level a student will automatically experience the process of storing a
new understanding and behavior that he acquired while undergoing the process of
acquisition. These events certainly involve the function of short term and long
term memory<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">At the
level of retrieval of a student will reactivate memory system functions, such
as when he answered a question or solve a problem. Retrieval process is
essentially an effort or mental events in the express and reproduce what is
stored in memory in the form of information, symbols, understanding, and
specific behavioral response or stimulus that is being faced.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">From the
above opinion, may be taken in a sense that one's learning through a process
starting from receiving the information, then analyze, store and use that
information in everyday life and can reveal the return generated by the study
of memory.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">4. Forms of Learning<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In the
process of learning is known of the various activities that have a style that
is different from one another, both in terms of materials and methods as well
as in terms of objectives and expected changes in behavior. Keanekaragaaman
type of learning is emerging in the world of education in line with the needs
of human life is also diverse.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">As for other forms of learning by
Muhibbin Shah (2003), namely:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learning Abstract<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Abstract
learning is learning that uses abstrak.Tujuannya way of thinking is to gain
understanding and solving the problems that are not real. For example, studying
mathematics, chemistry, astronomy and religious instruction to the material of
monotheism. For that reason the role is indispensable.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">b.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learning Skills<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learning
skills are taught using the motor movements associated with the veins nerves
and muscles. The goal is to acquire and master certain physical skills. In
studying this type of intensive exercises and regular would be required. For
example, learning sports, music, painting, dancing and so on.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">c.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Social Learning<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Social
learning is essentially learning to understand the issues and techniques to
solve the problem. The goal is to master an understanding of and proficiency in
solving social problems such as family problems, friends, groups and social
problems are.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Besides
social learning is also aiming to set a personal passion for the encouragement
of mutual interest and to give opportunities to other people or groups to meet
their needs in a balanced and proportionate. For example, on religious
subjects, and Civics.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">d.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learning Problem Solving<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learning is
essentially a problem-solving learning using scientific methods or thinking
sistmatis, logical, orderly and thorough. The goal is to acquire skills and
cognitive skills to solve problems in a rational, straightforward and thorough.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">In this case,
almost all fields of study can make problem solving a learning tool. For this
purpose, the teacher (who teaches especially the exact sciences, like
mathematics and science) is highly recommended to use models and teaching
strategies are oriented to solving problems (Lawson, 1991)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">e.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Rational Learning<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Rational
learning is learning by using the ability to think logically and rationally (in
accordance with common sense). The goal is to obtain a variety of skills using
the principles and concepts. This type of learning is closely associated with
problem-solving learning. With rational learning, students are expected to have
a rational problem solving ability, the ability memcahan problem with using
common sense strategy considerations, logical, and systematic (Reber, 1998)<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">f.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learned Habit<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learning is a
process of habit formation habits of new or improved practices that already
exist. Learning the habit of using a command other than a role model and a
special experience, also using the law and reward. The goal is that students
acquire the attitudes and habits of the new act is more precise and positive in
the sense of harmony with the needs of space-time.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">g.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learning Appreciation<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Appreciation
of learning is to learn to consider the importance or value of an object. The
aim is that students acquire and develop skills in the realm of sense that this
is precisely the ability to appreciate the value of certain objects such as the
appreciation of literature, music appreciation, and so on.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; mso-list: l1 level1 lfo5; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">h.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Learning Pengetahauan<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learned
knowledge is learned by doing in-depth investigation of a particular object of
knowledge. This study also can diarti investigative activities / research and
experiments / experiments (Reber, 1988)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">The purpose
is to enable students to learn knowledge mempeoleh or add information and
understanding of the specific knowledge that is usually more complicated and
require special tips for the study, for example by using the tools labratorium
and field research.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Associated
with other forms of learning at the top, can be drawn a conclusion that these
forms of learning is not only physically, but mentally as well.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">5. Factors that Affect Learning<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Learning
ability of students will determine its success in the learning process. In the
learning process, many factors that influence it. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">According to
Sumadi Suryabrata (2008: 233), the factors that affect one's learning, namely:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo6; mso-text-indent-alt: -18.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span>a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Factors originating from outside of the student, consisting
of:<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l2 level2 lfo6; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">1)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">non-social factors, for example: air condition, air
temperature, weather, places, tools used for learning, books and props<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l2 level2 lfo6; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">2)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">b. social factors, such as: the time to learn, then there
was a lot of children who was conversing<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo6; mso-text-indent-alt: -18.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span>b.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Factors derived from the students, consisting of:<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l2 level2 lfo6; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">1)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Physiological factors, such as physical state that will be
another fresh influence the physical state that is less fresh, so as well as
food and sensory function of the student.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 54.0pt; mso-list: l2 level2 lfo6; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">2)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">Psychological factors, such as a strong motivation of
students to learning activities.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Meanwhile,
according to Djaali (2008: 101), while the factors affecting student learning
is:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l7 level1 lfo7; mso-text-indent-alt: -9.0pt; tab-stops: list 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>a.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">motivation, namely
physiological and psychological conditions contained in someone who encouraged
him to do certain activities in order to separately achieve a goal<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l7 level1 lfo7; mso-text-indent-alt: -9.0pt; tab-stops: list 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>b.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">attitude, ie a
person's readiness to act in the face of a object or situation<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l7 level1 lfo7; mso-text-indent-alt: -9.0pt; tab-stops: list 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>c.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">interest, that
interest in a matter or activity<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l7 level1 lfo7; mso-text-indent-alt: -9.0pt; tab-stops: list 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>d.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">study habits, that is
how the technique or how the students at the time studying, completing
assignments or reading a book<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 27.0pt; mso-list: l7 level1 lfo7; mso-text-indent-alt: -9.0pt; tab-stops: list 27.0pt; text-align: justify; text-indent: -27.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span>e.<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span dir="LTR"><span style="font-family: Arial; font-size: 10pt;">self-concept, that is
how one's view of himself regarding what he knows and how he feels.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Ngalim
Purwanto (2004: 102) states, that the factors that affect learning there are
two kinds, namely:<o:p></o:p></span></div>
<ol start="1" style="margin-top: 0cm;" type="a">
<li class="MsoNormal" style="mso-list: l0 level1 lfo8; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">individual factors, such as growth,
intelligence, and motivation<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo8; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;"><span style="font-family: Arial; font-size: 10pt;">social factors, such as family, teachers,
equipment and environment.<o:p></o:p></span></li>
</ol>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 18.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">So, in
summary the factors that influence a person's learning can be internal or
external factors that can affect the success of one's learning.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: Arial; font-size: 10pt;">C. Conclusion<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Based on
the above descriptions it can be concluded that learning is an activity that
aims to make changes in a person, which includes changes in behavior,
attitudes, habits, knowledge and skills pengetahan.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Changes
that occur as a result of learning can be cognitive, affective and psychomotor
learning through several stages.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 45.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">The
success of one's learning is inseparable from the influence of themselves as
well as from outside the individual self. So, because of the influence of these
factors would appear tersebutlah students are high achievers and low or fail
completely.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial; font-size: 10pt;"> </span><b style="background-color: white; text-align: center;"><span style="font-family: Arial; font-size: 10pt;">BIBLIOGRAPHY</span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Abu Ahmadi dan Widodo Supriyono, <i>Psikologi
Belajar</i>, Cet. 2, Jakarta Rineka Cipta, 2004 <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Djaali, Psikologi Pendidikan, Cet.3, <st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>, Bumi Aksara, 2008<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Muhibbin Syah, Psikologi Pendidikan, Cet. 8, <st1:city w:st="on"><st1:place w:st="on">Bandung</st1:place></st1:city>, Remaja Rosdakarya, 2003<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">M. Dalyono, Psikologi Pendidikan, Cet.3, <st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>, Rineka Cipta, 2005 <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">M. Ngalim Purwanto, Psikologi Pendidikan, Cet.20, <st1:city w:st="on"><st1:place w:st="on">Bandung</st1:place></st1:city> Remaja Rosdakarya, 2004<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-align: justify; text-indent: -36.0pt; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 10pt;">Sumadi Suryabrata, Psikologi
Pendidikan, <st1:city w:st="on"><st1:place w:st="on">Jakarta</st1:place></st1:city>,
Raja Grafindo Persada, 2008<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-7403792322917858072012-07-06T09:20:00.000-07:002012-07-06T09:20:33.068-07:00SAMPLE RESEARCH PROPOSAL: EFFECT OF APPLICATION OF FREE SCHOOL EDUCATION STUDY OF INTEREST IN POOR STUDENTS MI MUSTAQIM BAILANGU SEKAYU MUSI BANYUASIN<br />
<div class="MsoNormal" style="text-align: center;">
<b><span style="font-size: 12.0pt; line-height: 115%;">EFFECT OF APPLICATION OF FREE SCHOOL
EDUCATION STUDY OF INTEREST IN POOR STUDENTS MI MUSTAQIM BAILANGU SEKAYU MUSI
BANYUASIN<o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">A.
Problem Background <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">In human life, education is a basic requirement. These basic
needs are met in order to liberate his true men of the various issues
surrounding life. This is because, essentially education is a most effective
instrument for human liberation from various forms of oppression, ignorance,
poverty and underdevelopment. Therefore, every individual should be given ample
opportunity in education so that he could blossom into a dignified creature. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">According to Christopher J. Lucas that the education of
exceptional power savings to create kesuluruhan environmental aspects and can
provide the most valuable information about a handle on life in the future that
will ultimately help students prepare for the essential needs for the face of
change. (Muhammad Tuwah, 2008: 6-7) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">It could be argued that education in general has a very
central role in encouraging individuals and communities to achieve progress in
all aspects of life. So education was instrumental in shaping the human person
is good or bad according to the size of the normative. Aware of this, the
government is serious about education, because with a good education system is
expected to appear next generation of qualified and capable of adapting to
living in a society, nation and state. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Education is very important that no human being would be
difficult to develop education and even going backward. Thus diupaya education
and training for all potential development of both physical and spiritual human
being without exception. With all the potential development and coaching,
education is expected to usher in an achievement of human culture that upholds
the human nature of man. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Education can be defined as a process of changing the
behavior of students in order to become mature human beings capable of living
independently and as a member of the community in the surrounding natural
environment in which the individual resides. (Syaiful Sagala, 2005: 3), Shah
Muhibbin line with the opinion, that education is "a process or certain
methods that people acquire knowledge, understanding, and how to behave in
accordance with needs." (Muhibbin Shah, 2002: 10) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Guided by the opinion of the above can be said that education
is a certain process is done to individuals in order for these individuals to
gain knowledge, understanding, and behavior in accordance with the purpose of
this process is to say that education is where the development of human
potential itself, so he is able to interact in the environment it faces. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Changes in a person both physically and psychologically as a
result of its relationship with the environment called the results of the
study. Psychologically "learning is a process of behavior change as a
result of interaction of the environment to meet their needs." (Slameto,
2003: 2) Learning is a process. It means that learning occurs dynamically and
continuously which leads to changes in the child. Changes in question can be either
knowledge (knowledge) or behavior (behavior). (Sidjabat: 79-81, accessed March
25, 2009) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">The importance of student learning for students who are
studying in institutions run school, then to get good results is influenced by
inggi anyway, because the interest is something that membuata force someone
interested in the lessons. If we have a strong interest to learn something, we
will study it seriously and we will direct our thoughts, energy and time to
learn it without any coercion from the messengers and others. We are going to
move itself in the study, the greater our interest to a lesson, the more we are
compelled to master it. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Indicators of students' interests can be diligent students
come to school, understand the importance of education they need to go, always
repeating the lessons at home and others. Heightened awareness to always review
the lessons that have been plainly taught in schools. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">In effect the many factors that affect student interest in
internal factors include the physical, health, disability, psychological,
intelligence, talent, preparedness and fatigue, as an external factor, namely
the family, how to educate parents (including interest), family economic
circumstances, the atmosphere households and understanding parents. "(Slameto,
p. 54) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">As was stated above that there are two factors that can
affect a person's interest in learning, one of which is that going to be the
author of this discussion is about the influence of the School of Education
Free Application Of Student Interest in Islamic elementary Bailangu Mustaqim
Sekayu Banyuasin today, which includes the external factors that can affect
students' interest in learning, especially for the low (poor). <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">The central and local government is obliged to provide
services and facilities, and guarantee the implementation of quality education
for every citizen without discrimination (Article 11 Paragraph 1), and ensure
the availability of funds for implementation of education for every citizen
over the age of seven years to fifteen years (Article 11 Paragraph 2).
Furthermore, reiterated that the funding of education, educators in addition to
salary and service costs, are allocated at least 20% of the state budget or the
budget (Article 49 Paragraph 1). (Muhammad Tuwah, p. 118) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">With the regional autonomy, local governments have a broader
opportunity set and improve the performance of education systems through the
provision of support for the availability of facilities, infrastructure and
adequate funding, so that public service can be implemented in a more
equitable, relevant, efficient and effective. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Banyuasin District Government has allocated 20% more than the
budget for education sector. Its use, among others, to free schools from
elementary to high schools that have been running from 2004 to schools later in
the year 2006 without exception all of them in public or private gratiskan. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">District Government awareness Banyuasin to education due to
the realization that despite the potential of natural resources abundant in the
province without the support of the human family resources, it is impossible
for the District Government Banyuasin be advanced and leading counties. That's
why the first sector to consider is education. The birth of a free school
policy as a District government commitment Banyuasin carry the mandate of Act
No.. 32 of 2004, Act No. 20 of 2003 and the success of 9-year compulsory
education program. Most of all, free education policy is a form of caring
Banyuasin District Government to eradicate poverty, ignorance, and backwardness.
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Free school program is one of the District government
Banyuasin, it is also a main consideration to choose the location of the study
authors, in addition to District Government Banyuasin also known as a pioneer
of free schools, especially in this region Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">With the free school has helped people who are unable (poor)
to get an education. That education is not only felt by the rich people only,
but can be felt by the entire community of Banyuasin. But with the policies of
the District Government Banyuasin of free tuition is not necessarily going to
increase student interest in learning. This is where that are at issue in this
study and the question of the cost of free school education, the interest will
increase student learning or vice versa. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Based on preliminary observations, through interviews with
the author of one of the teachers in MI Mustaqim Bailangu Sekayu Banyuasin, get
the data that the program of the District Government penggratisan Banyuasin
about declining interest in school education costs of student learning. Arguing
that because the cost is borne by the parents again, so it was successful or
not successful in the study still does not change the amount of costs to the
parents out. So even if students do not succeed in learning, parents do not
lose, because the tuition was released, here seen from the reduced interest in
student learning. But a glimpse of the early observations of this writer is not
necessarily true, and to find out kebenarnya, I want to do this research by pouring
in the title of a study entitled "Effect of Application of Free Schools of
Education Student Interests Against the Poor in MI Mustaqim Bailangu Sekayu
Banyuasin". <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">B.
Limitations <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Problems examined in this study only includes the influence
of the free school tuition for poor students' interest in MI Mustaqim Bailangu
Sekayu Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">C.
Problem formulation <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">From the
background of the issues mentioned above it can be formulated by the author of
the following problems: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">1. How does
the cost of free school education in MI Mustaqim Bailangu Sekayu Banyuasin? <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">2. How poor
student interest in MI Mustaqim Bailangu Sekayu Banyuasin? <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">3. Is there
an effect of free education to poor students' interest in MI Mustaqim Bailangu
Sekayu Banyuasin? <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">D.
Purpose and Usability Research <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">A. The
purpose of this study are as follows: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a. To find
out the cost of school education and understanding of the legal basis of school
education expenses. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b. To find
out the cost of free school education in MI Mustaqim Bailangu Sekayu Banyuasin.
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">c. To find
out students' interest in MI Mustaqim Bailangu Sekayu Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">d. To find
out if there are any significant effect or no effect of the cost of free school
education to students' interests. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">2. The
usefulness of this study are as follows: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a. In
practical terms. The results of this study can contribute to thinking about the
concept of education financing. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b.
Theoretically. The study is expected to memberikat real ideas and lets be
further developed into the theory in order to add insight and knowledge. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">E.
Hypothesis <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The
hypothesis in this study is a temporary answer to the problem of the
theoretical studies considered the highest level of truth. Technically, a
hypothesis is a statement about the state of the population to be verifiable
through the data obtained from the study sample. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Based on the
above opinion, the hypothesis that the writer suggested in this study were no
significant effects between the cost of free school education to the students'
interest in MI Mustaqim Bailangu Sekayu Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">F.
Research Variables <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">To clarify
and simplify the scheme of this study can be used or a variable as follows: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Variable X
Variable Y <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">BiayaPendidikan
Free School Student Interests <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">G.
Operational Definitions <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The
operational definition in this study are as follows: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">1. Variable
effect: the cost of free school education <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Free school
education, that students educated in not paying the money into the school,
student tuition fees are not paid monthly, package books loaned by the school,
money school buildings are not charged to students, and others are given from
the school, and money ektrakurikuler use of facilities or infrastructure for free.
So long as these obligations must be paid by the student, but that now it is
the responsibility of local government districts under the rules of the Regent
Banyuasin Banyuasin 2004 on guidelines for the implementation of free education
program in the district Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">2. Affected
variables: student Interests <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Interest is
a preferred taste and interest in a matter of activity, without being told.
Basically the interest is the acceptance of a relationship between ourselves
with something beyond themselves. Thus, students' interest in this study is a
sense of interest and desire to learn for students to follow the lessons in MI
Mustaqim Bailangu Sekayu Banyuasin. Which includes the activity of the students
follow the lesson, the students feelings towards the subject and the teacher,
students' attitudes or behavior during the lesson, spirit or passion in
learning at school and at home. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Interests of
students belonging to the high category with the following indicators: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a. Students
are always actively participates in class <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b. Active in
listening to the teacher when the subject matter <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">c. Always
active in the home <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">d. Students
are always happy and eager to follow the lessons given by teachers <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">e. Interest
of the students are classified as being with the following indicators: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">f. Students
sometimes feel lazy to receive lessons from a teacher <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">g. Sometimes
students are bored and less active in the subject matter of the teacher
receives <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">h. Less
active students studying at home. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Interests of
students belonging to the category of less or lower with the following
indicators: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a. Students
were not happy with the course material provided by the teacher <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b. Truant
students or less active when the lesson begins <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">c. Students
do not have the passion to learn <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">d. Students
are not active at home <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Understanding Learning by Oemar hamalik understanding of
learning is growth or change in a person that is expressed in the ways of
behaving which new thanks to the experience and training. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Meanwhile, according to WS Winkel understanding of learning
is "a mental or psychic activity is ongoing and active interaction with
the environment that result in changes in knowledge, skills, attitudes and
values, this change is relative, spontaneous and memorable." <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Based on the above understanding, it can be understood that
learning is a process of change in human behavior change in both physical and
spiritual changes that come from experience and practice. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">So is the trend of interest in learning and attention and the
desire to know and learn something in an effort to change the behavior of
physical and spiritual. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">H. Theory
framework <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">The theory is used as a reference framework in this study
that is under Slameto in his book "Learning and Factors that
influence" that: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">"The passion for learning is essentially among the many
factors that influence internal factors and ektern, internal factors, namely
physical, health, disability, psychological, intelligence, talent, preparedness
and kekelahan, namely ektern factor family, how to educate parents (including
interest) , family economic circumstances, the atmosphere of the household and
the understanding of parents. " <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Based on the above opinion, things that can affect students'
learning interests of ektern factor is family economic circumstances and
factors that into the discussion of the principal authors on the study, namely
the cost of school education is no longer the responsibility of the parents,
instead of local government responsibility, means that local governments eliminate
school fees of students. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">I.
Research Methodology <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">1.
Population and Sample <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">The population in this study were all students of classes IV,
V and VI MI Mustaqim Bailangu Sekayu Banyuasin, totaling 105 students, grade
IV, V and VI serve the population on the basis that this class has made it
possible to examine how much interest in learning students, because the study
period is long enough. While the underlying class is used as the study
population is given a new one. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 35.45pt;">
<span style="font-size: 12.0pt; line-height: 115%;">Then, because given the time constraints, the number of
samples in this study the authors menganbil 50% of the total population. This
is in accordance with the opinion Suharsimi Arikunto, "that if the subject
is less than 100, preferably made of all. However, if greater, can be taken between
10-15% or 20-50% or more ". So the number of samples in this study is 100
x 50% = 50 students. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">2. Types and
Sources of Data <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a. Data
Types <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The data in
this study consisted of qualitative data and quantitative data. Quantitative
descriptive data that describes and explains the data with figures drawn from
the scores of influence between the cost of free school education and student
interest. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b. Source of
Data <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">A. Primary
data, ie data is taken directly through the respondent is concerned with methods
of observation, interviews, questionnaires and documentation relating to the
effect of the application for free school education to the students' interest
in Islamic elementary Bailangu Mustaqim Sekayu <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">2. Secondary
data, ie data obtained from the principal, office administrator, dekumentasi,
archives and literature pertaining to this research. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">3. Data
Collection Tool <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a.
Questionnaire <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used as a principal to facilitate the collection of data, regarding the
effect of the implementation of free education to students' interests. The
questionnaire method used in the form of closed and open inquiry in which
students will be given a number of questions about issues related to the cost
of free school education and student interest. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b. Observation
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to systematically observe and write about the object state schools, the
cost of school education in MI Mustaqim Bailangu Sekayu, and interest in
student learning. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">c. Interview
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to collect data on the history of MI Mustaqim Bailangu Sekayu
Banyuasin, student interests and problems associated with this research. The
interviews were conducted for teachers, schools and other devices. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">d.
Documentation <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to obtain data on the number of teachers and students and student
achievement is documented as the value of report cards. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">4. Data
Collection Tool <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">a.
Questionnaire <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used as a principal to facilitate the collection of data, regarding the
effect of the implementation of free education to students' interests. The
questionnaire method used in the form of closed and open inquiry in which
students will be given a number of questions about issues related to the cost
of free school education and student interest. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">b.
Observation <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to systematically observe and write about the object state schools, the
cost of school education in MI Mustaqim Bailangu Sekayu Banyuasin, and interest
in student learning. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">c. Interview
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to collect data about the achievement MI Mustaqim Bailangu Sekayu
Banyuasin, student interests and problems associated with this research. The
interviews were conducted for teachers, schools and other devices. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">d.
Documentation <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">This method
is used to obtain data on the number of teachers, number of students, and
others, so it can be used as evidence of the research to be carried out if
possible. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">5. Data
Analysis Techniques <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">If the data
that has been needed has been developed and recapitulated terkumppul
subsequently analyzed using product moment correlation formula as follows: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"> Where:
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"> =
Number of the cross product (product of the moment), including: cell frequency
(f) with f 'and y'. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">cx '= value
of correlation in the variable x which can be sought / obtained by the formula:
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">cy '= value
of correlation in the variable y which can be sought / obtained by the formula:
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">SDX '=
standard deviation score x, the mean score as I unit (where I = I) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">SDY '=
standard deviation score x, the mean score as I unit (where I = I) <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">N = Number
of cases <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-size: 12.0pt; line-height: 115%;">J.
Systematics Discussion <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 1cm;">
<span style="font-size: 12.0pt; line-height: 115%;">The discussion is divided into five chapters with the
following description: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Introduction
Chapter I consists of background problems, limitations problems, the
formulation of the problem, purpose and usefulness of research, hypothesis,
research variables, the theoretical framework, operational definitions,
research methodologies, and systematic discussion. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">The
theoretical foundation of Chapter II contains the theoretical basis which
includes understanding the cost of school education, the legal basis the cost
of school education, free school education, understanding, interest in learning,
and factors that influence interest in learning and a variety of interests. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Chapter III
The state of the learning process in the MI Mustaqim Bailangu Sekayu Banyuasin.
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Chapter IV
Implementation of the School of Education Free and interest in learning to
discuss and analyze the data on the effect of tuition free schools, free school
education implementation constraints, the state of student interest and
influence the cost of free school education to the students' interest in MI
Mustaqim Bailangu Sekayu Banyuasin. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: 12.0pt; line-height: 115%;">Chapter V
conclusions</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-17115769820524239582012-07-03T00:14:00.001-07:002012-07-03T00:14:06.205-07:00UNIVERSALITY DIMENSIONS, INTERNAL, AND COSMOPOLITAN ISLAMIC EDUCATION<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<b>UNIVERSALITY
DIMENSIONS, INTERNAL, AND COSMOPOLITAN<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>ISLAMIC EDUCATION<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>A. Preliminary<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
Islam as a religion of mercy for
the whole of nature including animals, plants, and humans. Dynamic human beings
need the means to develop themselves in a dynamic and sustainable. Places that
are likely to develop the potential and dynamics of self is through education.
Education is an institution where human beings forge. Because education is
essentially a means to guide people as complete human beings.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
Islam as a religion of mercy to
give opportunity to people to develop themselves according to the Quran and
Hadith. Development of self-revelation is based on the ideals of the Al-Quran.
Self-development is part of divine revelation. Because in the Koran there are
commands to change ourselves, to command a lot of reading, the command to
think. Command indicates that humans are taught to be able to forge and develop
existing talent in him.</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
Islamic education as an
educational sense to train students in such a way that the attitudes, actions,
decisions, and their approach to any kind of knowledge, they are very influenced
by the spiritual and very aware of the ethical values of Islam [Syed Sajjad
Husain and Syed Ali Ashraf, 1986: 2], or "deliver Islamic education in
human behavior and human actions are guided by the Sharia of Allah [Abd
an-Nahlawi, 1995: 26].</div>
<div class="MsoNormal" style="text-align: justify; text-indent: 42.55pt;">
Education is a process to
improve the culture of human dignity that last a lifetime. Education is always
evolving and always confronted with the changing times. For that, willy-nilly
to the rhythm of education should be designed in such changes, if education is
not designed to follow the rhythm of change, then education will speed up with
the times themselves. Cycle of educational change in the diagram above, can be
explained as follows: Education of the public, designed to follow the rhythm
changes and community needs. For example: in an agrarian civilization, relevant
education designed with the rhythm of development of civilization in the
agricultural community and the needs of the era. So also in the industrial
civilization and information, education designed to follow the rhythm of change
and the needs of the industrial era and the information, and so on. Similarly,
changes in the development cycle of education, if education is not going to
miss the era of rapid change. For that changes in education should be relevant
to the changing times and needs of the people of that era, both in concept and
curriculum materials, processes, functions and purpose of educational
institutions.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>B. Discussion<o:p></o:p></b></div>
<div class="MsoNormal">
<b>A. Dimension of the universality of Islamic education<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
One
very important characteristic of Islam is universal (As-Syumul),This
characteristic has been the most special feature in the teachings of Islam, so
that distinguish it from all other religions and ideologies that have known people
in this world. Universality of Islam (Islamic Syumuliyatul), is the principle
that Islam is the eternal message that applies throughout the ages in human
life on this earth, the minutes that remain relevant and be a blessing to all
corners of the earth's natural and even entire treatise which should be the
guideline (way of live) for all dimensions of life people in the world and the
hereafter.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Universality
of Islam requires Muslims to realize the entire teachings of Islam in all
aspects of life, so it is not Islamic the Islamic one partial and temporal, but
the true Islamic faith and actualize the entire teachings of Islam as a whole
in his life. As Allah SWT, which means: "O ye who believe, you go into
Islam as a whole and do not obey satan steps". (Q.S: Al-Baqarah: 208)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Before
proceeding further we must first understand what "universality" in
the language, the universality of English comes from the universal, which
means: The Universe of the world, Universally, namely: Preferably around the
world or the Universe, means: All the fields. Meanwhile, according to the
terms, as defined by Al-Qaradawi Yasuf is: "That message of Islam covers
all dimensions of time, place and humanity, which in reality includes three
characteristics: Immortality, internationality and actualization. (Al-Qaradawi:
2003: 109)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
According
to Abdul Karim Zaidan Universality of Islam is: "System of universal
covers the whole matter of life and human behavior "(Zaidan: 2001: 78) As
for the fighters unversalitas Islam Imam Hasan Al-Banna, quoted by Muhayar
is:" Islam is a universal system that covers all aspects of life, Islam is
the state and the ground water, the government and the people, character and
strength, grace and justice, law and intellect, science and law, and material
assets, business and wealth, and proselytizing jihad, and military thinking. As
Islam is akidak a straight and true worship "(Muhayar: 2007: 1)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Based
on the opinion of the above it can be concluded that the dimension of the
universality of Islamic education is any system that included all cases of
human good and human behavior related to religion or the state entered into the
study and cultivation of Islamic education and always relevant for all places
and times.</div>
<div class="MsoNormal">
<b>a. Universality of Islam in the time dimension<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Universality
of Islam in the time dimension, is an Islamic principle that Islamic law will
take place ccording to the eternal passage of time, reality can be seen in the
following discussion:</div>
<div class="MsoNormal">
1). Islam is the minutes of the previous Prophets</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Muslims
are agreed that the minutes of the eternal message of Islam is that Allah
granted to all mankind, a guidance and guidelines for their lives, the message
of Islam has not changed since the principle was first brought by the Prophets,
like Abraham, as Hud,</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Luth
as, Shu'aib as, Moses and other prophets until the last messenger to mankind,
Muhammad. Although other Prophets</div>
<div class="MsoNormal">
take the minutes of the shape of different shariah, but the</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
essentially
the same, namely, to bring religion to believe that God is one (monotheism) and
the Lord of mankind is to be worshiped Allah, hence the whole mission of the
prophets before Prophet Muhammad, was invited to believe in proselytizing and
worship to Allah, as preaching Abraham, God described in the Qur'an: "He
said:" Will you have noticed what you worship?. You and your ancestors
past?. Because actually what you worship that is my enemy, except the Lord of
hosts. That is God who created me, and it is He who gives instructions to me
"(QS: Ash-Syu'araa :75-78)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Thus
the early Apostles invites mankind to worship Allah and His religion. Even more
clearly Allah tells us, that we profess the religion of Islam is one breath and
one soul with the shari'ah, the shari'ah brought by the early Apostles, the
word of God: "He has mensyariatkan for you</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
about
what has diwasiatka religion unto Noah, and what We have revealed to you and
what have we wasiatkan to Abraham, Moses and Jesus, namely Establish the
religion, and do not be broken to pieces about it. Very hard for religious
idolaters who you call them to him. "(QS: Ash-Shura: 13)</div>
<div class="MsoNormal">
2). Message of Islam is a treatise of all time</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
The
description above, seligus explained that in substance the message of Islam is
the minutes of each period, starting from the previous days and times of the
Prophet, the Prophet Muhammad Saw kemuadian time, until the end of time later,
this monograph has been in force for all time periods through which the people
in this world even though the form different Shari'ah, thus it can be said that
Islam is a message to the first century, medieval, and modern times (as the
history of the classification adopted by the historian), because Islam does not
recognize the dichotomy of the period or era, the religion of Islam is not a
valid temporal for a certain period, as Allah says: "And We sent thee but
to all mankind, as a bearer of glad tidings and a warner, but most people do
not know". (Q.S: Saba ': 28)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
The
same meaning in this verse is emphasized again by Allah on the other verse:
"Say: O people that I am the messenger of Allah to you all" (Surah:
Al-A'raf: 158)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Yusuf
al-Qaradawi said that the Qur'an has explained that the message of Islam is;
treatise of all time, as the expression of the Prophets sent by God Almighty in
every age</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
different,
they always say that they are a Muslim, like the words of the prophet Noah:
"And I am commanded to be a Muslim". (Qur'an: Yunus: 72) Then the
prophet Ibarahim statements as: "O our Lord two people make us as Muslims
to you and our descendants" (Surah Al-Baqarah: 128)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Looking
at some of the above proposition is very clear that the message of Islam is the
message all the time and did not know the limitations of time. It can be said
also that the message of Islam is a treatise</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
until
the end of the world and not be shaken by the changing times or teknelogi
progress. Allah has guaranteed perfection and completeness of the Islamic
religion by saying: "Today have I perfected for you your religion and I
have perfected My favor to you and I have ridhai Islam be your religion."
(Q.S: Al-Maidah: 3)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal">
<b>b. Universality of Islam in the dimension where<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
One
of the most prominent Islamic universality is, that the message of Islam
through all boundaries, regions, geographical and ethnic groups. Rislah Islam
applies not only in Arab countries and Asia, but also applies to the existing
worldwide distribution of day and night, for more details can be seen from the
following description:</div>
<div class="MsoNormal">
1). Message of Islam is for all places</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Although
Islam came originally from Arab countries, this does not mean that Islam is
only valid in the Arab countries, but one feature of Islam is universal,
applicable to all places and georafis. If there are places that have not heard
of and about Islam, then the obligation of Muslims to introduce and
mendakwahkannya to them,</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
until
they know and understand the message of Islam. Muhammad Shama said: When God
commanded Moses to</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
mendakwahi
Pharaoh with his words: "Go thou to Pharaoh</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
indeed
he has gone beyond the limits "(Surat An-Nazi'at: 17), this</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
shows
that the minutes of Moses as Muhammad treatise, not only for his people alone
but for the others too, for not including the Pharaoh Musa.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Another
fact supporting this are that when Muhammad was able to establish an Islamic
state in Medina, he sent letters to several heads of state and the nation at
the time, that it is introducing Islam and invite them to embrace him. Then
Al-Mubarakfuri Shafiyurrahman mengatkan</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Sirahnya
in the book: "That at the end of six years when the return of the Prophet
Muhammad from Hudhaibiyah agreement, he wrote letters to the King and leaders
of other countries at that time to embrace Islam". (Al-Mubarakfuri. 2001:
107)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
And
also Allah SWT says: "Most holy God who has revealed the Qur'an to His
servant in order to be a warner to the whole of nature". (Q.S: Al-Furqan:
1)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
2).
Message of Islam to all nations and classes</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
In
addition to the message of Islam apply to</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
all
places, Islam also applies to all nations and classes, therefore Islam is not
only devoted to the Arab nation or nations of Asia and the other, but to all
nations and groups of black, white, red and brown.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Allah
SWT says: "And We sent thee not except O Muhammad to all mankind as our
bearer of glad tidings and a warner". (Q.S: Saba ': 28)</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Yusuf
al-Qaradawi gave a wonderful comment about this by saying: "If the
treatise is not limited to any particular age and generation, so also it is not
limited by place, nation, race and caste, in fact he is a universal rislah
addressed to all communities, races, nations and all castes, Islam is not a
treatise for a particular nation, claiming that he was God's chosen nation, and
all the other nations must submit to him. Islam is not the message to a
specific area so that the rest of this earth</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
must
submit and follow him and give him the results and other revenues. Similarly,
Islam is not for certain races and castes and caste that controls the other
races to serve its interests, whether racial or caste is composed of rulers and
people stronger, or consists of slaves and poor people, from the rich or the
who are poor and so on. But the message of Islam is a message to all,
regardless perbedan such differences.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal">
<b>c. Universality of Islam in all aspects of life<o:p></o:p></b></div>
<div class="MsoNormal">
1). Universality of Islam in faith</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Belief
in Islam Muslims believe, is the universal creed of any terms we see it, there
are several factors which indicate that the creed of Islam is universal: a)
touches the Islamic Aqeedah great things in human life, namely: Problem
divinity, nature, people, prophetic and days later; b) the Islamic Aqeedah is
the creed of monotheism, polytheism and paganism is rejected as in other
religious faith that recognizes the more than one God; c) Islamic Aqeedah
(faith) can be strengthened through the mind (thoughts) and heart (emotional)
sehinngga creed Islam is not monopolized by a sense such as philosophy, or
monopolized by the liver such as Kirsten, Buddhists and others. But the creed
of Islam synergy between the two; d) does not recognize the Islamic Aqeedah
dichotomy of teaching, he dalah faith 100% of the entire teachings of Islam, so
that the true Muslim faith is admitted, as he acknowledges religious, moral,
social interaction, politics and so on in Islam .</div>
<div class="MsoNormal">
2). Universality of Islam in worship</div>
<div class="MsoNormal">
Universality of Islam in the worship together with the
universality of Islam</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
in
the above creed, because worship in Islam is not confined to the worship
mahdhah (already appointed by God) but all the good work every sincere Muslim
because Allah is worship.</div>
<div class="MsoNormal">
3). Universality of Islam in a moral</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Morals
or morality in Islam is not like a picture of some people who isolate Islamic
morality morality merely "religious" and worship as not drinking
alcohol, do not eat pork, do not interfere with a woman and so on, but the
morality of Islam over the whole morality of human life both with regard to
individual, family life, social life or a creature that lacks such animals,
birds and other burng, and morality with respect to the Creator, Allah, and so
on.</div>
<div class="MsoNormal">
4). Universality of Islam in education</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
One
of the privileges of Islamic education is to educate people with all the
elements that exist in the man himself, Islamic education is not limited to the
education of intellectual (cognitive),</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
emotional
(affective) and skills (psychomotor), as educational</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
west
of the current lot, but Islam is the general education</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
and
universal human element that includes all students should be as follows: The
element of reason, spiritual and physical. All three of the buildings are
interconnected between each other which should be the target of Islamic
education to become a pious man. "</div>
<div class="MsoNormal">
2. Internal dimensions and problems of Islamic Education</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Islamic
education which does not recognize common dichotomy between science and
religion are also not limited to the education of intellectual (cognitive),
emotional (affective) and skills (psychomotor), but a thorough Islamic
education which covers all of the human element that must be learners. Human
beings are said to be a creature berketuhanan or religion. So in the view of
Islam, since humans have had a soul born of religion, which recognizes the
existence of a substance that is God almighty Creator. In this regard the
Islamic education should be formulated to form Muttaqin insane that has a
balance to get the happiness of the world and the hereafter.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Education
in Islam is a series of human empowerment process towards taklif [maturity],
both in intellect, mental or moral, to carry out the functions carried
humanity-as a servant (abd) before his Creator and as the Caliph. Thus, the
primary function of education is preparing learners (next generation) with the
ability and expertise (skills) needed to have the ability and readiness to
plunge into the community (environment), as the ultimate goal of education. The
final goal of education in Islam, as the process of establishing self-learners
(human) to fit the nature of existence (al-Attas, 1984:28). This necessitates
the existence of freedom of motion for each element in education - particularly
students - to develop themselves and their potential to the fullest.
http://www.pendidikan.net/mk-anam.html, access: 08.12.2003.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Educational
process which is rooted in culture, in contrast to educational praxis that
occurs today is likely to alienate the process of cultural education. We need a
paradigm shift from education to deal with the process of globalization and
re-arrange the lives of the people of Indonesia. Ideals of the reform era is
none other than building a civil society Indonesia [HAR Tilaar, 1999:168],
therefore, toward a new paradigm shift in the internal Islamic education is
directed to the establishment of Indonesia's civil society. Direction of educational
paradigm shift from old paradigms to new paradigms, there are a variety of
efforts to change fundamental aspects, namely:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>The old paradigm of
education efforts are more likely to look at: centralized. more top-down
policy, the orientation of the development of education is more partial,
designed for the education sector economic growth, political stability,
security, and assembly technology. Dominant role of government in education
policy, and the weak role of educational institutions and non-school
institutions.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>b. The new paradigm, the
orientation of education on: disentralistik, education policy is bottom up, the
orientation is more holistic educational development; meaning of education is
emphasized in the development of consciousness to unite in cultural diversity,
diversity of thinking, upholding moral values, humanity and religion,
consciousness creative, productive , and legal awareness. Community
participation is qualitatively and quantitatively in the development of
education, empowerment of community institutions, such as families, schools,
businesses (Fasli Jalal, 2001: 5), lemabag employment agencies, and training in
educational management and development efforts, which are oriented to the
formation of the Indonesian people and critical quality.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
The
formulation of the educational paradigm, at least give directions in accordance
with the direction of education, which is required to deliver macro-Indonesian
society to a democratic society, relegius, critical. Qualified and resilient to
the global environment. Then the efforts of Islamic educational reform, there
are efforts to change policy strategy that is placed on efforts to capture the
opportunity of change, it would not maun, Islamic education must abandon the
old paradigm to a new paradigm, future-oriented, pioneering advances,
democratic in spirit, is decentralized, oriented on the learner, is
multicultural, globally oriented perspective, thus forming a quality
educational paradigm for the challenges of global prubahan towards the formation
of the people of Indonesia that is democratic, critical, and quality. In the
plains the concept of education both formal and non formal "basically has
an important role to perpetuate the system and even legitimizing the existing
social structure and vice versa perubahn education is a social process.
However, the role of the education system and social structure, is very
dependent on the underlying educational paradigm "(Mansour Fakih, 2002:
18).</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Islamic
schools in Indonesia we know, the various forms and types of Islamic education,
such as boarding school, Madrasah, School of Public characterized by Islam, the
Islamic University and other types of Islamic education outside school, such as
al-Quran Educational Park [TPA], Pesantrenisasi and so on. All of it, is
actually an asset and one of Indonesia's national education system
configuration. The existence of such educational institutions, as a repertoire
of education and is expected to build and empower Muslims in Indonesia are
optimal, but in fact internally Islamic education in Indonesia has not had
ample opportunity to bersaiang in building this great race. Although lately
seen Islamic education began to progress, it is proved by increasing the number
of all-powerful presence of Islamic educational institutions, that entry of
religious education / madrasah into the mainstream of national education, for
example at the level of madrasah education today, from primary school to aliyah
already follow the national curriculum. Thus no longer a special aliyah chanting
or deepen religious matters, as formerly. But already there are madrassas that
open science majors, social and other skills [Azyumardi Azra,
http://islamlib.com/WAWANCARA/azra3.html, 6/27/2003].</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
and
the emergence of several types and models of education offered by institutions
of Islamic education. But in reality the challenges facing Islamic education
remains a complex and heavy, because the world of Islamic education are also
required to contribute to kemoderenan and the tendency of globalization, so
inevitably charged with preparing Islamic education measures are fundamental
changes, demands of diversification and differentiation of science and or look
for alternative innovative education.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
These
conditions require the Islamic educational institutions to work seriously in
developing education, because A.Mukti Ali, stated that the weaknesses of
Islamic education in Indonesia today are more caused by factors tenure systems
and methods, language as a tool, the sharpness of the interpretation of [ insinght],
institutional [oraganisasi], management, and mastery of science and technology.
In this regard, M.Arifin, also states that Islamic education should be urged to
innovate is not only related to the curriculum and management, but also about
the strategy and operational tactics. Strtaegi and tactics. (M.Arifin, 1991:3).</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Looking
at the conditions mentioned above, the arrangement of systems and models of
Islamic education in Indonesia is anything but inevitable. Development of
Islamic education system should be selected from the most urgent educational
activities and senteral which will be the basic model for the development of
business models of Islamic education further, by not leaving educational
institutions such as families, schools and madrassas, mosques, Islamic boarding
schools, and educational Other schools will be retained beyond its existence.
Yahya Muhaimin [former Minister of National Education], also "offers a
mindmap on the bases of education, the family-based education (family-based education),
community-based education (community-based education), school-based education
(school-based education) , and workplace-based education (workplace-based
education) "(Yahya Muhaimin, 2000:1).</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Furthermore,
in an effort to find a pattern or an alternative model of Islamic education in
Indonesia internally, should be the development of Islamic education that
focuses itself or to the vision and mission oriented, flexibility, relevance of
education at school (formal) and outside of school education (non formal). This
means that the system flexibility and cooperation between the forms of Islamic
educational institutions, will give birth to a new alternative model of today
and the future. In an effort to find "an alternative model of Islamic
education" that will be tailored to the needs of Indonesia's civil
society, there are at least three approaches are offered as an alternative
pattern of Islamic education, which is a systemic approach, supplements and
complementary approaches. a. Systemic approach, the changes must be made to the
whole system of Islamic education in formal institutions that exist, in terms
of total change. b. Supplementary approach, namely by adding a number of
educational package aimed at expanding the understanding and appreciation of
Islam in a more adequate. This step is often carried out with the popular term
is "patchy". c. Complementary approaches, namely the attempt to
change the curriculum with a little more advanced to be adjusted in an
integrated (Suroyo, 1992:64). That is, for today's conditions, changes in the
curriculum of Islamic education should be oriented on the competence of the
competence of knowledge (knowledge), skill (skill or proficiency), kompoetensi
abilities (specific ability), komptensi socio-cultural, and spiritual competence
godlike.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
In
the face of changes and challenges of global society, by (Azra, 1999: 40) there
are some internal fundamental problems of Islamic education that must be
completed thoroughly beforehand, namely:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo3; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>Have to scrape out the
history of educational insight into Islam that is incompatible with the idea
that brought al-Qur'an, a persolan dikotomik Islamic education is a fundamental
issue of development of Islamic education during this time.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo3; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>b. Keep in mind the purpose
and functions of Islamic educational institutions. This means that educational
institutions not only satisfy the interests of oriented or hereafter have to
teach the skills of worship alone. It, too, is still considered an Islamic
education "is seen from the dimensions of the ritual is still a long way
in providing spiritual enrichment, ethics and morals" godlike. Admittedly,
cognitive verbal learners can understand the teachings of Islam and skilled in
doing so (psychomotor), but less to live (affective) depth of its meaning.
Therefore, the Islamic educational institutions must make their education as a
place to study religious sciences (spiritual godlike), science, technology,
skills or proficiency, art and culture as well as ethical and moral godlike.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
From
the above, asserts that Islamic educational institutions have to design an
alternative education models that fit the needs of today's developments. The
question of Islamic education models that how? Which is expected to face and
answering the challenges of change that occurs in people's lives both socially
and culturally to the new Indonesia. To answer this question, to borrow the
principle of the nature of Islamic education is used Hasim Amir, who argued
that Islamic education is education that idealistic, ie, the integrative education,
humanistic, pragmatic and rooted in strong cultural (Fadjar, 2007:37). Amir
Hashim bid, quoted by A. Malik Fajar, can be used as the concept of Islamic
education in Indonesia face of changing society, namely: First, integrative
education, an educational model that is oriented on the life of components that
include: education-oriented Rabbaniyah, insaniyah and alamiyah; Second, the
humanistic education , is a model-oriented education and views human beings as
human beings (humanization), which is God's creatures by nature. So human
beings, he should be able to establish, maintain, and develop life; Third,
pragmatic penddidikan is education of human beings as living beings always need
something to establish, maintain and develop the good life is physical and
spiritual; Fourth, education rooted in culture, the education which does not
leave the roots of history, good history of humanity in general and cultural
history of a nation, ethnic group, or a particular community, is expected to
form a human being has a personality, self-esteem, believing in yourself, and
build a civilization based on the culture of its own that would be a monumental
legacy of his ancestors and not the culture of other nations.</div>
<div class="MsoNormal">
3. Cosmopolitan dimension of Islamic Education</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Speaking
cosmopolitan neighbor in this global era is inseparable from the shadow of
modernity and how the role of modernity in Islamic education?. Figures are
almost never disappear from our memory that is the authentic Gus Dur, although
he wrestled with a variety of modern issues. Gus Dur is not dissolved by
modernity although Gus Dur's daily struggle with modernity. <span style="font-size: 1.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Gus
Dur standard point of thought is not to glorify modernism, but criticizes
modernism is universalized by using a knife Islamic traditionalism. In this
context, the phrase John L. Esposito and John O Voll Islam in the Contemporary
Makers book the author quotes from
http://kupretist.multiply.com/reviews/item/52. Gus Dur is in saying
"modern reformer but not Islamic modernist" (a modern reformer but
not a modernist Islam) is very precise. Sentence is not simply describe cultural
affiliation and social origins of Gus Dur, but also describes the style and
tradition of thought that remains faithful to the tradition of Islamic boarding
schools of thought. This style of thinking was evident when he explained about
the Islamic universalism and cosmopolitanism of Islamic civilization, a theme
which is then used as the title of this book. In matters of Islamic
universalism, for example, Gus Dur did not need to refer directly to the
Al-Quran or Hadith, Islamic groups are often used as a modernist, but refers to
the theory of the usul al-fiqh al-called dharûriyat khamsah (five basic things
that religion is protected). These five basic points are:</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>Hifz al-Din who understood
Gus Dur as the safety of their religious beliefs, without any forced religious
conversion.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span> Hifz al-nafs, which is interpreted as having
the physical safety of citizens outside the physical act of law provisions.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->c.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span> Hifz al-aqli, the maintenance of reasonable
intelligence.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->d.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>Hifz al-NASL, the safety of
family and descendants.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->e.<span style="font-size: 7pt;">
</span><!--[endif]--><span dir="LTR"></span>Hifz al-Mal, the safety of
property rights, property and profession from outside interference and
evictions in legal procedures.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
From
the above it is actually Gus Dur have used classic Islamic terms and then given
a contextual meaning. Term hifz al-Din, for example, was originally just given
meaning to maintain religion in the sense that Muslims should not be out of
Islam and other religions. However, in the hands of Gus Dur, this term into the
spirit to defend freedom of religion and belief.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Similarly,
the term al-aqli hifz, which in the classical fiqh has always exemplified by
the ban on drinking, but in the hands of Gus Dur al-aqli hifz associated with
the need to maintain and sharpen intelligence.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Thus,
for Gus Dur, the universalism of Islam is reflected in his teachings that have
a concern for human values as evidenced by giving protection to the people of
tyranny and despotism. Therefore, the government must create an education
system that is true, and space for information wide open.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
By
giving such meaning, the concept of the universalism of Islam as a very
inclusive and open to various possibilities of modern developments. Also appear
to be the religion of Islam that is open. From here Abdurrahman then formulate
the concept of Islamic cosmopolitanism.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
4.
Islamic cosmopolitanism</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Islamic
cosmopolitanism has occurred since the early days of Islam. This is evidenced
by the Islamic kebersediaan to interact and absorb other elements on the
outside. Openness that allowed the Muslims over the centuries absorbed various
cultural manifestations and depth of knowledge that comes from other
civilizations.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Cosmopolitanism
of Islamic civilization, to Gus Dur, appears in a number of dominant elements,
such as the loss of ethnic boundaries, the strength of the plurality of
cultural, political and religious life heteroginitas an eclectic for centuries.
Character of cosmopolitanism and universalism Gus Dur is used to make the
development of the theology of ahl al-Sunnah wa al-Jama'ah (aswaja) in the face
of change and challenge society.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
If
during this aswaja schools, especially in the NU, only issues related to
theology, jurisprudence, and Sufism, for Gus Dur, the introduction of aswaja
should extend its scope covers the basics of public life. Without doing any
development, it would just be a charge aswaja doctrine that has no social
relevance.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Basics
of general social life is Gus Dur is, first, the view of man and his place in
life. Second, the notion of science and technology. Third, the economic view of
regulation of social life. Fourth, the views of individuals and community
relations. Fifth, the notion of tradition and dinamisasinya through legal
institutions, education, politics, and culture. Sixth, the notion of community
development methods. Seventh, the view of the principles of internalization and
socialization that can be developed in the context of formal doctrine that can
be accepted at this time. (In Access on 8 May 2010 at
http://kupretist.multiply.com/reviews/item/52</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
With
the framework proposed development aswaja Gus Dur, looks at all his efforts to
aswaja not be raw and frozen doctrine, but doctrine is dynamic. Gus Dur as if
to say that aswaja want to be a doctrine of life, there is no other option but
he should want to interact openly with the development of social reality.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Look
at the mindset that is used by Abdurrahman Wahid or Gus Dur above then we can
conclude that the cosmopolitan Islamic education should be able to adjust to
changing times, in other words the development in all aspects of education
should be dynamic, of course, for the view (ijtihad) is not contrary to the
belief , community safety, family and descendants (the nation) as a protege to
the preserved intellect and the fulfillment of justice, especially in
education.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b>C.
Conclusion<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Universality
of Islam (Islamic Syumuliyatul), is a principle that the religion of Islam is
the eternal message that applies throughout the period of human life on this
earth, the message remains relevant and</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
be a
blessing to all corners of the earth and even the whole of nature and the
minutes should be the guideline (way of live) for all dimensions of human life
in this world and hereafter. Neither of the dimensions of time and place as
well as all aspects of life in the form of worship, morals, education, and
others.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Islam
Keuniversalitasan of internal dimensions of Islamic education in Indonesia
recently was the general in kotomi between science and religion, so it still
limits the exploration of the formation of Islamic education. As a universal
religion of Islam should be the goal of education in accordance with the
ultimate goal of the happy world and hereafter, in other words have a broad
knowledge and high devotion. This is consistent with human nature that have a
cognitive, affective and psychomotor. Thus, the Islamic education should be
dynamic, but not out of religious signs.</div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>REFERENCES<o:p></o:p></b></div>
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<div class="MsoFootnoteText" style="margin-left: 27.3pt; text-indent: -27.35pt;">
Syafii Maarif, Ahmad., 1997, “<i>Pendidikan Islam dan
Proses Pemberdayaan Bangsa, </i>dalam: Muslih Usa [Penyun.], <i>Pendidikan
Islam dalam Peradaban Industrialisasi, </i>Aditya Media bekerja sama dengan
Fakultas Tarbiyah UII, Yogyakarta. <o:p></o:p></div>
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<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7316672947144499436.post-77561477126035133352012-07-02T11:39:00.000-07:002012-07-02T11:39:23.600-07:00DEVELOPMENT OF EDUCATION AND THE INTELLECTUAL MOVEMENT UMAYYAH<br />
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<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><u>DEVELOPMENT OF EDUCATION AND THE
INTELLECTUAL MOVEMENT UMAYYAH</u><o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><br /></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">By: Sonin<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. INTRODUCTION <o:p></o:p></span></b></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Name associated with Umayyad Umayyad Abd
Shams ibn Abdi Manaf bin. He was a key figure in the Quraish tribe of
ignorance. He and his uncle who was named Hashim ibn Abd Manaf always fought
for power and position among the Quraysh. The early arrival of Islam, the
competition is an open hostility and blatant. The Umayyads fought against
Rasullullah and preaching. Umayyad family converted to Islam when the conquest
of Mecca (Makkah Fathul) by Muslim forces led by Rasullullah, where there is no
other way except to embrace Islam. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Mu'awiyah ibn Abu Sufyan was the son of
Abu Sufyan bin Harb, an influential figure of the Umayyad caliph in which at
the time of Abu Bakr as - Siddiq he led the Muslim army in the war to crush the
apostate Riddah. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Mu'awiyah growing larger role in the
caliph Uthman ibn Affan. He was appointed governor in Damascus (Syria). <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Events of the caliph Uthman ibn Affan
killing caused a split between Mu'awiyah to Ali bin Abi Talib Usman bin Affan
who succeeded as caliph. Umayyads group was not satisfied with the policy of
the Caliph Ali ibn Abi Talib in dealing with the killing of Uthman bin Affan
case. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Dispute between Ali bin Abi Talib and
Mu'awiya finally broke into the Battle of Siffin which took place in 657 AD The
dispute ended with the murder of Ali bin Abi Talib. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Sepeninggalan Ali bin Abi Talib, the
government continued by his son Hasan ibn Abi Talib. However, this rule only
lasted about six months. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">An increasingly weak position and his
desire to unite Muslims make Hasan bin Ali gave his government to Mu'awiyah. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Handover event is known as sebutann 'Amul
- the unity of the congregation or the year that occurred in the year 661 AD
Since then, officially the Islamic government was held by Mu'awiyah ibn Abi
Sufyan. He then moved the center of power from Medina to Damascus. By the turn
of the capital city of Medina to Damascus to bring an important influence in
the creative minds of Muslims the next. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Full transfer of power by Hasan bin Ali
to Muawiyah end of democratic government. Leadership Mu'awiyah became the
beginning of the Umayyad dynasty in power and ending the first four caliphs. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Islamic Umayyad descent held power for 90
years, later known as the Umayyad dynasty. Or the Umayyads. The word dynasty
according to Indonesian dictionary meaning descendant of the kings who all came
from one family, while the word means the descendants of the sons
(descendants). This is because the government adopted the system Mu'awiyah
Absolute monarchy (the royal hereditary system). During the period 90-year
reign of the Caliph held by 14 people. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Although many controversial things that
made Mu'awiya bin Abi Sufyan to the reins of leadership and when it came to
power, history has recorded no small role in the advancement of the Umayyad
Islam, especially the expansion of the Islamic lands include: <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">1. Eastern Region <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">a. Conquest of Transoxiana, including
Bikund, Bukhara, Khwarizm, Samarkand <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">and Farghana. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">b. Conquest of China <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">c. Conquest of Sind (India) <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Northern regions, including North Africa,
Morocco, Tunisia Qayrawan <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. Western region, including Spain,
Carmona, Seville, Toledo, Barcelona, Nabronne, Cadiz and Constantinople. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">With wit and insight, the Umayyad dynasty
known to be able to bring Islam to all corners of the world <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The reign of the Umayyad dynasty was a
decisive period in the development of Islam. As with other nations, the Muslims
at that time also had both ups and downs of the political, social, cultural,
science, theology, philosophy and mysticism field. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Progress-Progress Achieved The Umayyad
Dynasty <o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Progress in the field of Social and
Cultural <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In the reign of the Umayyad dynasty, some
branches of art and cultural progress, especially language arts and literature,
art and sound art or architecture building. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Among one of the factors of progress in
the field of language is a vast area of the Umayyads. Vast territory and
diverse population increase vocabulary and language to the language of
communication among residents. But at the time of Caliph Al-Walid pemerintahann
bin Abdul Malik (86-96 H/705 - 715 AD) occurs uniformity of language. All local
languages, especially in the areas of administration and governance are
required to use the Arabic language. This shows how high the soul of Muslim
nationalism, where they united with the Arabic language. Thus, Arabic
experienced significant improvement during that time. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Language arts progress is closely
associated with the development lughat (language), while the progress lughat
follow the progress of the nation. In the Umayyad period, the Muslims had
achieved progress in various fields which in itself is a growing vocabulary
words and new terms are not present in earlier times. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In addition to the above factors, some
big cities such as Kufa, Basra and Damascus in the time it is the center of
literary development. In the city where people exchange ideas in the Arab
Muslim scientific discussions with nations that have progressed in advance. In
the city are many Muslims who are actively preparing and pouring their work in
various fields of science. Thus there developed grammar (Nahwu and Sharaf), and
science balaghah. Therefore natural that later appeared at that time the people
who pursue these fields. The characters include: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Al-Nu'man bin Bashir Anshary, died in
65 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Ibn Al-Hamiri Mafragh, died in 69 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. Addaramy poor, died in 90 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">4. Al-Akhthal, died in 95 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">5. Jarir, died in 111 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">6. Abul Aswad Ad-Duwali, died in 69 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">7. Al-Farazdaq, died in 90 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">8. Ar-Rai, died in 90 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">9. Abu Al-Najam Rajir, died in 130 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">10. Abul Abbas Al-Am'a <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">11. Asya Rabiah, died in 85 H <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In addition to gaining further knowledge,
the Muslims also translate books of science that comes from the Greek, Persian,
Roman and India. Once translated in Arabic, all kinds of knowledge is learned
by the Muslims well until they are actually able to manage and reproduce in
Arabic. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Every time the Muslims had mastered an
area, then they are deliberately making Arabic the official language in
government. Unlike the Greeks and Romans that when it came to power in an area,
they <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Making the language of the conquered area
as its official language. As a result, the language of the conquered nation
that long to defeat the language of the conqueror. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In all sectors of government and society
among Islamic, Arabic used officially and always wide. That's why Arabic
gradually extended throughout the region. As a result, many generations that
come after many forget Latin. Christian pastors were many who had studied
Arabic for many churchgoers who do not understand the language of the Gospel
(Latin). Even most of the book Christianity and the Gospel itself widely
translated into Arabic. This is as it says T.W. Arabic that Arnold drove
rapidly across Spain to the place of the Latin language, and even forced them
to translate the book of the law to the Spanish church in the Arabic language. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Of the use of a more extensive Arabic
language requires a language guide that can be used by all classes. That
prompted the birth of a nobleman named Sibawaih. He authored a book that
contains the key points of the rules of Arabic, entitled al - The Book. The
book was renowned even to this day. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">At the time of Caliph Abdul Malik, an
update is made in a variety of Arabic writing, one Gubernunya named Hajjaj who
are adept in the art of Arabic writing, vocal signs and apply memperkenalkann
signs point to distinguish some of the same form letter. The renewal is done so
that more sempurnah Arabic and simultaneously eliminate the difficulty for the
reader widespread among non-Arabs. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Similarly, the poets, had a major
influence of Arabic literature. Literature about equestrian dexterity, courage,
Majaz and the fantasies of high value and wonderful literature into the West
via Arabic literature, especially in Andalusia. It is no exaggeration in the
reign of the Umayyad Dynasty in some big cities there are forums or assemblies
of literature that discuss literature, poetry and wisdom. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The art that developed during the reign
of the Umayyad dynasty was the art of carving and sculpture. Rapidly evolving
sculpture at that time was the use of Khat Arabic (calligraphy) as a motif
carving. Many verses of the Qu'ran, hadiths and summarize poems carved and
engraved on the walls of the building of mosques, palaces and buildings. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Among the advances in this field can be
seen on the walls Qushir amrah, Amrah tiny palace. The building is a summer
palace located in the mountains, east of the Dead Sea about 50 miles from the
city of Amman, Jordan. The palace was built by Caliph Al-Walid bin Abdul Malik,
who designed <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">For a resort in the summer and hunting
time, so the place is often called the hunting palace. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">For art or architecture of buildings, in
general Umayyads rulers adept at it. They devote attention to the progress of
this field. The result is the establishment of a number of magnificent
buildings. Masjid Baitul Maqdis in Jerusalem, Palestine Kubbah famous
Al-Sakhra, the dome of stone erected in the reign of the caliph Abdul Malik bin
Marwan in the year 691 AD The building is a beautiful relic of the heyday of
the Umayyad dynasty. Building a mosque is a mosque with a dome-covered roof. In
addition, Abdul Malik built the mosque of Al-Aqsah no less arsiekturnya high
artistic value. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A beautiful mosque with a high
architectural styles are also available at Damascus built by Walid bin Abdul
Aziz as the palace mosque. The room is decorated with various ornaments mosque
made of marble and mosaics. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Advancement in the Field of Science <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Although the rulers of the Umayyad
dynasty prefers business development territory and military power, there was a
positive effort is made to the development of science. One of the development
effort is to provide encouragement and provision of adequate funding for the
scientists, artists and scholars want to do science. Budget provision was
intended to scientists no longer think about their finances, so they
concentrate on work. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Muslim intellectual activity developed
and developing countries along with the progress of civilization and the
expansion of its territory. At the time of this dynasty, the scientific world
Muslims have started up the development of various disciplines, as tangible
evidence of the depth and breadth of study by its scope. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The Muslim community has been ready to
adopt the science of old civilizations, they confidently absorb all useful and
can enrich scientific granaries, ranging from the legacy of Greece, Persia and
India. They are brave and responsible to trace every niche of the nation with a
description of the various intellectual and cultural background of different
religions. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">As for other factors that influence the
development of science during the reign of the Umayyad dynasty was the freedom
given by the rulers of teaching and learning activities, conduct research,
publish and debate the results of the study. This is called freedom of academic
freedom that can be likened to the foundation at the bottom of the structure of
science. Furthermore the freedom of movement of scientists, where they are
known as a very dynamic, where they were always adventurous and move from one
place to another in order to seek knowledge. By doing the movement as a natural
means of ideas and pemikirannyapun-movement and travel. This means that the
circulation of books dynamically scientists. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The existence of freedom of speech, talk,
explain, expression and thought is also a factor that supports the development
of science in this period. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Center of scientific activity during the
Umayyad Dynasty was a city of Basra and Kufa in Iraq. Development of science is
marked by the emergence of Muslim scientists in various fields. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In the reign of Caliph Umar bin Abdul
Aziz often mngundang fakaha the clergy and the royal court to review the
science in the various assemblies. Other scholars who appeared at the time was
Hasan al-Basri, Ibn Shihab az-Zuhri and Wasil ibn Ata '. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Then when Islamic science developing,
Arabic also play a role important, because the Muslims and non Muslims
scientists who wrote many of their works into Arabic. Gustave Lebon said that
the translation of the books of the Arabs (Muslims), especially scholarly books
became almost the sole source for teaching. He further said that the Muslims in
Andalusia (Spain) during the Umayyad dynasty more inclined to libraries and
scientific research institutions in various places. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Besides translating the ancient Greek
books they are also actively engaged in industry and trade. Versatility of the
Muslims in the field of science has to juggle the first Spanish land turns into
desert a fertile country. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In addition to the books translation
efforts, efforts to advance science is also done by the caliph with the giving
and sharing a great gift for anyone who can produce scientific papers. Besides,
also the caliph sent some Muslim scholars to study the various branches of
science that is in the East and West, absorbing science-knowledge and provide
adequate facilities to the sarjanan them. . <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Center for science in the Umayyad dynasty
in mosques there. In mosques, there was a study group with each teacher to
teach general science and religion. For example, Abdullah ibn Abbas Tafsir
teaching science at the Grand Mosque in Mecca and Ja'far Ashadiq Chemistry
science teaching in the mosque of Medina. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Among the sciences that developed during
the Umayyad dynasty when it is: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Religious Sciences <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">As for the religious sciences are
evolving at that time as Qiraat science, the science of Hadeeth and Fiqh.
Qiraat science has been progressing earlier than the science of hadith. Qiraat
science is the study of reading the Qur'an. In the world of Islam known as 7
different readings of the Qur'an called Qiraatu sab'ah .. Qiraat is set to be
the basis of reading the Quran. As such it sab'ah qiraah pioneer Abdullah bin
Kathir, Ibn Abi Asim Nujud <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Developing the science of hadith during
Caliph Umar bin Abdul Aziz. Services that are most important and remembered a
lot of people of all time is his business doing bookkeeping hadith. This
business is done on the basis of the consideration that many hadith scholars
who died in various battlefields, in addition to the many false hadith, hadith
it is feared will be lost, or because many false hadiths, it is difficult to
determine which one is true - true of the apostles and what is not. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Another reason dibukukannya hadiths
because hadiths in Islam ranks second as a source of law in Islam after the
Qur'an. If the Qur'an had been recorded at the time of Caliph Uthman ibn Affan,
the hadith collection and writing done in the reign of Caliph Umar bin Abdul
Aziz (99-101 AH). Umar ordered the governors and scholars to gather and write
the hadith in order to spread Islam to the public. Al-Zuhry one of the leading
scholars in the Hijaz alone were assigned to collect and write the hadith in
the sheets are then sent by the Caliph Umar to the governors in the region.
Although the caliphate has not had time to see the work of Al-Zuhry as he was
dead, the work done Al-Zuhry quite successful. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Further efforts continue hadith books by
scholars and the caliph after Umar bin Abdul Aziz. Writing activities and
hadith books along with the growth and development of other sciences in the 2nd
century H. Therefore, this period is called the period of the hadith books
(codification or tadwinul hadith). <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Among the scholars who gathered in the
2nd century hadith H is: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Ibn Juraij in Mecca <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Muhammadd son Isaac at Madinah <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Sa'id ibn Abi Urwah in Basra <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Sufyan Al-sauries in Kuffah <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Al-Awza'i the Syrians <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> Later
in the century 3 H occurs in both the hadith books and works of the scholars of
this period used as reference in the science of Hadith until now. Scholars are:
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam Bukhari, in his Sahih al-Bukhari <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam Muslim, Sahih Muslim with his work
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam Nasa'i, with his Sunan Al-Nasa'i <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam Abu Dawud, Sunan Abu Daud in his
work <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam Turmudzi, with his Sunan Turmudzi <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">- Imam IbnuMajah, with his Sunan Ibn
Majah. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> Science
commentary on this period have not been so experienced rapid development as it
occurs in the reign of the Abbasid dynasty. Interpretations developed only from
the oral to oral until finally written. Commentators at the time it is first of
Ibn Abbas, one of the companions of the prophet who died in 68 H. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">While the new science of jurisprudence
has developed in later periods, especially during the reign of the Abbasid
dynasty. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Science History and Geography <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The science of history and geography have
also grown at this time. One historian who has successfully written numerous
historical events that occurred before and during the reign of the Umayyad
period is Syaryah bin Ubaid Al Jurhumi. He was ordered by Mu'awiyah to record
some of the science of history. Among his works are The Book of Proverbs and
the Book of Al-Muluk wa al-Madhi Ahbar. Besides Ubaid, there are other
historical writers such as Shuhara Abdy who lived during Mu'awiyah. He managed
to write a book Kitab Al-Proverbs. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> </span><b style="background-color: white;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. Medicine</span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In medical science has developed at the
Caliph Al-Walid bin Abdul Malik. In the year 706 AD he founded the School of
Medicine. Al-Walid ordered the doctors to conduct research activities with a
sufficient budget. The doctor on duty was paid by the State instituted. He also
forbade lepers to beg on the streets. In fact, it provides special funding for
leprosy patients and the doctors were instructed to continue to conduct
scientific research on medical science. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">For the development of medical science,
the Umayyad caliph asked for help from the doctors at Jundisahur to assist the
development of this medicine. After that many medical experts to be the
personal physician of the caliph, whom Atsal, a Christian, and Al-Hakam
Dimisyqi. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">B. Development of Knowledge in Theology,
Philosophy and Mysticism <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Development of Knowledge in the Field
of Theology <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">To explore in depth the intricacies of
religious beliefs or give based on the strong foundation that is not easily
swayed by the circulation time, we need a theology that addresses the basic tenets
of a religion. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Problems in the Islamic theology begins
with the problems that occur in the political field that is the issue of power
struggle between Ali bin Abi Talib and Mu'awiya. In the battle of Siffin, where
troops urged Ali to Muawiyah soldiers who nearly defeated, but the right-hand
Mu'awiyah named 'Amr bin' Ash picked up the spear to the Al-Quran on it as a
sign of peace. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The attitude of Ali who received a ruse
'Amr bin' Ash to conduct arbitration (peace), even though the state was forced,
not approved by a majority of the troops. They argue that the same can not be
decided by arbitration humans. The verdict comes only from God to return to the
laws that exist in the Qur'an. He hukma illa lillah (there is no law other than
the law of God) to be their motto. Then the question arises who is kafir and
who is not a pagan in the sense of who has out of Islam and who are still in
Islam. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Those who viewed Ali guilty, therefore
they leave barisannya.Golongan is called by the name of al-Khawarij the people
who came out and broke away. This group considers that Ali and Mu'awiyah were
infidels. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Gradually the group is broken into
several sects. The concept is also experiencing a heathen also considered kafir
perubahan.Yang no longer just people that do not specify the Koran law, but the
sins of the people who are also said to unbelievers. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The issue of the sinner is then a major
in theology, giving rise to growth theology three streams, namely: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Khawarij flow <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> which
says that the great sinners are infidels and out <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> of
Islam because it must be killed. Even though they have experienced <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> defeat,
the Khawarij set back line and forward <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> good
resistance to Muslim rule official at the time of the Umayyad dynasty <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> and
the Abbasid dynasty. In the field opposite their constitutional <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">back to the government at that time.
According to them the caliphate should be selected <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">freely by all Muslims. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. The second stream that is Murji'ah <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> who
says people who have remained faithful to sin and not the heathen. As a matter
of sin which he did it is up to God. This group was neutral not to meddle in
the conflict that occurs when it is. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. The third stream is Mu'tazilah <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> People
think those who committed major sins are not believers nor unbelievers. This
group brought the problems are more profound theological and philosophical
nature of the problems brought by the group and Murji'ah Khawarij. In his
discussion, they use a lot of sense, so they got the name of the rationalists
of Islam. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. The development of the philosophy of
the Umayyad Dynasty <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">If the views of history in general, that
the Greek philosophy into the world of Islam at the end of the Umayyad Dynasty
and its development peak during the Abbasid dynasty. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Muslims do not recognize at first
philosophizing activity of pre-or early Islamic era, especially in the Hijaz
region the birthplace of Islam. Nevertheless, Muslims from the beginning was
the potential to be interested in philosophy. This is because the basic
attitude of the Qur'an and the Hadith in connection with the activities of
thinking and the use of human reason. The second source is loaded with messages
that emphasize the importance of science and the need to use reason. This
suggestion can be used as a trigger growth and development of philosophical
thought among Muslims at that time. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">As we know that Islamic philosophy was
adopted from the philosophy of the Greeks and Persians., Then based on the
commands and moral guidance of the Qur'an and Sunnah. Philosophy and
philosophizing on the activities of the Umayyad Dynasty played a major role in
actualizing the potential of helping Muslims to think rationally, giving rise
to rational streams as Mu'tazilah. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The birth of philosophy also helped
strengthen the foundation of Islam in the course of development time, which
offers a philosophy of ijtihad thinking patterns and influence in the
development of Islamic teachings. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Through the growth of science and
philosophy of the philosophers of science to build the basics of civilization
and established patterns of thinking according to the guidance of Islamic
values. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. The development of Sufism In The
Umayyad Dynasty <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Before the birth of Sufism flow, it first
appeared Zuhd movement that arose in the late first century and the beginning
of the second century of the Hijra. Zuhd doctrine is the doctrine to stay away
from worldly things to achieve and maintain self-reward hereafter from the doom
of hell. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">According to Nicholson, the birth of the
Islamic movement Zuhd life caused by two factors, namely the impact of the
teachings of Islam and Christian teachings. The factor of Islamic teachings
that affect the birth of the movement as a practice Zuhd the word of God, the
life and sayings Rasullullah, Companions and Successors. While the influence of
Christian teachings away from the familiar world or live in seclusion in a
monastery. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Meanwhile, according to al-Taftazani,
that which led to the birth of Islamic movements in the factor Zuhd the Qur'an
and the Hadith, and political social conditions. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Many Quranic verses explaining that
includes teaching them Zuhd <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "(normal text)","serif";">Qs.Al-Hadid
: 20 :<o:p></o:p></span></div>
<div class="MsoNormal" dir="RTL" style="direction: rtl; line-height: 150%; text-align: justify; text-justify: inter-ideograph; unicode-bidi: embed;">
<span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">(</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">þ</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ß</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">J</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">n</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">=</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ô</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ã</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"><span dir="LTR"></span>$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">y</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">J</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">¯</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">R</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">r</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">&</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ä</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">o</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">4</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">y</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">s</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"><span dir="LTR"></span>$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">÷</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">R</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Ò</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">=</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Ï</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">è</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>×</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">l</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">m</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">;</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>×</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">p</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">Z</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Î</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>7</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ä</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">z</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ÿ</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">?</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ö</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">N</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ä</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">3</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">o</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">Y</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">÷</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">/</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Ö</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">è</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">O</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">%</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">3</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">?</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"><span dir="LTR"></span></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Î</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">û</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>É</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">A</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">º</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">F</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">{</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Ï</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">»</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">÷</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">F</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">{</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>(</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>È</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">@</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">V</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">y</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">J</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">.</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>B</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">]</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">î</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>|</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">=</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">y</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">f</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ô</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ã</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">r</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">&</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>u</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">$</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">¤</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ÿ</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ä</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">3</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"><span dir="LTR"></span>¼</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ç</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">m</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">è</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">?</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">7</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">R</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>§</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">N</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">è</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">O</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ß</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">k</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Í</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">k</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ç</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">m</span><span dir="LTR" style="font-family: HQPB3; mso-char-type: symbol; mso-symbol-font-family: HQPB3;">1</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">I</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ù</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"><span dir="LTR"></span>#</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">v</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ÿ</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ó</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">Á</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ã</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>§</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">N</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">è</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">O</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ã</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">b</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ä</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">3</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"><span dir="LTR"></span>$</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">V</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">J</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">»</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">s</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">Ü</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ã</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">m</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>(</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"><span dir="LTR"></span></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Î</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">û</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Í</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">o</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Å</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">z</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">F</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">y</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Ò</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ã</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Ó</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Ï</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">x</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">©</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>×</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">o</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Ï</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ÿ</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ó</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>z</span><span dir="LTR" style="font-family: HQPB2; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">`</span><span dir="LTR" style="font-family: HQPB4; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Ï</span><span dir="LTR" style="font-family: HQPB4; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">i</span><span dir="LTR" style="font-family: HQPB2; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>«</span><span dir="LTR" style="font-family: HQPB1; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">!</span><span dir="LTR" style="font-family: HQPB5; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>×</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">b</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">º</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ô</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">Ê</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Í</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>4</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"><span dir="LTR"></span>$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ä</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">o</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">4</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">q</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">y</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">s</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span>!</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">$</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">u</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">÷</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">R</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"></span><span dir="LTR" style="font-family: HQPB3; mso-char-type: symbol; mso-symbol-font-family: HQPB3;">$</span><span dir="LTR" style="font-family: HQPB3; mso-char-type: symbol; mso-symbol-font-family: HQPB3;">!</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;"><span dir="LTR"></span></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">w</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">Î</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">)</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>ß</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ì</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">»</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">F</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">t</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">B</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;"><span dir="LTR"></span>Í</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">r</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ã</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;"></span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ä</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">ó</span><span dir="LTR" style="font-family: HQPB4; mso-char-type: symbol; mso-symbol-font-family: HQPB4;">ø</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">9</span><span dir="LTR" style="font-family: HQPB5; mso-char-type: symbol; mso-symbol-font-family: HQPB5;">$</span><span dir="LTR" style="font-family: HQPB1; mso-char-type: symbol; mso-symbol-font-family: HQPB1;">#</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR"></span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;"><span dir="LTR"></span>Ç</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">Ë</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">É</span><span dir="LTR" style="font-family: HQPB2; mso-char-type: symbol; mso-symbol-font-family: HQPB2;">È</span><span dir="RTL"></span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-font-size: 14.0pt; mso-ascii-font-family: "\(normal text\)"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-font-family: "\(normal text\)";"><span dir="RTL"></span> </span><span dir="LTR" style="font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">20. Know, that fact of life This world is
but play and amusement, pomp and boast of you and proud of pride about the many
wealth and children, such as rain-crop planting farmers admirable; Then the
plants are dry and you see the color yellow then be destroyed. and in the next
(later) there is a harsh punishment and forgiveness from Allah and His good
pleasure. and the life of the world is nothing but a deceiving enjoyment. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">With the basis of the above text led to
the birth of the ascetic in the first and second century of the Hijra. They
refrain from things that are mundane and do good for the hereafter. Even
encourage them to not care about clothes, food, wealth, charm the world and
strive earnestly to achieve happiness hereafter. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Political conflicts that occurred since
the time of Caliph Uthman bin Affan until the time of the Umayyad dynasty
evolved into a religious issue. Each of the conflicting groups try to justify
themselves respectively. Thus it is clear how the political uproar when it was
pushed in part of the Muslims chose to isolate themselves for the life of
worship and abstain from involvement in political conflict. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">At the time of the Umayyad dynasty
(except during Umar bin Abd Aziz) prevalent tyranny and oppression against
their opponents. Among the Umayyad tyranny is the case of the killing of Hasan
bin Ali in Karbela. This murder occurred due to their treachery committed
against him, or the support they provide to their opponents. To rid themselves
of what they have done they also fill life with worship. Besides, there are
groups who feel no need to be obedient to the government of the Umayyad
dynasty. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Along with the expansion of the area that
has been achieved by the Umayyad dynasty soldiers, the lives of the musliminpun
changed. Both in economic and social lapanagan. Social life of the Umayyad
dynasty was far different from life Khilafat Rashidun. They live with the
luxury which sometimes lead to moral decadence. In this state, the Muslims who feel
obliged to call people to life Zuhd, simple, pious and not immersed in the
luxury of sensual impulse. One of the companions who criticize the lives of the
Umayyads was Abu Zar al-Gaffari. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Seeing things like this, people who do
not want to live in luxury and want to retain the simplicity of life such as
age Rasullullah and Khilafat Rashideen distance themselves from the world of
luxury. Meraka known as the ascetic. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">This Zuhd life movement began in Kufa and
Basra in Iraq. The ascetic Kufahlah who first wore coarse wool (philosophers)
as a reaction to silk garments worn by officials and the ruling Umayyad
dynasty, such as Sufyan al-Sauri, Abu Hashim and Hashim bin Jabir. Of Basra and
Kufa is Zuhd movement spread all over the Islamic world, especially to a half
century Khurasan 2 H became an important center for political and religious
activities <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">In a further development of this Zuhd
movement turns into mysticism. Mystical teachings of the cultivated class of
Muslims and adapted to the teachings of Islam called Sufism. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">There are several opinions about the
understanding of the origin of the word Sufism, which are: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Safa ', meaning pure, clean or pure.
It is viewed in terms of intention or <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> The
purpose of each action and the worship of the Sufis that everything is done <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> with
sacred intention to cleanse the soul and serve Allah. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Saff, it means ranks or rows. So named
because of the Sufis is on the line <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> first
in front of God because of their desire for him. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. Suffah or suffah al-mosque, that
mosque porch .. The term is associated with <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> Somewhere
in the Prophet's Mosque inhabited by a group of friends, the time <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> for
jihad and its berdakwa and left the world. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">4. Suf, meaning a fleece or wool. Given
the Sufis wore clothes made <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> of
coarse cloth (coarse wool) reaction to silk garments worn by <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> officials
and the ruling Umayyad dynasty. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">The purpose of the run of Sufism is to
establish his religious beliefs to witness the form of God, the Almighty is in
the nature of Sufism desebut. People who can achieve this level of so-called
'wise (those who can know God in the true sense). Alah is not a tool to get to
know faculty or sense, but the heart. In the heart of Sufism is like a mirror
or glass, which directed his glass when the presence of God through meditation
(zikr), will be able to receive the nur of the supernatural, ie God, so God
could look in the mirror called ma'rifah heart. People who occupy these levels
to settle his religious beliefs one hundred percent. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Thus it appears that the teachings of the
Sufis in the patterned akhlaki Umayyad dynasty, ie, moral and mental education
in order to purge the body and soul from worldly influences. In other words,
teaching them to invite the Muslims to live Zuhd as taught and practiced by the
Prophet and the Companions of. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">C. Conclusion <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">A. Factors that led to the development of
education, science and movement <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> Dynasty
intellectual Umayayah include: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The
extent of the authority of the Umayyad Dynasty <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The
movement of translation of the books of the Greeks, Persians and Romans to <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> in
Arabic. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The
existence of assemblies and discussion centers that address a variety of fields
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> science.
<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The presence of
attention and encouragement from the rulers to the scientists <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">2. Development of science and
intellectual movement during the Umayyad Dynasty <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> is the
forerunner of the development of Islamic civilization which reached its <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> golden age
during the Abbasid dynasty. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">3. The factor that caused the collapse of
Dynasty weakness Ummayah, among <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> it: <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The
system of government that is leading to competition Absolute monarchy <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> between
groups is not clear. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - The
emergence of rebellion-rebellion by groups <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> not
agree with the government Umayyads <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> - Life of
Luxury rulers lead to protests and clashes between <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> the
Muslims and the authorities. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">. <o:p></o:p></span></div>
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<span style="background-color: white; line-height: 150%; text-align: justify;"><br /></span></div>
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<br /></div>
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</div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"> </span><b style="background-color: white; text-align: center;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;">Bibliography</span></b></div>
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<b style="background-color: white; text-align: center;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><br /></span></b></div>
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<b style="background-color: white; text-align: center;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ascii-theme-font: minor-bidi; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-bidi;"><br /></span></b></div>
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<ul>
<li><span style="background-color: white; line-height: 150%;">Asmaran
As, “Pengantar Studi Tasawuf” PT Raja Grafindo Persada Jakarta 1996 </span></li>
<li><span style="background-color: white; line-height: 150%; text-align: left;">Harun
Nasution, “ Teologi Islam” (Alira-aliran Sejarah Analisa Perbandingan)Universitas
Indonesia Jakarta 1972</span></li>
<li><span style="background-color: white; line-height: 150%;">Asari, “ Menguak Sejarah Mencari Ibrah “ (Risalah Sejarah Sosial Intelektual Muslim klasik) Citapustaka Media
Medan 2006</span></li>
<li><span style="background-color: white; line-height: 150%;">Imam
Subchi, “ Sejarah Kebudayaan Islam” PT. Listafariska Putra Jakarta 2006</span></li>
<li><span style="background-color: white; line-height: 150%;">Musthafa
Husni as-siba’I, “ Khazanah Peradaban Islam “ Pustaka Setia Bandung 2002</span></li>
<li><span style="background-color: white; line-height: 150%;">W.
Montgomery Watt, “ Islam dan Peradaban Dunia” (Pengaruh Islam Atas Eropa
Abad Pertengahan) PT Gramedia Pustaka Utama Jakarta 1995</span></li>
<li><span style="background-color: white; line-height: 150%;">W.J.S.Poerwadarminta,
“ Kamus Umum Bahasa Indonesia “ Balai Pustaka Jakarta 1995</span></li>
</ul>
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