The Concept Of Nurayn in Learning: A Theological Basis Of Teacher–Student Relationship In Education
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Abstract
Abstrak: Terdapat dua isu yang saling berlawanan pada dominasi domain kognitif, yaitu pertama, lebih diutamakan untuk mendahulukan nilai-nilai afektif sebelum kognitif, dan kedua, narasi-narasi Emotional Quotient (EQ) dan Spiritual Quotient (SQ) dipromosikan untuk mendorong pentingnya Intelectual Quotient (IQ) dalam sistem pendidikan. Setelah melalui proses yang dinamis, usulan muncul untuk meningkatkan Kurikulum Berbasis Sekolah (KBS) menjadi Kurikulum2013 (K13). Dalam K13, domain afektif dimunculan dalam bentuk Kompentensi Spiritual dan Kompetensi Sosial sementara domain kognitif dan psikomotorik dipertahankan. Secara teologis konsep yang ditawarkan ini sesuai dengan apa yang disebut Insan Kamil dan usaha untuk membangun tujuan-tujuan yang diharapkan tersebut terletak pada transformasi dari pengetahuan yang profan menuju perspektif teologi Islam yang dianggap suci. Ilmu pengetahun sebagai Cahaya Ilahi hanya dapat ditransformasikan oleh orang yang berhati suci (guru).
ملخص: هناك مسألتان متعارضتان في هيمنة المجال المعرفي. أولا ، تقديم القيم العاطفية قبل الإدراك. ثانياً ، ترقية السرد العاطفي(EQ)والسرد الروحي(SQ)لتشجيع أهمية "الحكمة الفكرية" (IQ)في نظام التعليم. بعد اجتياز العملية الديناميكية ، ظهرت اقتراحات لتحسين المنهج الدراسي المدرسي(KBS)إلى المنهج الدراسي 2013.(K13)في المنهج الدراسي 13(K13)، يظهر المجال العاطفي في صورة الكفاءة الروحية والكفاءة الاجتماعية بينما بقاء الحفاظ على المجالات المعرفية والحركية. إن المفهوم المقدم من الناحية اللاهوتية يتماشى مع ما يطلق عليه إنسان كامل، والجهد الرامي إلى بناء الأهداف المرجوة يكمن في تحويل المعرفة المهينة إلى منظور اللاهوت الإسلامي الذي يعتبر مقدسًا. العلم كالنورالإلهي ولا يمكن توصيله إلا من قبلالمعلم الطاهر القلب.
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