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Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik

This paper offers the concept of ‘creative education’ by employing an Islamic approach. In the Islamic perspective, creative education highlights two concepts, namely: “bid’ah” and “ijtihad”. The meaning of these two concepts leads to several debates. This present study, therefore, tries to describe...

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Main Author: Muslih, Moh.
Format: Online
Language:eng
Published: Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan 2018
Online Access:http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1688
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spelling oai:ojs.10.10.3.26:article-16882019-05-11T20:51:31Z Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik Muslih, Moh. This paper offers the concept of ‘creative education’ by employing an Islamic approach. In the Islamic perspective, creative education highlights two concepts, namely: “bid’ah” and “ijtihad”. The meaning of these two concepts leads to several debates. This present study, therefore, tries to describe both the concepts so as to develop students’ creative thinking skills in teaching and learning processes. This study promotes several endeavors that can be done by teachers to enhance the skills. Firstly, the teachers should be able to synergize their students’ potential in terms of “ruh”, “nafs”, “qalb”, and “aql” so that they emerge as individuals with the power of “mujtahid”. Secondly, they have to be capable of providing their students with an “ijtihadi” stimulus that may trigger the students’ critical thinking skills by stimulating them to address questions. Thirdly, the teachers are expected to provide their students with chances of having ijtihad to explore lots of received information and new knowledge and convey their ideas and thoughts in a public space. Another effort is that they are expected to be able to manage meaningful opportunities to their students in order to perform creative thinking. It illustrates that the students may deliver a wide array of perspectives for a certain issue discussed. Finally, the teachers demonstrate positive appreciation for all the students’ responses by regarding the principle that they attain two points for their appropriate response and one point for their inappropriate one dealing with the result of the students’ ijtihad Penelitian ini bertujuan untuk mendeskripsikan upaya pendidik dalam mengoptimalkan kemampuan berpikir kreatif peserta didik. Optimalisasi kemampuan berpikir kreatif peserta didik menjadi salah satu tugas guru sebagai pendidik dalam mengembangkan seluruh potensi yang dimiliki peserta didik. Pendekatan deskriptif kualitatif digunakan dalam penelitian pustaka (library research) ini. Hasil dari penelitian ini menyatakan bahwa beberapa upaya yang bisa dilakukan guru dalam proses pembelajaran: pertama, seorang guru harus mampu mensinergikan potensi peserta didik baik berupa potensi ruh, nafs, qalb maupun akal sehingga mampu menjadi pribadi yang memiliki daya “mujtahid”. Kedua, guru harus mampu memberikan stimulus “ijtihadi” yang bisa memotivasi daya kritis peserta didik dengan cara  memberikan stimulus dan kesempatan untuk bertanya. Ketiga, guru harus memberikan ruang dan kesempatan ber-“ijtihad” kepada peserta didik untuk mengeksplorasi setiap informasi dan pengetahuannya. Keempat, guru harus mampu memberikan kesempatan kepada peserta didik untuk berpikir secara kreatif dalam arti tidak selalu sama dalam menyampaikan jawaban dari setiap persoalan yang diberikan dengan cara melihat suatu persoalan dari sudut pandang yang beragam. Kelima, guru memberikan apresiasi terhadap semua respon peserta didik dengan cara yang positif dengan prinsif bahwa hasil “ijtihad” jika benar mendapat dua poin dan jika tidak tepat mendapatkan satu poin Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan 2018-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1688 10.28918/jei.v3i2.1688 Edukasia Islamika; Volume 3, Number 2 2018; 203-217 2548-5822 2548-723X 10.28918/jei.v3i2 eng http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1688/1467 Copyright (c) 2018 Edukasia Islamika http://creativecommons.org/licenses/by/4.0
institution IAIN Pekalongan
collection e-Journal
language eng
format Online
author Muslih, Moh.
spellingShingle Muslih, Moh.
Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
author_facet Muslih, Moh.
author_sort Muslih, Moh.
title Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
title_short Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
title_full Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
title_fullStr Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
title_full_unstemmed Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik
title_sort pendekatan bid’ah dan ijtihad dalam pembelajaran: mengoptimalkan kemampuan berpikir kreatif peserta didik
description This paper offers the concept of ‘creative education’ by employing an Islamic approach. In the Islamic perspective, creative education highlights two concepts, namely: “bid’ah” and “ijtihad”. The meaning of these two concepts leads to several debates. This present study, therefore, tries to describe both the concepts so as to develop students’ creative thinking skills in teaching and learning processes. This study promotes several endeavors that can be done by teachers to enhance the skills. Firstly, the teachers should be able to synergize their students’ potential in terms of “ruh”, “nafs”, “qalb”, and “aql” so that they emerge as individuals with the power of “mujtahid”. Secondly, they have to be capable of providing their students with an “ijtihadi” stimulus that may trigger the students’ critical thinking skills by stimulating them to address questions. Thirdly, the teachers are expected to provide their students with chances of having ijtihad to explore lots of received information and new knowledge and convey their ideas and thoughts in a public space. Another effort is that they are expected to be able to manage meaningful opportunities to their students in order to perform creative thinking. It illustrates that the students may deliver a wide array of perspectives for a certain issue discussed. Finally, the teachers demonstrate positive appreciation for all the students’ responses by regarding the principle that they attain two points for their appropriate response and one point for their inappropriate one dealing with the result of the students’ ijtihad
publisher Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan
publishDate 2018
url http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1688
_version_ 1653061538400960512
score 11.174184

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