Hajiannor, Hajiannor (2019) Pemikiran dan Kiprah Pendidikan Sufistik KH. Muhammad Rafi’ie Hamdie (Studi Pembentukan Karakter). Disertasi, Pascasarjana.

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ABSTRAK

Essentially, Sufism appreciation is not willingness to union with God but dynamic godly (taqwa) experience. Its reflection generates the enhancement of social sensitivity. Then, the innocent soul (tazkiyât an-nafs) leads to set aside the negativity and is able to understand and behave based on ethical values. Hence positive character is formed as the result of faith which creates soul stability and self control. It also develops the pure of morality which brings the good side among us, others and our neighborhood. This study tried to explore KH. Muhammad Rafi’ie Hamdie sufistic’s thought and its education role which was related to character building. This study was historic study which two sources of data were involved. First was human data source which is as key informants. It was taken by snowball sampling and grand tour question technique. The second data was taken from books, newspapers, documents, previous research results and scientific papers which are related to the research focus. In terms of data triangulation, collected data were criticized internally and externally. The data was analyzed by using domain analysis, taxonomy and componential. In conclusion, it was expected to have good proportion and meaningful research study. The result of the study showed that KH. Muhammad Rafi’ie Hamdie sufistic’s thought tried to enhance good character and apply Islamic law. Based on the combination of tauhid, islamic law and islamic value, self conscious awareness, tawaqqal, it would develop istiqamah, gratitude and patience, resignation, trust, justice, muhâsabah and positive thinking character. In terms of sufistic education role through LP-KDP, it led to get into a habit of tafakkûh fiddîn , persistent and firm in telling the truth, islah, tolerance, hard working, sincerity, dedication, maintaining self esteem/pride, enriching knowledge, loving nature, humanist, empathy, and affection. Regarding the role of ulama-muballigh in da’i training, it was performed based on three steps; personality integrity, knowledge integrity, and da’wah competence and performance

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