Hafidzi, Anwar (2019) Konsep Pendidikan Kemasyarakatan Ibnu Khaldun dalam Kitab Muqaddimah. Disertasi, Pascasarjana.

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ABSTRAK

Education is a process to build human’s characters, change the behaviors and enhance the knowledge of individual or group. The purpose of education is to improve someone’s ability which is beneficial to the environment. As a Muslim sociologist, Ibn Khaldun proposed a concept that can answer the problems. Therefore, the focus of this dissertation was about how community education concept from Ibn Khaldun gave positive impact to the students’ development and society. The purpose of this dissertation was in order to support Franz Rozenthal’s opinion who thought that Ibn Khaldun as an educational sociologist who combined education and phenomena in society. The method for this research was qualitative library research through hermeunetic analysis for exploring the content of the book in two ways: Treating the texts as its originality and creating interpretations toward the texts in order to find the relevance. The main sources of this writing were The Muqaddimah, Al-Ibrar wa Diwan Al-Mubtada’ wa Al-Khabar fi Ayyamal Al-‘Arab wa Al-Ajam wa al-Barbar, and other relevant sources to community-based-education concept. This dissertation found that community education concept of Ibn Khaldun in The Muqaddimah was the mastery of malakah al-ijtima'iyyah. This concept was not only about affective domain (khuluqiyyah), psychomotoric domain (ijtihadiyah), and cognitive domain (fikriyyah) which became the basic of education, but also about the mastery of spirit and soul ruh}iyyah), ability (mala>kah) and willingness (fit}riyyah) of the students in order to develop their knowledge when they were in community. This concept was appeared from the combination of human relationship, education and environment. This dissertation also found some findings in Islamic education. First, educational theory should be adaptable to the structural change of social and community environment, which can be reached through the combination of aqliyah-naqliyah education and mastery of skills. Second, Ibn Khaldun’s soft skill education were through basic education and vocation, and mastering the hard skills through expertise education to enhance someone’s living standard. Third, Islamic education must also have value and spirit to the characters of the teachers and the students who were struggling to get knowledge and competence for learning goals. Fourth, the goal for Ibn Khaldun’s community education was character building for students including religious and science education aspects, morals, and social community. Educational concept from Ibn Khaldun tended to be reconstructive to the teaching methodology. The Ibn Khaldun’s approach was relativistic, temporalis, and materialistic based on the individual, ashabiyah, social community, and civilization that correlated to each other in developing education and following benefits. Furthermore, the social-community-education philosophy of Ibn Khaldun was about how to think fast to respond all changes and developments in life. Next finding of this dissertation was philosophy of social community education could be divided into two things: first, Islamic ideology as illustrated in The Holy Quran and Sunnah; and second, balance pattern of new reality which always appeared in the community. The new reality was under Islamic ideology in order to get a suitable interpretation to reform a new individual and social community perspective to improve a civilization in a community or country.

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