DOI: 10.21276/sjhss

Saudi Journal of Humanities and Social Sciences ISSN 2415-6256 (Print) Scholars Middle East Publishers ISSN 2415-6248 (Online) Dubai, United Arab Emirates Website: http://scholarsmepub.com/

Hos cokroaminoto and kh. dahlan Thoughts on education Anis fauzi1, Syarif hidayatullah2 1Institut agama islam negeri sultan maulanahasanuddinbanten 2Institut agama islam negeri sultan maulana hasanuddin banten

*Corresponding Author: Syarif hidayatullah Email: [email protected]

Abstract: The main concern on this study is HOS Cokroaminoto and KH. ’s thoughts on the Islamic education. The result of this study is expected to be an alternative solution to solve the problems of the nation's education through the idea of HOS Tjokroaminoto and KH. Ahmad Dahlan. This research is a library research used descriptive analysis, by which the object of the study is the thought of HOS Tjokroaminoto and KH. Ahmad Dahlan on Islamic Education. The data used were taken from the works of the respective figures and expert opinion in such matters. In the thought of HOS Cokroaminoto, Islamic Education does not teach only aqal intelligence, but must also inculcate the Islamic principles. In one hand, KH. Ahmad Dahlan asserts that Islamic education should be based on a solid foundation; the Qur'an and Sunnah. This foundation is a philosophical framework in formulating the concept and ideals of Islamic education, both vertically and horizontally. The Islamic educational thought owned by HOSTjokroaminoto and KH. Ahmad Dahlan have similarities in terms of the foundation and the difference in the objectives, whereas the first is more directed at the education that led to the independence of the ; while the second leads to the integralization of religious sciences and general sciences.The similarities and differences of HOS Tjokroaminoto and KH.AhmadDahlan’s thoughts on Islamic education can be seen from three aspects; the basic principles of Islamic education, curriculum and teaching methods. Keywords: H.O.S. Cokroaminoto, KH. Ahmad Dahlan, Islamic Education

INTRODUCTION education that promotes the interests of the world and Educational success is not based only from the hereafter actually has been applied by the Muslims aspect of academic value of a test activity, but further, earlier. the results of educational activities must be able to accommodate the various aspects of the society’s needs In , there are a number of Islamic dimension, especially the aspect of morality, so that figures who contributed to Islamic education. Some each output of informal and non-formal institutions do leaders who have great contribution in Islamic not have only the capability in science that it demands. are HOS Tjokroaminoto and K.H Ahmad Dahlan. Both of them are figures who, in Muslims issues nowadays are very complex; it the next development, were able to reconstruct the encompasses the multidimensional crisis, which will concept of Islamic education tailored to the realities and continue to spread if it does not immediately addressed. needs of the times. Wrack of education can be seen through the rampant immorality of well-educated circle who are still sitting Mutaqqin [1], in his thesis "Enlightenment of in the school chair and those already sitting in the seat Islamic Education in Indonesia and Its Actualization" of government. This is the era of technology where (The Sociocultural Study of KH. Ahmad everything is easily accessible. To fend off the negative Dahlan’sStruggle), concluded that Islamic education influence, there is the Islamic Education. should be delivered in accordance with the times. Heart and mind placed to understand the Qur'an and the Many Muslim thinkers like Al-Farabi, IbnSina, Hadits then implemented in everyday life. Pohan IbnRushd, Al-Biruni, IbnKhaldun, Al-Ghazali and research on the examination ofIslamicNationalism and others, have set an example on the ideal Islamic Socialism in Political Views of HOS Tjokroaminoto education. It was the heyday of Islam (7th to 12th AD) only focuses on how HOS Tjokroaminoto’spolitical when Islamic high institutions have been able to thought in relation to national revival became the produce Muslim scientists who have a balance of lightening and pioneer of unity in the midst of the intellectual, science, and technology with ethics and struggle that was still primordial in the pre- morals. So, historically, the concept of Islamic independence era. Tjokroaminotowas the one who

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 pioneered the formation of the modern nationwide speech entitled "Strap of Life" (Abdul MunirMulkhan organizations movement calledas Sarikat Islam. He was [3]).Second, secondary sources are books that are also the teacher for the great figures of this nation's closely related to HOS Tjokroaminoto and KH. Ahmad caliber such asSoekarno, , Kartoesowiryo, Dahlan’sthoughts on Islamic Education and they , and Moesso. The research is interested include: (1) Amelz, HOS Tjokroaminoto: Life and in finding how Tjokroaminoto instill the values of life Struggle, : BulanBintang, [4]; (2) for the great figures as well as the thing that Tjokroaminoto, H.O.S, Islam and Socialism, Fadjar underliesTjokroaminoto’spolitical thought. Asia, [5]; (3) A. MunirMulkan, Story and Message ofKiai Ahmad Dahlan in MuhammadiyahWisdom, Based on the problems described above, the Voice, , [6], and (4) study of HOSTjokroaminoto and KH. Ahmad AdiNugraha, KH. Ahmad Dahlan [8], AR-Ruzz Dahlanfigures becomes important by taking into MEDIA, Jogjakarta, [7]. account the phenomena that occur at the time. By learning the history that examines the past to find In order to analyze the thought of HOS common patterns, then the pattern used to predict what Cokroamininotoand KH. Ahmad Dahlan regarding the happens in the future. This paper is expected to be an Islamic Education, the authors use the following steps: alternative solution to solve the problems of the nation's First, using the description method, which is a research education through the idea of HOS Tjokroaminoto and method by way of explaining the phenomenon of KH.AhmadDahlan. It made the study focuses on how realities as they are selected from the subjective the background of HOS. Tjokroaminoto and perspective; Second, using the historical method to KH.AhmadDahlan’sthoughts on Islamic educational, determine the development of the leaders’ thought, how will thethoughts inspire the nation, and what can relating to the environment and its influence in daily be expressed as a solution to the nation's problems, life [9] Third, the comparative method, which according especially in the field of Islamic education. to Mohammad Nazir [10] is a kind of research conducted to fundamentally find answers about cause Primary issues in this research are: 1) How and effect, as well as analyzing the causes of the HOS Tjokroaminoto and KH. Ahmad emergence of a particular phenomenon. Dahlan’sThoughts toward Islamic Educational; and 2) Whatare the similarities and differences between HOS. RESEARCH FINDINGS Tjokroaminoto’sThought and KH. Ahmad H.O.S Cokroaminoto’s Thought of Islamic Dahlan’sThought toward Islamic Education. Education a. On the Principle of Islamic Education In regard to the formulation of the problems As pointed by DalaMukti [11], citing the above, this discussion aims to describe H.O.S commission of HOS Tjokroaminoto to the school's Tjokroaminoto and KH. Ahmad Dahlan’sthought on studentsin Jogjakarta, August 24, 1925: “... All my Islamic educational. The usefulness of this research are: children, if you're already get to study Islam and if First, academically, becomes a contribution to science you're already an adult, destined by Allah The Almighty and knowledge; Second, as research material to proceed sublime, you are made the be peasants, of course you with the next research; and Third, dismantle the nation's can work on agriculture in Islam; if you're destined to collective memory on its history, especially in the field be a merchant, be a merchant in Islam; if you're of Islamic education. destined to be a soldier, be a warrior in Islam; and if you are destined to become senopati, be senopati in METHODOLOGY command Islam. Until the world is set in accordance This study uses library research method, which with the principles of Islam ...... ” is the object of the study was the thought of the leaders; in this case the thought of HOS Tjokroaminoto and KH. Based on the above description, it can be Ahmad Dahlan on Islamic education.TatangM.Arifin understood that Tjokroaminoto believes if someone [2] asserts that literary studies have focused on the educated in Islamic way, he puts forward not only skill study of "literature" and not a library.his is because the but also the sensitivity of heart sense. In this way, they literary study uses relevant books as a reference. will be happy and prosperous in life. The basic principle in Islam education is to promote the Qur'an and Because this study used a literature study, the attitudes, thoughts, and actions of the Prophet most authentic data collection method is to use through his hadiths. The second principle someone’s work or writing on a figure that is being in Islamic education is the principle of nationalism, investigated or researched. Then the used reference which is to instill a sense of nationality with all might; includes: First, the primary source, "Tjokroaminoto and instill a sense of courage, especially jihad (works hard Education: MoeslimNationaalOnderwijs" written by to propagate and protect Islam); and infuse HOS Cokroaminoto and KH.AhmadDahlantext to independence, means that everyone should strive

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 seriously and never take the results of the work of He is known as: a master organizer, others and be independent. ideologist, drafter, and orator of mass movement. On top of that, he was a founder who found the right The views of some of the leading figures lived answer to the problems facing the Indonesia people who in HOS Tjokroaminotoera areas follows: were colonized by the Dutch. Colonizing the land and 1) Hamka State, economic and political, even covering the soul In the early of January 1925 I went to and thoughts, physical and mental, material and Pekalongan. Sometime later I was able to attend the spiritual. The answer to these problems is "Islam", that General Meeting of the Islamic Sarikat held in "live" Islam. Islam which came from The-Supreme- Pekalongan, and he himself had come from Yogyato Life. Islam has turned the Bedouin Sahara into a have a speech in the meeting. The meeting was under cultured human, contributed to world civilization. Islam the chairmanship of Mr.Kadhool. is the one who can save humanity from the world to the hereafter. That is where I heard him as Orator, Agitator, which is great, in a large place, so it was not in the Furthermore, in his article entitled classroom. His voice was loud, emanating from the soul "MoeslimNationaalOnderwijs" (National Muslim ray and his own conscience. That voice dominated the Education), Cokroaminoto said: We want Islam as meeting. All human attentionswere to himonly,his voice taught and practiced in the time of beginnings: Islam was dominating the room. His eyes flaming like a wolf's with no addition of new stuff, but Islam of its sanctity in eyes, he walked away and forth on the stage. Each the first place. Islam that is being meantcovers the sentence retainedhis establishment and showed his religious sense, political governance, law, and its ideals [4]. followers (Muslims). Muslims who follow the footsteps of the example that has been practiced by Prophet 2). W. Wondoamiseno Muhammad. Chairman Tjokroaminotos, as God meant to become the nation's leader—in my own opinion—was b. On the Curriculum gifted some special nature, some advantages than TjokroaminotoEducation and Teaching others, such as for example: Center was established around 1930. The school was a) There is special courage in him founded by the afdeling (branch) of Indonesia Syarikat that so feared by the other party Islam Party.It did not only teach intelligence sense but as well as his own comrades. also educate and inculcate the virtues of character, b) There exists skills and independence and piety, and others. TjokroaminotoBPP eloquence in him, more advance curriculum departed from an article entitled than any other. "MoeslimNationaalOnderwijs" by HOS Tjokroaminoto. c) He has a power for his exceptional work (day-night), According to HOS Cokroaminoto, Islamic bears hungry and sleep. principles are principles towards democratic and d) To him, the science of special socialism (true socialism according to Islam), and those Islam and Islamic through the principles also get towards the intention of achieving lesson given by Prophet the ideals of the people’s freedom and the independence Muhammad SAW. of the country, so that when the Muslims set up schools e) He created “Sarikat Islam” themselves, the teaching provided therein should which therefore born into containthe kind of education that will form true “Indonesia Sarikat Islam Muslims and is national in the sense of the word: Party”. toward the goal of people’s independency. The five articles are enough to be the evidence of his nature and merits whose truth could not be HOS Cokroaminoto wrote a book entitled avoided by anyone—especially those Indonesians who MoeslimNationaalOnderwijs. This book explains that have healthy and fair thought. education and instruction for Muslims in Indonesia, in But it is only by the merits and the good deeds addition to teaching cleverness sense, should also of him as the promoter of the society towards the inculcate the principles of Islam, among others: a) freedom that we experience these days. However the Implanting the seeds of independence and the seeds of independency of the State of Indonesia at the moment is democracy, which has become a status symbol and a not yet meeting the kind of experienced wished by sign of distinction of the great Muslims in ancient time. Cokroaminoto, because the Islamic laws has not been In the magazine "SendjataPemoeda", an intern valid in this State[4]. magazine of PSII youth ranks, SIAP (Syarikat Islam CambodgienPadvinderijs / PanduForce) and Indonesia Muslims Youth, HOS Cokroaminoto said, "No man can

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 be a major verily, verily, no man can be great and the (ten faces) is like the capitalism in rage. Anyone face noble literally, he cannot be bold with pure courage and him as an opponent will be certainly crushed; all foremost, if there are many items he is feared and humans colonized by him. However, when dealing with worshiped. Those kinds of virtue, greatness, glory and Hanuman, his strength is able to be broken so the King courage, can only be achieved due to the "TAUHID" Dasamukafell down to his death. only, he said, set that there is no God but Allah; http://tjokroaminoto.wordpress.com/page/3/ b) He expressed such a desire in the Cultivating the seeds of sublime courage, sincerity seed, commentaries book of foundation and thandim program devotion and love to the right, which has been the which is thecollapse of international capitalism and nature of Islamic society in ancient times; c) Instilling imperialism. In addition to the dance and gamelan, he unseeninner seeds, the primacy of morality and good alsohad interest and attention in the sound art.Javanese temperament, which had already led the Arabians song, otherwise known as Mocopatwas his favorite. became a society with smooth host nation customs and Even in his old age, after he became the great leader, he became planters and spreaders of civilization and still likedto hum Mocopatin his leisure time.Javanese decency. song, usually contains allegory, advice, or satire. Beautiful wording, rhythmically graceful, but contains a W. Wondoamiseno once told that deep meaning, sometimes contains sharp satire. It really Cokroaminoto pontificated to all of his cadres including is a literary work with a high artistic value. W.Wondoamiseno as follows: "If you want to be a great leader of the society, first you have to truly love Education as an element of a culture, even as the people, sacrifice your soul and energy to defend the one of the pillars of civilization, wasreally considered interests of the people like defending yourself, for you by Cokroaminoto. He said in the book entitled "Islam are a part of them.And love the truth in all your efforts, and Socialism" as follows: "...... if there are Muslims surely God will help you. Do not be arrogant and do established a high, mid or low school (madrasah), with not break promises. Do not discriminate people;accept providing only teaching for cleverness' of aqal alone, them kindly and respectfully whoever comes to, even but in the hearts are not implanted with seeds of though they are poor and needy. If you happen to sleep, freedom and democratic, which used to be a sign of wake up with a sincere heart, do not regret a coming greatness and the difference mark of great Muslims in that did not bring fortune to you. Believe in God's the ancient times, and in theirs there were no seedsof nature and compassion on his servants. But ...... if noble courage, sincerity, devotion and love implanted you're dealing with an opponent, both whom and from for what was right, which has become the nature of any nation, you have to show the attitude of a valiant Islamic social life in the ancient times—and the pupils knight, do not let the stooping come over you. A leader did not also given instruction that educatedthem in must have a sense of feeling that he is higher and more term of full sincerity, the virtue of gratitude and kind valuable in rank, both in the sight of the people and temperament, which once had constructed the Arabians also in the sight of God.Keep in believing ...... Allah will into a 'customs agency' and masters in planting civility not waste all your effort as a leader of the people, as and politeness—and also, the students’ heartsare not long as you keep anhonest and sincere heart. Insha planted with the seeds of simple living, as that has Allah the influence will come by itself. You may seek for always been made the name of Muslims—schools that science, but trust depends upon the honesty and only provide “cold” and "no life" intelligence and at sincerityof your heart. If you promise to stick to it, do the end only leads to materialism, such schools are not waste better be unused for the Muslims.” [5]. it!"http://tjokroaminoto.wordpress.com/page/3/ d) Plant the seeds pious life as that traditionally have been the The Islam embraced by HOS Cokroaminoto cause of the renowned name of Muslims; e) Instilling a was very evident in his daily life as the guideline to say sense of love for the motherland by studying the culture and act. He also taught his students and followers that and customs of the nation itself. Islam is the only thing that can bring people happiness. In order for people to be a great Muslim, they should be Many people do not know and do not even educated in Islamic way. In the 1930s,there were lots of think that Cokroaminoto was also an artist. He was an Tjokroaminotoschools established by PSII branches in expert in musical arts. He was clever in playing all regions. The syllabus and curriculum were based on gamelan and drums. He even mastered Javanese dance the Tjokro’s book entitled Moeslim Nationaal which has a very high artistic value (Javanese dance is a Onderwijs. This school taught the meaning of graduation requirement for OSVIA students from independence, manners, general science, and Islamic circle). He often participated in the puppet studies. According toTjokro, the principles of Islam is show, played the character of his idol, the Hanuman. In in line with socialism and democracy, then the Muslims Ramayana, the play of fights between Hanuman and should be educated as true Muslims to achieve the King Dasamuka is often performed. King Dasamuka ideals of freedom of the people [12].

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 Tjokroaminoto give lessons to his own community, not indiscriminately, whether they are poor children and the boarding students on the meaning of or rich. freedom and democracy, that is, defending the truth and in side with the society and afraid onlyto Allah SWT. In presenting the lesson, HOS Tjokroaminoto There has been once when his son who just graduated gave more emphasis on contextual approach, it means from the school gave Tjokro his graduation diploma, that the discussion adapted to the conditions and but without proud or happiness, Tjokroaminoto firmly situation at that time. The speech pronounced clearly, tear it fiercely and confirmed the son that it is better to unequivocal and directed, so the attitude and the way he be a servant of the people and build a branch of talked often emulated by the students, such as . SI…The boarding students has also felt the meaning of democracy, that is when Tjokroaminoto was discussing Tjokroaminoto’s house in Gang Peneleh, with his friends, they often differ in deciding Surabaya, became the silent witness of some young something, so then middle decision was taken. The people who were studying below an SI leader. Many boarding students usually only sat and listened and were just stopping in for a dialogue but there were some observed it. Tjokroaminoto understand the importance who lived with him. His students, among others, were of the general meeting and the courage to speak for Soekarno, Kartosuwiryo, AbikoesnoTjokrosoejoso, mobilizing the masses. At a dinner table in a house in Hamka, Alimin, and Moeso. In the later development, Gang Peneleh, the science of modern movement is they would continue the struggle in freeing people from transmitted to his students: Alimin, Moeso, Sukarno, the shackles of colonialism in the different manner and and Kartosoewirjo. ideologies. Soekarno with nationalist champions, Semaoen and Moeso choose communists and For Tjokroaminoto, Islamic education was Kartosuwiryo become the general leader of Islamic first performed by reading the Qur’an to deepen the fundamentalists. Islamic religion, not only by a reading accompanied with its tajwid but also interpret each verse in everyday Tjokroaminoto’s attitude provided exemplary life. Tjokroaminoto also frequently monitored the to his students and became the inspiration for its progress of his children in reading the Qur’an and students. Tjokroaminoto tend to bring along one of his waited for them to finish [12]. favorite pupil,

Thus, it was the picture of HOS Daras describes how Soekarno often studied Tjokroaminoto’s struggle in the field of education. speech in front of a mirror in a stuffy and darkroom. In Curriculum in Tjokroaminoto schools did not only one of the boarding room owned by Tjokroaminoto, emphasize on Islamic sciences such as monotheism, Soekarno practiced a fiery speech [14]. People who've Islamic History, Moral education, but also art and seen Tjokroaminoto’s style of speech always said that culture. Islamic education, according to Tjokroaminoto, Sukarno’s style and manner in speech was similar to is an education aimed at forming a human with a wide Tjokroaminoto’s. The high or low of sound; how to insight and Islamic personality through brain training, organize sentences; and construct words;all of them instilling the spirit of freedom and patriotic courage, were very interesting and easily understood by all familiarize in kindness and simple life. listeners, regardless of whether he is a layman, educated, scholars, pedicab or merchant [6] . c. On Teaching Method According to HOS Cokroaminoto, Islamic Soebagijo describes that Bung education should be taught to the students not only to be Karno’sandapasor (humble)attitude was clever in theory, concept or cognitive, but should be gainedfromTjokro; besides being the leaders of the SI directed as well so the learners are able to actualize his community, the orator, also known as a humbleand knowledge according to the Islamic teachings, thus the helpful person, willing to make sacrifices for his passion for changing personal circumstances, fellows. Sukarno was Tjokro’s golden boy. At his home communities and countries to independence in carrying in Gang Peneleh, almost every night, after dinner time out the teachings of Islam would appear. when many boarding students at his age watched television, he sat cross-legged near Tjokro and listened In HOS Cokroaminoto’s view, objectives may to all the things that Tjokrodid; Tjokroended up giving not be achieved if it is not accompanied by earnest lots of his books toSoekarno (this also performed by charity. Therefore, what is taught includes the virtues of Semaoen although eventually he criticized the actions good character and temperament as a form of of the mentor). Soekarno finally understood why Tjokro manifestation of belief in Allah SWT as a Rabb, the established SI and why one of his guests,Alimin, human regulator. Besides,the investment of love for the struggled to unite the workers and peasants in the community and being humble to the others, it implies associations. Tjokro patiently and diligently explained that Islamic education should be felt by the entire the importance of political activity and devoted all his

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 knowledge of the various ideologies. Soekarno then jiwanya. Hal ini tergambar jelasn pada silabus dan followedTjokro’s trail with a lot of writing under the kurikulum yang terjabarkan pada sekolah pseudonym of Bima in Oetoesan Indies so that later Tjokroaminoto di setiap cabang SI. Soekarno fought against the invaders through ideas and action [14]. Gagasannya yang kelima ialah menanamkan rasa kecintaan terhadap tanah tumpah darah dengan Thus the teaching methods conducted by jalan mempelajari kultur dan istiadat bangsa Tjokroaminoto through contextual approach meanta sendiri. Tjokroaminoto seringkali dalam satu atau dua discussion adapted to condition and the situation at that minggu sekali mengadakan latihan wayang orang time, making it easier for their students to understand bertempat di Panti Harsoyo bersama anak-anaknya & and further practiced. In addition, Tjokroaminoto also anak-anak pondokannya [14]. often had discussions with the disciples about the development of Islam. 2. KH. Ahmad Dahlan’s Thought on Islamic Education d). Implementasi Pemikiran HOS a. On the Principle of Islamic Education Cokroaminoto There were Muhammadiyah schools which established based on Islamic principles. The principles Setidaknya terdapat lima pemikiran utama are Tjokroaminoto dalam mendidik umatnya yang (http://pendidikan4sejarah.blogspot.com/2011/04/sejara semuanya berlandaskan pada nafas islami. h/muhammadiyah./html) : Tjokroaminoto bukan hanya mengajarkan gagasannya secara lisan tetapi juga memperlihatkannya dalam 1) Based on Al Qur’an and Sunnah kehidupan (perilakunya). Inilah yang membuat anak The aim and purpose of Muhammadiyah as kandung serta anak kosnya begitu kagum padanya. the religion reformation movement regardless of Sesuatu yang paling sulit dilakukan adalah Muhammadiyah’s view on the state and function of Al menyamakan antara ucapan dan perilaku, memang Qur’an and As Sunnah, the aqal and social life system. manusia tiada yang sempurna tetapi Tjokroaminoto berusaha untuk mencapainya. Muhammadiyah’s effort in maintaining and respecting the Islam rooted from Al-Qur’an, As Gagasan pertamanya adalah menanamkan Sunnah, the aqal and the reality of social life, benih kemerdekaan dan benih demokrasi yang telah particularly on education field, then Muhammadiyah menjadi tanda kebesaran dan tanda perbedaan Umat formulated its education aims which was known as Islam besar pada zaman dahulu. Tjokroaminoto PerumusanPakajanganas follows: the education aims memberikan pelajaran baik pada anaknya dan anak of Muhammadiyah teaching is to form human into a kosnya tentang arti kemerdekaan dan demokrasi yakni Muslim, noble, clever, self-determined, and beneficial membela kebenaran dan berpihak pada rakyat serta for others [15]. hanya takut pada Allah SWT. 2) Amar Ma’rufNahiMunkar Principle Buah pikirannya yang kedua dengan In the context of Amar Ma’rufNahiMunkar menanamkan benih keberanian yang luhur, benih principle as one of the principles in Muhammadiyah keikhlasan hati, kesetiaan dan kecintaan kepada yang education implementation, it meant that the order to do benar (haq), yang telah menjadi tiap tabiat masyarakat good in daily life and prevent wicked action are the Islam pada zaman dahulu. Tempo [12] dengan essence of Islamic education. gamblang memberi penjelasan bahwa Tjokroaminoto pernah akan dibunuh mertuanya dan rela menanggalkan By making amarma’rufnahimunkar into one pekerjaan serta gelar ningratnya karena ia merasa of the principle in the implementation of mertuanya ini begitu menghamba pada penjajah dan Muhammadiyah education, the implementation tends to pikirannya sangat kolot. Hasil gagasannya yang ketiga develop the students’ potential so that they become dan keempat ialah menanamkan benih peri kebatinan humans who are loyal to Islam and its doctrine, and yang halus, keutamaan budi pekerti dan kebaikan become a great Muslim who fully aware of his perangai, dan kehidupan yang saleh, yang dulu telah environment in its connection with Allah as the life menyebabkan orang Arab penduduk laut pasir itu bestower and the Muslim fellow and the natural menjadi bangsa tuan yang halus adat lembaganya dan surroundings. menjadi penanam dan penyebar keadaban dan kesopanan. Tjokroaminoto dengan segala tulisannya 3) Science Integration Principle menggambarkan bagaimana seseorang harus Muhammadiyah movement in education field berperilaku setidaknya setiap muslim harus menjadi have transformed in time to time along with the demand muslim yang seutuhnya yang merasuk hingga rasa dan of time development without losing its identity. It

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 happened because Muhammadiyah, as an association, empowerment through education as well as the socio- has an open nature to the surroundings beyond its own religious and economic sector. environment which made the association becomes Muhammadiyahplaced their orientation on responsive to each development. In this case, the awareness and provided knowledge to the students Muhammadiyah owned a special education system; it about the rights and obligations and the role of citizens held an education system of public school pattern with in a democratic society. the combination of Muhammadiyah identity that is based on the Al-Qur’an and As Sunnah. General b. On Curriculum education with orientation to science; it is the special According to KH. Ahmad Dahlan, a strategic system of Muhammadiyah education. effort to save Muslims from static thinking patterns that lead to dynamic thinking is through education. 4) Alignment on Dhuafa Principle Education should be placed on a scale of priority in the Muhammadiyah’s position on dhuafa side development process of the society [16]. may signify that Muhammadiyah’s education followed the emancipator principle. It means that, the education According to KH. Ahmad Dahlan, Islamic held by Muhammadiyah provides fairopportunities to education should be aimed at the effort offorming receive a qualified educational service which has two Muslims who have noble character, pious in religion, main points. First, equality, means that everyone has a broad view and understanding the science of mundane chance to receive the same educational service issues, as well as willing to fight for the betterment of regardless the gender, social and economic status, society. The purpose of education was a renewal of religions, and etc. Therefore, education should be fair to education which was conflicting with the objectives at everyone. Second, accessibility, it means that everyone the moment, that was, educational boarding schools and is able to access the same level of educational service Dutch model educationschool. On one side, boarding regardless the type of service, the level, and education school education was only focus on creating individuals line. into pious Muslims and has deep religious knowledge. In contrast, the education model of Dutch school is a 5) Spirit of service principle secular education in which religion is not taught at all. Muhammadiyah’s spirit of service as a As a result of the dualism of those education models, missionary movement and amarma’rufnahimunkar two poles of intelligence were born: the boarding school based on Islam which is derived from the Qur'an and graduates who master the religion but do not Sunnah has been demonstrated through the efforts of overwhelm the general science and the Dutch school’s interpreting the purpose and intention of the graduates who master the general science but religion. organization. One of Muhammadiyah’s dedications to the community and the nation since it was founded in Seeing the discrepancy, KH.AhamdDahlan 1912 by Ahmad Dahlan was to encouraging people to argued that the perfect educational goalis to bear the practice the Islamic teachings which led to calmness whole individualwho masters religious knowledge and and joy instead of anxiety. general knowledge, as well as the material and spiritual world and the hereafter. For KH. Ahmad Dahlan, all of It shows that, since its them (religious-public, material-spiritual and world- inception,Muhammadiyah has been internalized so that hereafter) is a matter that cannot be separated from one the Muhammadiyah’s cadres willing to work hard to another. It was the reason why KH. Ahmad Dahlan continue the fight to raise the organization properly. taught religious studies and general science at the same time in Madrasah Muhammadiyah. 6) TajdidPrinciple Tajdid in Muhammadiyah education is more According to Ridjaluddin FN, the efforts of focused on improving the quality of education process modernization and reform in the field of Islamic and establishing an integrative education system. education done by Muhammadiyahat the beginning of this organization appeared from curriculum that was Tajdid principle in Muhammadiyah developed through two ways, they were: establishing education are; every citizen has the same rights to educational places where religious sciences and general receive a qualified education (Article 5, paragraph 1) sciences are taught together; and givingsecular religious and every citizen aged 7-15 years are obliged to have lessons in public schools. the basic education (article 6, paragraph 1). According to Dahlan, the implementation of 7) Democracy Principle education should be based on a solid foundation; the In upholding the values of democracy, Qur'an and Sunnah. This foundation is a philosophical Muhammadiyah more likely focuses on community framework for formulating the concept and ideals of Islamic education, both vertically (khaliq) or

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 horizontally (creature). In Islamic view, there are at provide religious instruction and general science least two sides of human creation tasks, namely as'abd simultaneously. As for religious education, the Allah (servant of God) and ArdhfilKhalifah knowledge that mainly is taken from fiqh of (representative of God on Earth). Shafi'’s madzhab, the science of Sufism of Imam Al- Ghazali, tauhid from the book entitled "Treatise of In the process of the occurrence, humans Tauhid" and "books of Jalalayn interpretation" and the were given spirit and intellectual. Therefore, the media interpretation of "Al-Manar". While general knowledge, that is able to develop the potential of the spirit to make including history, arithmetic, drawing, Malay language, sense of the submission and obedience guidelines of Dutch and English [6]. humans to its khaliq. Here, the sense of existence is a potential basis for participant learners who need to be Islamic education given in maintained and developed in order to develop the Muhammadiyahschools was summarized on the theoretical and methodological framework on how to subjects of Islam and Muhammadiyah matters that is a organize a harmonious relationship vertically or formal systematization and methodological interaction horizontally in the context of its creation. of the effort of guiding human development as abid (slave), and the khalifa bound in a system of the Islamic To achieve these objectives, Ahmad movement and teaching. Dahlansuggested the educational materials to be the teaching of the and Hadits, reading, writing, Thus, as a thinker and innovator in the world arithmetic, geography and drawing. The material of the of Islamic education, Ahmad Dahlan stressed the Qur'an and Hadits include: Worship, equality, the importance of Islamic education management in a function of human actions in determining the fate of modern and professional way. So it is expected that the deliberations, proving the justification of the Qur'an and Islamic educational institutions are able to meet the Haditsaccording to the cooperation among religions, needs of learners which deal with the dynamics of the cultures-development of civilization, the law of time. To achieve that, Islamic education needs to be causality changes, lust and desire, democratization, open,innovative, and progressive. liberalization, freedom of thought, the dynamics of life and the human role in it, and morals (manners) [6]. c. On Teaching Method In teaching the knowledge of Islam in general, Therefore, the curriculum in as well as reading the Qur'an, KH.AhmadDahlan Muhammadiyahschool tends to emphasize the general implemented teaching methods tailored to the abilities sciences, whereas in the religious aspects, the of learners in order to attract the learners to persevere it. Muhammadiyah school’s graduates at least are able to Certainly, most students felt that the Islamic studies perform five times prayers in a day, and also the schedule on Saturday afternoon was not enough. Sunnahprayers, reading the holy book Qur’an and wrote Arab (Al-Qur'an)letters, knowing the principles of Therefore, some of the students came Ahmad aqidah and can distinguish the heresy, superstition, Dahlan’s house in on Sunday to ask questions syirik and muttabi' in conducting worship. and further discussedthe issues related to religion and Islam. KH. Ahmad Dahlan’s view on Islamic education was started from the efforts of sense KH. Ahmad Dahlanpersonally pioneered the development through the educational process that will establishment of a school that combines the teaching of eventually lead to the growth of creative and give religious knowledge and general science. On various implications for the Muhammadiyahpeople to have the occasions, Ahmad Dahlan conveyed the idea of spirit of Tajdid (renewal) in Islamic education. establishing a school that refers to the method of teaching as appliedin government schools to various Meanwhile, the educational path developed parties, including the students who studied in Kauman by Muhammadiyah members includes the school or and Kauman’speople in general. The majority of them madrasah lines and lines outside the school. The school are indifferent, and some even explicitly rejected the lines consist of madrasah MualliminMuhammadiyah idea of the establishment of the school system because and public schools with the addition of Islamic studies it was considered contrary to the traditions of Islam. ranged between 10-15% in its curriculum. While the outside line of the school organized special courses that This is due to the perception on the part of provide Islamic studies, such asmuballigin, society that this kind of school models is a product of whusthoMuallimin, zu'ama, Za'imat and the mosque infidels thinking and inappropriate to be imitated, committees [6]. because they were afraid that it would make them As a Madrasah education institution which infidels too, although it must be recognized that this previously was a boarding school, Muhammadiyah method has its own advantages.

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 and exchanging information. According to Mujtahid, KH. Ahmad Dahlan remained to establish with the formation of the teaching profession network educational institutions that apply a model of schools the teacher can strive to do several things such as: First, that teach Islamic religious sciences and general understand the demands of the existing professional knowledge. standards; Second, achieving qualifications and competencies required; Third, build a good and The school started with 8 students, who spacious professional relationship; Fourth, develop a studied in KH. Ahmad Dahlan’s living room with the work ethic or work culture that promotes high quality size of 2.5 m x 6 m with him acted alone as a teacher. services to constituents; Fifth, adopt innovations or The teaching materials prepared by KH.AhmadDahlan develop creativity in the use of advanced information by utilizing two of his desks. Meanwhile, two bench of and communication technology to avoid exceptional in students’ chair were handmade as well from a former the ability to manage learning development. morid fabric boxes and board made of surenwood [6]. Thus, Ahmad Dahlan’s teaching methods The school was then known as the first school emphasizes not only on the theoretical understanding built and managed by indigenous independently and but also practical matters. Therefore, the materials— equipped with modern teaching and learning teaching and preaching—are intended not to be equipments such as: benches, blackboards, dingklik understood only, but also lived and practiced in chairs and classical teaching system. everyday life.

In the early stages, the learning process had Therefore, due to the patience and tenacity in not run smoothly. In addition to the rejection and fighting the ignorance among people who were boycott from the surrounding community, the students captivated by oppression, a powerful yet ultimate result which amounted to only 8 people were often absent was able to be achieved. This is evidenced by the from school. development of Muhammadiyah educational institutions which is experiencing significant growth. To overcome this, KH.AhmadDahlan did not hesitate to come each student’ house and asked them to d). Implementasi Pemikiran Pendidikan KH. go back to school. Besides, he continued to search for Ahmad Dahlan new students. Along with the increasing number of the Haji Majid, seorang murid K.H. Ahmad students, the facilities were also increasing in. After the Dahlan menuliskan pengalamannya dalam risalah last six months, the number of students increased to 20 singkat Falsafah Ajaran K.H. Ahmad Dahlan. people [6]. Setidaknya ada tujuh point yang dapat dipetikyaitu: Pertama; Mengutip perkataan al-Ghazali, K.H. Ahmad Teacher Competence is a measurement defined Dahlan mengatakan bahwa manusia itu semuanya mati for a teacher to master a set of capabilities to be eligible (perasaannya) kecuali para ulama yaitu orang-orang to occupy one of the positions as a teacher, according to yang berilmu. Dan ulama itu senantiasa dalam the field tasks and education levels. Teacher is a kebingungan kecuali mereka yang beramal. Dan yang position that indicates duties, responsibilities, beramal pun semuanya dalam kekhawatiran kecuali authorities and rights of a teacher who performs its mereka yang ikhlas dan bersih. duties based on expertise and specific skills and is Kedua; Kebanyakan mereka di antara manusia independent. In order to be able to carry out their berwatak angkuh dan takabur. Mereka mengambil responsibilities properly, a teacher should always keputusan sendiri-sendiri. K.H. Ahmad Dahlan heran enhance his professionalism through the mastery of kenapa pemimpin agama dan yang tidak beragama competencies significantly to ease his duties. The selalu hanya beranggap, mengambil keputusan sendiri teacher important competencies are: competence in tanpa mengadakan pertemuan antara mereka, tidak mau substance field or the study field, the areas of learning bertukar pikiran memperbincangkan mana yang benar competence, education and guidance values dan mana yang salah. Hanya anggapan-anggapan saja, competence,and relations and community service disepakatkan dengan istrinya, disepakatkan dengan competence. All of it is aimed at improving the quality muridnya, disepakatkan dengan teman-temannya of teachers. sendiri. Tentu saja akan dibenarkan. Tetapi marilah mengadakan permusyawaratan dengan golongan lain di One of KH.Ahmad Dahlan’s efforts in luar golongan masing-masing untuk membicarakan enhancing the teacher competences is by establishing manakah yang sesungguhnya yang benar dan manakah teaching profession network. Teaching profession sesungguhnya yang salah. Ketiga; Manusia kalau network is the awareness of teachers towards the mengerjakan pekerjaan apapun, sekali, dua kali, formation of professional groups to improve berulang-ulang, maka kemudian menjadi biasa. Kalau cooperation relations in the framework of mutual giving sudah menjadi kesenangan yang dicintai. Kebiasaan

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Anis fauzi1.et al.; Saudi J. Humanities Soc. Sci.; Vol-2, Iss-7(Jul, 2017):504-514 yang dicintai itu sukar untuk dirubah. Sudah menjadi mengerjakan, maka tidak perlu ditambah (diposkan tabiat bahwa kebanyakan manusia membela adat oleh Ahmad Hapidin di 12.45). kebiasaan yang telah diterima, baik dari sudut i’tiqat, perasaan kehendak maupun amal perbuatan. Kalau ada DISCUSSION yang akan merubah sanggup membela dengan HOS Cokroaminotowas a figure who had a big mengorbankan jiwa raga. Demikian itu karena hand in the development Islamic Education historyin anggapannya bahwa apa yang dimilikinya adalah benar. Indonesia; he was the teacher of the nation. According Keempat; Manusia perlu digolongkan menjadi satu to him, Islamic education should be taught so that to the dalam kebenaran, harus sama-sama menggunakan akal students are not only clever in theory, concept or pikirannya untuk memikirkan bagaimana sebenarnya cognitive, butthey also have to be directed so they are hakikat dan tujuan manusia hidup di dunia. Manusia able to actualize his knowledge accrding to Islamic harus mempergunakan pikirannya untuk mengoreksi teachings, thus the spirit of changing personal soal i‘tikad dan kepercayaannya, tujuan hidup dan circumstances, society and the state towards the tingkah lakunya, mencari kebenaran yang sejati. independence of the people will appear. Kelima; Setelah manusia mendengarkan pelajaran- pelajaran fatwa yang bermacam-macam membaca In one hand, K.H.Ahmad Dahlan was one of beberapa tumpuk buku dan sudah memperbincangkan, the education reformers in Indonesia. He is the founder memikirkan, menimbang, membanding-banding ke sana of Persyarikatan Muhammadiyah at Kauman, ke mari, barulah mereka dapat memperoleh keputusan, Yogyakarta,in 1912 M / 1330 H. His movement was memperoleh barang benar yang sesungguhnya. Dengan repairing the direction of mosques; conducting akal pikirannya sendiri dapat mengetahui dan amarma’rufnahimunkarda’wah, fighting over the menetapkan, inilah perbuatan yang benar. Keenam; heresy and superstition;and establishing schools as a Kebanyakan para pemimpin belum berani place to educate the students. The ideals initiated by mengorbankan harta benda dan jiwanya untuk berusaha K.H. Ahmad Dahlanwere the birth of new human tergolongnya umat manusia dalam kebenaran. Malah beings who are able to appear as scholars intellect; a pemimpin-pemimpin itu biasanya hanya Muslim who has the firmness of faith and science mempermainkan, memperalat manusia yang bodoh- comprehensive, has a strong physic and spiritual deeds. bodoh dan lemah. Ketujuh; Ilmu terdiri atas K.H. Ahmad Dahlan performed two actions at once, pengetahuan teori dan amal (praktek). Dalam gave religious instruction in secular Dutch schools, and mempelajari kedua ilmu itu supaya dengan cara establishedhis own schools where religion and general bertingkat. Kalau setingkat saja belum bisa knowledge are taught together.

The analysis results of HOS Tjokroaminoto Islamic education. The similarities and differences of and KH. Ahmad Dahlan’s thoughts on Islamic HOS Tjokroaminoto and KH.AhmadDahlan’s thoughts education can be seen from three aspects, namely: on Islamic education are as follows: curriculum, teaching methods and basic principles of

Table-1: The Similarities and Differences ofHOS Cokroaminoto and KH. Ahmad Dahlan’s Thoughts ASPECTS HOS. COKROAMINOTO KH. AHMAD DAHLAN

Islamic Education  Al-Qur’an andHadits  Al Qur’an andSunnah Principles, Principles  Nationalism  Amar Ma’rufNahiMunkar Principles,  Science Integration Principle,  Alignment on Dhuafa Principle,  Spirit of Service Principle,  Tajdid Principle,  Democratic Principle. Curriculum  Tauhid,  The combination of theology which covers:  History of Islam, Fiqih, tasawuf, Tauhid, interpretation, and,  Moral Education  General science, such as: history,  Art and Culture, arithmetic, Malayan, Ducth, and English.  Patriotic Freedom and Independency,  Good manner and simple living. Teaching Methods  Contextual approach,  Classical,  Discussion or dialogue.  Contextual. It means that the learning is adjusted with the students‘ abilities in understanding and applying the knowledge.

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Selain itu bagi Tjokroaminoto pendidikan REFERENCES Islam dilakukan pertama kali dengan mengaji untuk 1. Mutaqqin, (2014), Pencerahan Pendidikan mendalami agama Islam, bukan hanya sekedar Islam di Indonesia dan Aktualisasinya membaca disertai ilmu tajwidnya tetapi juga memaknai (TelaahSosiokultural Perjuangan KH. Ahmad setiap ayat dalam kehidupan sehari-hari. Tjokroaminoto Dahlan), tesis, Pascasarjana IAIN Salatiga. juga seringkali mengawasi kemajuan putera-puterinya 2. TatangM.Arifin, (1990). dalam mengaji dan menunggu mereka hingga selesai MenyusunRencanaPenelitian,Jakarta: mengaji [6]. CV.Rajawali 3. Ahmad Dahlan, (1990) . Kesatuan Hidup Sedangkan bagi Ahmad Dahlan, ajaran Islam Manusiadalam Abdul Munir Mulkhan, tidak akan membumi dan dijadikan pandangan hidup PemikiranKH. Hmad Dahlandan pemeluknya, kecuali dipraktikkan. Betapapun bagusnya Muhammadiyah, Jakarta: BumiAksara. suatu program, menurut Dahlan, jika tidak dipraktikkan, 4. HOS.Tjokroaminoto. (1952). Hidupvdanv tak bakal bisa mencapai tujuan bersama. Karena itu, Perjuangannya, Amelz, Jakarta: Bulan Ahmad Dahlan tak terlalu banyak mengelaborasi ayat- Bintang. ayat Al-Qur’an, tapi ia lebih banyak 5. Tjokroaminoto, (1929). Islam danSosialisme, mempraktekkannya dalam amal nyata (diposkan oleh Jakarta: Fadjar Asia. Ahmad Hapidin di 12.45). 6. Sucipto, Heri, (2010). KH. Ahmad Dahlan, : Pendidikdan Pendiri CONCLUSION Muhammadiyah, Jakarta : Best Media Based on the elaboration of HOS 7. Yamin, M. (2009). Menggugat Pendidikan Tjokroaminoto and KH. Ahmad Dahlan’s Thought on Indonesia: Belajar dari Paulo Freire dan Ki Islamic Education (Comparative Study), it could be Hajar Dewantara. Ar-Ruzz Media. concluded that: First, according to HOS Cokroamanito, 8. Abdullah, M. A. (2015). Nursi Movement And instead of teaching cleverness sense, education and Muhammadiyah A Note on Modern Islamic instruction for Muslims in Indonesia should also Thought in Turkey and Indonesia: Affinities inculcate the principles of Islam. According to KH. and Differences. Innovatio, 15(2), 16-33. Ahmad Dahlan, the implementation of education should 9. Winarno, be based on a solid foundation of the Qur'an and (1980).PengantarIlmiahDasarMetodeTeknik, Sunnah. This foundation is a philosophical framework Bandung: Tarsito. in formulating the concept and ideals of Islamic 10. Mohammad Nazir, (2005). MetodePenelitian, education, both vertically (khaliq) or horizontally Bogor:Ghalia Indonesia. (creature). Second, the similarities and differences of 11. Rusli, W. (2013). Sistem Pendidikan Islam HOS Tjokroaminoto and KH. Ahmad Dahlan’s Menurut Hos Cokroaminoto (Konsep Muslim thoughts on Islamic education can be seen from three Nasional Onderwijs, Historis dan aspects; the basic principles of Islamic education, Globalisasi). Jurnal Kependidikan, 1(1), 45- curriculum and teaching methods. 63. 12. Tempo. (2011). Tjokroaminoto: Guru Para Baik Cokroaminoto maupun Ahmad Dahlan, PendiriBangsa. Jakarta: Kepustakaan Populer keduanya tertarik mempelajari Islam melalui al-Qur’an Gramedia. yang perlu dibaca setiap hari dengan disertai penerapan 13. Daras, R. (2011). Bung Karno Vs ilmu tajwid kemudian diamalkan dalam kehidupan Kartosuwiryo: Membongkar Sumber Dana sehari-hari secara bertahap, dari ajaran al-Qur’an yang DI/TII. Depok: Imania. paling mudah dan sederhana hingga kepada ajaran al- 14. Soebagijo. (1985). Harsono Tjokroaminoto: Qur’an yang paling sulit dan berdimensi kompleksitas. Mengikuti Jejak Perjuangan Sang Ayah. Jakarta: Gunung Agung. 15. Ulama, M. D. N. Bid ‘Ah Menurut Pandangan. 16. SamsulNizar, (2002). FilsafatPendidikan Islam: Pendidikanhistoris, teoritis, Jakarta: Ciputat Persada.

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