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Tarbiyah, Taklim, Tadris, Ta'dib Dan Tazkiyah

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Tarbiyah, Taklim, Tadris, Ta'dib Dan Tazkiyah Vol. 6 No. 2 November 2019 (pp. 193-209) DOI: 10.17509/t.v6i2. 21273 ISSN : 2580-6181 (Print), 2599-2481 (Online) Available online at: https://ejournal.upi.edu/index.php/tarbawy/index PENDIDIKAN DALAM PERSPEKTIF AL-QUR’AN DAN AL-SUNNAH : Kajian Atas Istilah Tarbiyah, Taklim, Tadris, Ta’dib dan Tazkiyah Ma’zumi, Syihabudin, dan Najmudin Universitas Sultan Ageng Tirtayasa, Banten *E-mail: [email protected] Abstract. The purpose of this study is to identify the synthesis of education in the interpretation of thematic studies of terms containing educational connotations. This article is the result of a literary study (literature) about terms that connotes education in al-Qur’an and al-Sunnah, namely tarbiyah, taklim, tadris, ta’dib and tazkiyah. This research is library research, with a content analysis approach. This study concludes that the five terms that connote to education in their contexts describe the concept of education in a whole synthesis, which is in line with the dynamics of humanity as God’s representative on earth. The five terms are identical with the term da’wah and all its connotations, which indicate that education is an accumulation of Islamic da’wah. The results of this study can be used to formulate the vision, mission and goals of all disciplines and at all levels of education, both formal and nonformal. Keywords: Education, tarbiyah, taklim, tadris, ta’dib, and tazkiyah Abstrak. Tujuan penelitian ini adalah untuk mengidentifikasi sintesa pendidikan dalam interpretasi kajian tematik istilah-istilah yang tercakup dalam konotasi pendidikan. Artikel ini adalah hasil dari kajian literatur (pustaka) tentang istilah-istilah yang berkonotasi dengan pendidikan dalam al-Qur’an dan al-Sunnah, yaitu tarbiyah, taklim, tadris, ta’dib dan tazkiyah. Jenis penelitian kepustakaan (library research), dengan pendekataan content analysis (kajian isi). Penelitian ini menyimpulkan bahwa kelima istilah yang berkonotasi dengan pendidikan tersebut dalam konteksnya masing-masing mendeskripsikan konsep pendidikan dalam sintesa yang utuh, yang searah dengan dinamika kemanusiaan sebagai wakil Tuhan di muka bumi. Kelima istilah tersebut identik dengan istilah dakwah dan seluruh konotasinya, yang menunjukkan bahwa pendidikan merupakan akumulasi dari dakwah Islam. Hasil dari kajian ini dapat digunakan untuk merumuskan visi, misi dan tujuan dari segala disiplin keilmuan dan pada seluruh jenjang pendidikan, baik formal maupun nonformal. Kata Kunci: Pendidikan, tarbiyah, taklim, tadris, ta’dib, dan tazkiyah TARBAWY: Indonesian Journal of Islamic Education – Vol. 6 No. 2 (2019) | 194 Ma’zumi, Shihabudin, dan Najmudin PENDAHULUAN merdeka yang melahirkan inovasi dan kreativitas tanpa batas. Menjadi hal yang Wahyu pertama, Q.S. al-‘Alaq: 1- sangat penting dan mendasar bagi para 5, mengilustrasikan bahwa Islam adalah muslim untuk memahami konsep anti kebodohan, amti kedzaliman dan pendidikan menurut al-Qur’an dan al- anti monopoli, sebagai musuh utama Sunnah. Konsep dasar yang perlu untuk manusia. Ayat ini menjadi penggerak dikaji berawal dari definisi atau utama dalam mencapai tujuan pengertian pendidikan dengan berbagai pendidikan yaitu membentuk manusia konotasinya yang disandarkan pada Al yang cerdas dan berkarakter Qur’any (pemberdaya alam lingkungannya dan Qur’an dan As Sunnah. Seluruh konotasi mengabdikan diri kepada Allah swt). istilah hamper pendidikan memiliki Ayat inipun membangun harapan untuk kesamaan dengan istilah dakwah Islam mewujudkan masyarakat yang progresif, yang menggunakan istilah tabligh, amar berkontribusi dalam membangun ma’ruf-nahyi munkar, dan mau’idzah. peradaban yang bermartabat. Namun, Sebagaimana diagram di bawah ini: terjadi perdebatan hangat para pakar atau ilmuwan terkait dengan konsep pendidikan. Peran pendidikan untuk melahirkan sebuah generasi tidak bisa dicapai tanpa melalui konsep yang benar. jika kita menerima teori ilmiah empiris sebagai sebuah paradigma dalam teori pendidikan, berati kita telah meninggalkan konsep metafisika (Abdullah, 2007: 21). Metode ilmiah dalam membangun sebuah teori harus dapat dibuktikan secara empiris untuk dapat dijadikan dasar dalam menyusun sebuah teori termasuk di dalamnya teori pendidikan. Dalam khazanah bahasa Arab, istilah pendidikan secara populer diterjemahkan dengan beberapa istilah, yaitu tarbiyah, ta’lim, tadris, ta’dib, dan tazkiyah. Istilah tarbiyyah adalah istilah yang paling populer dan paling banyak digunakan. Istilah-istilah ini, dengan pendekatan semantik, dikaji dari aspek kebahasaan, aspek penggunaannya secara leksikal dan penggunaannya dalam berbagai konteksnya dalam al-Qur’an al- Sunnah. Bahwa: tarbiyah berkonotasi Pendidikan menjemput ilham dengan nasy’an, tahdzib, khalqiyah, Allah dan menuntun untuk melakukan tamlikiyah; taklim berkonotasi dengan kreatifitas dengan melakukan serang- irsyad, ta’rif, tilawah, tabligh, tadris, dan kaian uji coba, membangun pemikiran talqin; ta’dib berkonotasi dengan hidayah imajinatif, sehingga kita menjadi insan tazkiyah dan khalqiyah. Seluruh istilah- TARBAWY: Indonesian Journal of Islamic Education – Vol. 6 No. 2 (2019) | 195 Pendidikan dalam Perspektif Al-Qur’an dan Al-Sunnah: Kajian Atas Istilah Tarbiyah, Taklim, Tadris, Ta’dib dan Tazkiyah istilah tersebut berkonotasi juga dengan E. Analisis Data istilah-istilah konotasi dakwah. Analisis meliputi penyajian data dan pembahasan dilakukan secara METODE PENELITIAN kualitatif konseptual. Analisis data harus selalu dihubungkan dengan Dalam penelitian ini penulis konteks dan konstruk analisis. menggunakan jenis penelitian kepustaka- Konteks berkaitan dengan hal-hak an (library research), dengan prosedur yang berhubungan dengan struktur penelitian sebagai berikut: karya, sedangkan konstruk berupa A. Pendekatan Penelitian bangunan konsep analisis. Analisis Model pendekataan yang diguna- konten kajian kualitatif dengan ranah kan dalam penelitian ini adalah content konseptual. dimulai dengan membaca, analysis (kajian isi), bersifat analisis mencatat (mengumpulkan data), pembahasan yang mendalam terhadap menidentifikasi, menyusunnya dalam isi suatu informasi tertulis atau satuan-satuan sesuai urutan pola tercetak dalam karya-karya para Ahli berpikir, kemudian menganalisis Pendidikan. hingga pada kesimpulan. B. Sumber Data HASIL PENELITIAN DAN 1. Sumber data primer, diperoleh PEMBAHASAN langsung dari karya-karya para Ahli Pendidikan. A. Tarbiyyah 2. Sumber data sekunder, diperoleh Dalam literatur-literatur berbaha- buku-buku yang mendukung sa Arab kata tarbiyah mempunyai banyak penulis untuk melengkapi isi definisi yang intinya sama yaitu mengacu serta interpretasi dari al-Qur an ’ pada proses pengembangan potensi yang dan al-Sunnah dianugrahkan pada manusia. Definisi- definisi itu antara lain sebagai berikut: C. Fokus penelitian Tarbiyyah adalah proses Fokus dalam penelitian ini adalah pengembangan dan bimbingan jasad, studi karya-karya para Ahli akal dan jiwa yang dilakukan secara Pendidikan. berkelanjutan sehingga mutarabbi (anak didik) bisa dewasa dan mandiri untuk D. Teknik Pengumpulan Data hidup di tengah masyarakat (Thabary, Pengumpulan data dengan 1988): 67). Tarbiyyah menghimpun pemikiran para ahli adalah kegiatan yang disertai dengan penuh kasih sayang, Pendidikan tentang tarbiyah, ta lim, ’ kelembutan hati, perhatian bijak dan tadris, ta’dib, dan tazkiyah. untuk menyenangkan; tidak membosankan (al- memahami data-data tersebut dapat Maraghy, Tafsir al-Maraghy, juz V, digunakan teknik content analysis (Beirut: Daar al-Fikr, 1871: 34). dalam perspekti al-Qur’an dan al- a. Tarbiyyah adalah mendidik anak Sunnah. melalui penyampaian ilmu, menggunakan metode yang mudah diterima sehingga ia dapat TARBAWY: Indonesian Journal of Islamic Education – Vol. 6 No. 2 (2019) | 196 Ma’zumi, Shihabudin, dan Najmudin mengamalkannya dalam kehidupan salah satu konsep pendidikan Islam yang sehari-hari (al-Ashqalany, 2010: penting. Menurut Al-Attas (Naquib, : 65), 243). secara semantik istilah tarbiyyah tidak b. Tarbiyyah adalah yang mencakup tepat dan tidak memadai untuk pengembangan, pemeliharaan, membawakan konsep pendidikan dalam penjagaan, pengurusan, penyam- pengertian Islam, sebagaimana dipapar- paian ilmu, pemberian petunjuk, kan, bahwa: Istilah tarbiyyah yang dipahami dalam pengertian pendidikan bimbingan, penyempurnaan dan sebagaimana dipergunakam di masa kini, perasaan memiliki terhadap anak tidak secara alami mengandung unsur- didik (Al-Maraghy, 97). unsur esensial pengetahuan, intelegensi Para ahli memberikan definisi dan kebajikan yang pada hakikatnya tarbiyah, bila diidentikkan dengan al-rabb merupakan unsur-unsur pendidikan yang adalah sebagai berikut: sebenarnya. Jika sekiranya dikatakan a. Menurut al-Quturbi, bahwa; arti ar- bahwa suatu makna yang berhubungan rabb adalah pemilik, tuan, maha dengan pengetahuan disusupkan dalam memperbaiki, yang maha pengatur, konsep rabba, maka makna tersebut yang maha mengubah, dan yang mengacu pada pemilikan pengetahuan maha menunaikan (al-Qurthuby, (penulis: pada aspek manajerial) dan tth: 15). bukan penanamannya. Konsep tarbiyyah b. Menurut Louis al-Ma’luf ar-rabb merupakan proses mengurus dan berarti tuan, pemilik, memperbaiki, mengatur supaya perjalanan kehidupan perawatan, tambah, dan mengum- berjalan dengan lancar. pulkan (Ma’luf, 1960: 6). Kata al-rabb juga berasal dari kata tarbiyyah yang berarti mengantarkan Menurut Fahru Razi, ar-rabb merupakan fonem yang seakar dengan sesuatu kepada kesempurnaan secara al-tarbiyah yang mempunai arti at- bertahap, sebagaimana Q.S. al Syu’ara: 18, tanwiyah yang berarti (pertumbuhan dan
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