Pemikiran Filosofis Pendidikan Islam (Esensialisme)

Essentialism represents one of the branches within the realm of educational philosophy. The emergence of this perspective can be traced back to a response against the absolutist and dogmatic tendencies of medieval symbolism. Subsequently, it formulates a structured and all-encompassing understanding of humanity and the universe, tailored to the contemporary demands. The essentialist viewpoint in education asserts that a foundational approach, contrasting with a wholly flexible stance, can serve as a foundation for cultivating a steadfast and unwavering outlook, one that is less prone to fluctuations and inconsistency. Consequently, education should be grounded in enduring values that promote stability, have stood the test of time, exhibit clarity, and are deliberately chosen.The essentialist philosophy of education aims to reintroduce a return to traditional culture. Advocates of this philosophy hold the belief that ancient cultures possess numerous virtues capable of benefiting the progression of humanity. Their emphasis is on reverting to cultural practices that have existed since the inception of human civilization, with a primary focus on the cultural advancements that transpired during the Renaissance period, spanning the 11th to 14th centuries AD. The Renaissance was marked by significant efforts to rekindle the realms of science, art, and classical culture, particularly those hailing from the eras of ancient Greece and Rome. In contrast, the Islamic philosophical perspective on education and the concept of essentialism exhibits distinctions. These differences arise from varying interpretations concerning the interrelation between God, human beings, and the natural environment. The philosophical underpinnings of Islamic education find their foundation within the core concepts of Islam, encompassing the Quran and Hadith, as well as insights from distinguished Islamic scholars and thinkers.

Enabling Teachers to Teach the Concept of Rights and Responsibilities More Effectively, Through Making and Using Teaching Material

The purpose of this project was to enable teachers to make and use teaching materials, in order to teach the concept of rights and responsibilities more effectively. Therefore, the whole project was developed to enhance the conceptual understanding of teachers regarding citizenship education, and rights and responsibilities and to develop their skills for resource development. In addition, I sought to raise their awareness regarding rights and responsibilities that affect the school's culture and the teaching and learning situation within the school. For this purpose, several activities were conducted during the implementation period, such as, workshops with the teachers, resource display activity, resource development sessions and demonstration lessons for the teachers to effectively teach the concept of rights and responsibilities. The whole project was monitored using qualitative information, and for this purpose different tools were used such as; questionnaire, observation, interviews. These tools were used at all stages for different purposes, i.e. in the pre-implementation period for needs assessment, during intervention for ongoing assessment, and post-intervention, for the overall evaluation of the project.