伊斯兰教育塑造了千禧年的民族特征

Syaifullah Anwar, Agus Salim
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引用次数: 32

摘要

国民性格教育的目标是形成一个强大的、竞争的、道德的、宽容的、相互合作的、爱国的、动态发展的、以知识和技术为导向的民族,所有这些都是在对全能的上帝的信仰和虔诚的激励下,立志于潘卡西拉哲学。品格教育是教育界的一个重要问题,它与社会以及日益多样化和多样化的政府环境中出现的道德堕落现象有关。犯罪、不公正、腐败、对儿童的暴力、侵犯人权,都证明印度尼西亚民族的特性和特点出现了危机。随着全球文化价值观(时代的全球文化)的进入,只要印尼民族看起来很弱,感觉很陌生,那么它所坚持的礼貌和宗教信仰的价值观就会成为印尼民族的文化,因此在社会中很少遇到。伊斯兰教育是从家庭(非正式)、机构机构(正式)和社区学习团体(非正式)中实现国民性形成的战略答案,是国民性形成的主要资本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pendidikan Islam dalam Membangun Karakter Bangsa di Era Milenial
National character education aims to form a strong, competitive, moral, tolerant nation, mutual cooperation, patriotic spirit, dynamic development, knowledge and technology oriented all of which are inspired by faith and piety to the Almighty God as in aspiring to the Pancasila philosophy. Character education is an important issue in the world of education related to the phenomenon of moral decadence that occurs in the community as well as in an increasingly diverse and diverse government environment. Crime, injustice, corruption, violence against children, violation of human rights, are evidence that there has been a crisis of identity and characteristics of the Indonesian nation. The values of politeness, and religiosity that are upheld and become the culture of the Indonesian nation as long as it seems to be weak and feels foreign along with the entry of global cultural values (global culture of the era), so that it is rarely encountered in the midst of society. Islamic education is a strategic answer in realizing the formation of national character from the family (informal), institutional institutions (formal) and learning groups in the community (non-formal), which is the main capital in the formation of national character.
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