TELAAH PEMIKIRAN BUYA HAMKA TENTANG GURU IDEAL DAN RELEVANSINYA TERHADAP KONTEN UNDANG-UNDANG NO 14 TAHUN 2005 TENTANG GURU DAN DOSEN

• Main Author: Hennika Arumsari, - (Author)
• Format: Book
• Published: 2019-05-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/35918/1/S_PAI_1500913_Cover.pdf; http://repository.upi.edu/35918/2/S_PAI_1500913_BAB%201.pdf; http://repository.upi.edu/35918/3/S_PAI_1500913_BAB%202.pdf; http://repository.upi.edu/35918/4/S_PAI_1500913_BAB%203.pdf; http://repository.upi.edu/35918/5/S_PAI_1500913_BAB%204.pdf; http://repository.upi.edu/35918/6/S_PAI_1500913_BAB%205.pdf; http://repository.upi.edu/35918/7/S_PAI_1500913_Lampiran.pdf
• Keywords: BP Islam. Bahaism. Theosophy, etc; L Education (General); LA History of education

ABSTRAK Peningkatan kualitas pendidikan sangat tergantung pada kualitas dari seorang guru. Maka, penelitian ini penting untuk dilakukan agar bisa diperoleh konsep guru ideal menurut tokoh pendidikan Indonesia. Penelitian ini dilakukan untuk mengungkap konsep guru PAI ideal berbasis pemikiran Buya Hamka dan Peraturan Perundang-Undangan Republik Indonesia. Secara lebih spesifik, penelitian ini bertujuan untuk mengetahui pokok-pokok pemikiran Buya Hamka tentang konsep guru ideal, mengetahui konsep guru profesional menurut UUGD, dan mengetahui kontribusi pemikiran Buya Hamka tentang konsep guru ideal terhadap konten UUGD. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Peneliti menjadi instrument kunci. Pengumpulan data menggunakan teknik studi pustaka (library research) dan studi dokumen. Analisis data penelitian dilakukan dalam bentuk reduksi data, display data, dan verifikasi. Hasil penelitian menunjukkan bahwa konsep guru ideal menurut Buya Hamka dapat digolongkan ke dalam tiga lingkup yaitu: 1) konsep guru berhubungan dengan dirinya sendiri (beriman, berintegritas, senantiasa belajar dan merespon perkembangan zaman, dan berkepribadian mulia); 2) konsep guru berhubungan dengan perannya dalam proses pembelajaran (mampu menjalankan hubungan baik antara dirinya dengan murid, serta mampu menguasai materi ajar, mengelola kelas, dan memahami perkembangan psikologi murid); dan 3) konsep guru berhubungan dengan perannya di tengah masyarakat (tidak canggung bergaul dengan siapapun, senantiasa menjaga hubungan baik dengan orang tua murid, sesama guru, dan masyarakat luas, dan memahami bahwa keberhasilan pendidikan sangat tergantung kepada pendidikan di lingkungan keluarga, sekolah dan masyarakat). Konsep guru ideal dalam UUGD mencangkup aspek definisi (berimplikasi pada tugas), kedudukan, fungsi, tujuan, prinsip profesionalitas, kualifikasi dan kompetensi, serta hak dan kewajiban guru. Pemikiran Buya Hamka tentang konsep guru ideal memiliki relevansi dengan konsep guru dalam UUGD yang berada pada aspek definisi guru (berimplikasi pada tugasnya), aspek kewajiban guru (poin kedua, keemat, kelima), aspek prinsip profesionalitas guru poin (kesatu, kedua, ketiga), aspek kompetensi kepribadian, pedagogik, profesional dan sosial guru. Kata Kunci: guru ideal, profesionalisme guru, guru PAI ABSTRACT Improving the quality of education depends on the quality of a teacher. So, the research was important to do that can be obtained the ideal teacher according to Indonesian education figures. The reasearch is done to uncover the concept of ideal teachers based Buya Hamka consideration and legislations of the republic of Indonesia. Specifically, this research is aimed to determine Buya Hamka consideration about the concept of ideal teachers, to know the concept of professional teachers according to the laws of teachers and lecturers, and knowing the contribution of Buya Hamka consideration about the concept of teachers ideal to content the laws of teachers and lecturers. This research uses a qualitative approach with the descriptive methods. Researchers be an instrument key. Data collection of this research using the literature study technique (library research) and documents studies. The data analysis of this research is in the form of reduction data, display data, and verification. The results of the research shows that the concept teachers ideal according to Buya Hamka consideration can categorized into three scope, are: 1) the concept of teachers relating to his own good (believe, have integrity, always learn and respond to the times, and noble personality); 2) the concept teachers relating to their role in learning (able to run a good relationship between himself and students, and be able to master teaching material, manage classes, and understand the development of student psychology);3) the concept teachers relating to its role in the communities (always maintain good relations with parents, fellow teachers, and the wider community. The concept of ideal teachers in UUGD covers aspects of definition (implications for tasks), position, functions, goals, principles of professionalism, qualifications and competencies, and the rights and obligations of teachers. Buya Hamka's onsideration about the ideal teacher concept has relevance to the teacher's concept in UUGD which is in the aspect of teacher definition (implicating its duties), aspects of teacher's obligation (second, fourth, fifth), aspects of teacher professionalism points (first, second, third) , the teacher's personal, pedagogic, professional and social aspects of competence. Keywords: ideal teacher, teachers profesionalism, Islamic Education teacher