No abstract

Theologically, the Acehnese ordain themselves as loyal followers of Sunni Islam, but there are Shi’a elements in their culture. To date, there are some traditions of expressing love for the Ahl al-Bayt (Prophet Muhammad’s family) which is one of the main characteristics of the Shi'a. This research is based on the hypothesis that several cultural practices in Aceh contain Shi’a elements. This study seeks to reveal the cultural practices of the Sunni followers in Aceh in expressing their love for the Ahl al-Bayt. This study uses a qualitative approach with a descriptive analysis method from a combination of library and field data. This study found that, historically, the acculturation process of Shi'a culture into the Sunni followers in Aceh has coincided with the process of the arrival of Islam in the Indonesian Archipelago. This is possible given the position of Aceh in the history of Islamization in the Indonesian Archipelago. This acculturation has left traces of culture inspired by Shi’a such as the tradition of Ashura porridge, Boh Husayn cake. All these traditions have been preserved because these Shi'a values contain expressions of love for the Ahl al-Bayt who also have a place in the hearts of the Sunni adherents in Aceh.

This study is backgrounded by various problems that arise in education due to the decadence of community morals, most of which are carried out by the younger generation, whose most still hold the title of students are still bound in formal educational institutions. The imbalance between intellectual input and character building gives rise to attitudes from the community towards the ability of educators as educational agents who are responsible for meeting the needs of students, both spiritual, intellectual, moral, and physical needs of students by pursuing the development of their potential, which includes affective, cognitive, and psychomotor potential by the values of Islamic teachings. This attitude shows the low awareness of the importance of integrating the roles of parents, teachers, and the community as educators, each occupying a vital position in forming complete students regarding intellectual, moral, and righteousness to Allah SWT. This study aims to find out 1) Hamka's thoughts about educators in Islamic education, 2) the Characteristics of educators in Islamic education according to Hamka, and 3) The relevance of Hamka's thoughts about educators in Islamic education. Based on the data collected in the form of descriptions, this research uses a figure study or historical approach where the researcher examines a character's thoughts, be they problems, situations, or conditions that affect his thinking.