Konsep Dasar Pendidikan Nahdlatul Ulama KH. Hasyim Asy'ari

Abstract

The concept of Nadhaltul Ulama's education did not escape the development of da'wah and the process of Islamic boarding schools in Java, in this case KH. Hasyim Asy'ari as the founder of the organization along with other kyiai took part in the education of Nahdlutul Ulama, Nahdhltul Ulama organizations which became the largest organizations in Indonesia at the beginning were categorized as traditionalists, as well as early translations made by KH. Hasyim Asy'ari, which began in Islamic boarding schools so as to renew the understanding of education both formal and informal through the basic concepts of epistemology and learning anology as well as methods in learning.

The Role of Ma'arif Nahdlatul Ulama Educational Institutions in the Development of Islamic Education in Indonesia (1926-1959)

“…Here, the importance of creating effective organizational lines that can represent NU's ideals is felt, leading to the formation of institutions and committees such as Ma'arif Education Institution, Da'wah Institution, Mabarrot Social Institution, Agricultural Development Institution, and others. LP Ma'arif NU was formed to empower the community through education, which has always been a concern of NU's founding scholars (Najib, 2020). LP Ma'arif NU is part of Nahdlatul Ulama (NU) that implements education policies at the level of the Central Board, Regional Boards, Branch Boards, and Council of Branch The institution is a departmental organization of NU, as stipulated in Chapter 17 paragraph (1), which functions as the implementer of policies related to specific community groups requiring special care.…”

Implementasi Konsep Pendidikan Akhlak Kh. Hasyim Asy`ari Di Pondok Pesantren Mislakhul Muta`alimin Karangtengah Warungpring

“…Hal tersebut sesuai dengan ajaran KH. Hasyim Asy'ari yang menggunakan metode hafalan, yang menjadi salah satu ciri umum dalam tradisi pendidikan Islam (Najib, 2020). 3) Penerapan pendidikan akhlak di pesantren berdasarkan hasil wawancara dengan pengasuh pondok yaitu KH.…”

Prosopography of Teachers' Roles as Change Agents in Riau in the Twentieth Century

“…The teacher initiated a hardship organization during the national awakening and national movement. They established organizations, such as Muhammadiyah (Farid, 2014;Lenggono, 2018), Taman Siswa (Purwoko, 1994;Riyanti et al, 2022), and instill awareness of nationalism and the essence of autonomy through education (Najib, 2020). Teachers established schools and invented figures for the dissemination of anti-colonial nationalism.…”