Paradigma Profetik dalam Pengajaran dan Penelitian Ilmu Hukum

Abstract

This research is based on the foiiowing academic questions. The first is dealt with the probiem of what is the function of concept paradigm in realitation to develop social sciences and legalJurisprudence. The second is concerned with the problem of how relevant does it Pancasila National Philosophy into a propetic paradigm for the purpose of teaching and research development The third is why does it prophetic paradigm important to change situation of teaching and research development This article concludes that a paradigm in respect to social sciences and legal Juriprudence is important to be used in order to facilitate a teaching and research in more inclusive dimension. So, it is imposible to radically change legal thought without taking into account believe system which inspires to understand concepts, methods and its analyses. The second is that Islamic values consists of iman, Islam, and ichsan do not contrave with basic phylosophy of Pancasila, so that an academic objective of legal Jurisprudence is not misely based on posltivisic theory. But, it is also important to take into account such approach as ontology, epistimology, and axiology accommoded into teaching and research development in respect to legalJurisprudence. Lastly that some partners of prophetic paradigm in legal Jurisprudence concerns very much in effort to integrate a good person and a good law in teaching process and develop to exercise devine taw and human made law in order to obtain a constructive concept of law and Justice are untiled at one.

Religious Character Education in Elementary Schools

“…Therefore, a person's religiosity includes several dimensions. Thontowi (2012) The five main dimensions of religiosity are: (a) the ideological or belief dimension, which relates to diversity in terms of what should be believed, such as faith in God and angels; (b) the worship dimension, which involves various religious behaviors, such as prayer rituals; (c) the experiential dimension, which relates to the religious feelings experienced by believers, or how long a person can experience religious rituals; (d) the knowledge dimension, which concerns a person's understanding and knowledge of their religious teachings; and (e) the practical dimension, which is related to the application of religious teachings in one's attitudes and behaviors in daily life. This shows that religious character education involves all actions that increase one's devotion to Allah through belief in the heart, understanding and practicing religious teachings [14] .…”

“…Andriani, Mutohar (2022 ) Efforts that educators can take to develop religious character include [15]: a) Exemplary method: Providing direct examples to students in speech and behavior. Actions speak louder than words; b) Habituation method: Forming relatively permanent and automatic attitudes and behaviors through repeated learning, whether done collectively, in groups, or individually.…”

Pengaruh Kepemimpinan Dan Disiplin Kerja Terhadap Kinerja Karyawan Pada PT Surya Semesta Sakti Serpong

“…( 5) Inisatif merupakan adanya dari dalam diri anggota organisasi untuk melakukan pe Menurut Ahimsa Putra, paradigma merupakan seperangkat konsep yang berhubungan satu sama lain secara logis dan membentuk sebuah kerangka pemikiran yang berfungsi untuk memahami, menafsirkan dan menjelaskan kenyataan dan/atau masalah yang dihadapi. Pemahaman konsep paradigma tersebut relevan untuk pengembangan penelitian dan ilmu pengetahuan (Thontowi, 2012). Model dikonstruksikan dengan parameter-parameter spesifik yang dibatasi oleh bentuk, struktur, isi, dan makna untuk dijadikan model dalam proses pengambilan keputusan (Husain, 2019).…”

Meneropong Ilmu Hukum Profetik: Penegakan Hukum yang Berketuhanan

“…Apaiagi jika paradigma yang diusung berkarakter keagamaan (religius) tentu akan menimbulkan tantangan akademik yang serius. Pada gilirannya, justru tawaran pemikirian paradigma profetik menjadi penting dikedepankan (Thontowi, 2012).…”