Physical Violence in The Educational Process Through The Perspective of Fiqh

  • Nur Wahyudi Sekolah Tinggi Agama Islam (STAI) Denpasar, Bali, Indonesia
  • Syarof Nursyah Ismail Sekolah Tinggi Agama Islam (STAI) Denpasar, Bali, Indonesia
  • Haris Nursyah Arifin Sekolah Tinggi Agama Islam (STAI) Denpasar, Bali, Indonesia

Abstract

The teacher is a very decisive figure in the learning process of a student. Competent teachers can impart knowledge to their students, both religious and worldly knowledge. However, sometimes teachers who are expected to educate with patience and compassion can turn into 'monsters' at school. Physical violence against students often occurs in the middle of the learning process. The Indonesian government has been very good at responding to this. There are so many laws that protect the rights of students from physical violence in the education process. But what about from a Fiqh perspective? To what extent is the authority of a teacher in sanctioning students from a Fiqh perspective? and What is the Fiqh attitude of a student or student guardian when he is sanctioned by his teacher? Through an in-depth literature method, it was finally concluded that Fiqh also discussed the issue of physical sanctions on students. In this case, Fiqh allows it under certain conditions. These strict conditions must then be met when a teacher will impose physical sanctions on his students. Thus, the basis of Fiqh which is a manifestation of Islamic laws must also be used as a reference in solving the problem of physical sanctions on students in the teaching and learning process.

Downloads

Download data is not yet available.

References

[1] Ahmad bin Hanbal, I. (1989). Musnad Ahmad (XV). Beirut: Darul Fikr.
[2] Ahmadi, A. (2015). Ilmu Pendidikan. Jakarta: PT. Rineka Putra.
[3] Al-Mahmudiyyah. (1987). Syarah Thariqatu Muhammadiyah wa syariatin Nabawiyyah (5th ed.). Damaskus: Dar al-Fikr.
[4] Al-Nawawiy, I. A. Z. M. I. S. (1988). al-Majmu’ Syarhu; Muhadzdzab (3rd ed.). Beirut: Darul Fikr.
[5] Alghazali, I. (2001). Ihya’ Ulumiddin (1st ed.). Singapura: al-Haramain.
[6] Arraziy, I. F. (1991). Tafsir Arraziy (10th ed.). Beirut: Darul Fikr.
[7] As-Subkiy, T. (1989). al-Asybag wa an-Nazhair (1st ed.). Beirut: Darul Fikr.
[8] Az-Zuhailiy, P. D. W. (1986). Ushul Fiqh al-Islamiy (2nd ed.). Beirut: Darul Fikr.
[9] Darmadi, H. (2015). Tugas, peran, kompetensi, dan tanggung jawab menjadi guru profesional. Jurnal Edukasi.
[10] Dawud, I. A. (1997). Sunan Abu Dawud (2nd ed.). Beirut: Darul Fikr.
[11] Ikhwan, A. (2018). Management of Learning Assesment Using Curriculum 2013 (Case Study in Islamic Primary School (MI) Muhammadiyah 5 Wonoasri Ponorogo - East Java - Indonesia). MUADDIB: Studi Kependidikan Dan Keislaman, 08(02), 108–123. https://doi.org/10.24269/muaddib.v8i2.1422
[12] Ikhwan, A., & Fauzi, F. T. (2018). Islam and Civilization : Islam as Source of Value for Human Life. In R. Rohim, A. S. Ahmar, R. Hidayat, & J. Simarmata (Eds.), WESTECH 2018 (p. 11). https://doi.org/10.4108/eai.8-12-2018.2283958
[13] Kementrian Agama RI. (2012). Al-Qur’an dan Terjemahannya. Jakarta: PT. Sinergi Pustaka Indonesia.
[14] Nawawi, I. (2001). Syarah an-Nawawi ala Muslim (VIII). Beirut: Darul Fikr.
[15] Purwanto, N. (2009). Ilmu Pendidikan Teoritis dan Praktis. Bandung: Remaja Rosdakarya.
[16] Radityo, M. (2018). Tahun 2018 Terjadi 445 Kasus Kekerasan Pada Anak.
Published
2018-06-19
How to Cite
WAHYUDI, Nur; ISMAIL, Syarof Nursyah; ARIFIN, Haris Nursyah. Physical Violence in The Educational Process Through The Perspective of Fiqh. Al-Hayat: Journal of Islamic Education, [S.l.], v. 2, n. 1, p. 157-166, june 2018. ISSN 2599-3046. Available at: <https://alhayat.or.id/index.php/alhayat/article/view/182>. Date accessed: 18 june 2024.