Traces of KH. M. Hasyim Asy'ari Thought: Relevance for the Development of Islamic Education in Indonesia
Abstract
This research aims to see and provide the results of an analysis of the development of Islamic education from the perspective of KH. M. Hasyim Asy'ari. Using post positivism rationalism, data was obtained through documentation, observation and interview techniques. The data analysis uses deductive inductive analysis, reflective analysis, constant comparative analysis and typological analysis. The research results show that KH. M Hasyim Asy'ari as a great scholar has studied several fields of study, ranging from religious, educational, social, cultural to political issues. In contrast to the religious views of some kiai which are sometimes syncretic, Kiai Hasyim Asy'ari's thoughts on religion tend to be puritanical. Likewise, in his views on education, his perspective can be categorized as progressive and is in line with figures, especially the modernization of Islamic education in Indonesia, namely Islamic boarding school education. View of KH. M. Hasyim Asy'ari regarding learning means learning not only ta'lim al-nafs, but also ta'lim rabbani, and his views on knowledge can be divided into two types of knowledge, hudhuri (ladunni), and husuli (kasbi). Meanwhile, his view of the interaction between teachers and students is religious ethics which is ideological, theological and transcendent.
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References
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[28] Qawasmeh, H., Hazaymeh, O., Al-Qadri, M., & Al-Khamaiseh, R. (2022). Values from the Perspective of Islamic Educational Thoughts and Educational Philosophy. Journal of Humanities and Social Sciences Studies, 4(2), 58–70. https://doi.org/10.32996/jhsss.2022.4.2.9
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[31] Supriatna, E. (2019). The Thinking KH. Hasyim Asy’ari and KH. Ahmad Dahlan About Objectives and Educational Materials (Study Comparative Analysis). International Journal of Scientific & Engineering Research, 10(9), 233.
[32] Thien, L. M., & Lee, H. C. (2023). The effects of school culture dimensions on teacher well-being across under-enrolled and high-enrolment schools. Social Sciences & Humanities Open, 7(1), 100396. https://doi.org/10.1016/j.ssaho.2023.100396
[33] Waskito, U. K. dan T. (2019). Genealogi Pemikiran Pendidikan KH. Hasyim Asy’ari. Analisis: Jurnal Studi Keislaman, 19(1), 1–26. http://dx.doi.org/10.24042/ajsk.v19i1.3397
[34] Yuniari, S. (2021). Pemikiran Pendidikan Islam Menurut Kh. Hasyim Asy’ari. Kutubkhanah, 20(1), 53. https://doi.org/10.24014/kutubkhanah.v20i1.13343
[2] Al-Ghazali. (2003). Ihya’ Ulumiddin, terj. Moh Zuhri. Asy Syifa.
[3] Alsulaili, M., & Al-Qudah, M. (2021). Educational Role for Kuwait University to Develop Concepts of International Education for its Students in the Light of Islamic Educational Thought. Türk Fizyoterapi ve Rehabilitasyon Dergisi/Turkish Journal of Physiotherapy and Rehabilitation, 32(3), 23286–23302. www.turkjphysiotherrehabil.org
[4] Arif, S. (2020). Islam dan Pancasila Pasca Reformasi: Pandangan Kritis Nahdlatul Ulama. Tashwirul Afkar, 38(2). https://doi.org/10.51716/ta.v38i02.30
[5] Arroisi, J., Perdana, M., & Hutama Al Faruqi, A. (2020). Pembaharuan Pemikiran Islam Model Muhammadiyah Dan Nahdlatul Ulama. JURNAL ISLAM NUSANTARA, 4(2), 172–188. https://doi.org/10.33852/jurnalin.v4i2.223
[6] Asaddudin, I., Sungkowo, E., & Basit, A. (2022). Relevansi Pemikiran K.H. Hasyim Asyari Terhadap Pendidikan Agama Islam di Era 4.0. Tarbawi?: Jurnal Pendidikan Islam, 19(1). https://doi.org/10.34001/tarbawi.v19i1.2060
[7] Asy’ari, H. (1994a). Adab al-’Alim wa al-Muta’allim. Maktabah al-Turath al-Islami.
[8] Asy’ari, H. (1994b). al-Nur al Mubin fi Mahabbat Sayyid al-Mursalin. Maktabah al-Turath al-Islami.
[9] Bagaskara, R. (2019). Reorientasi Pemikiran Pendidikan KH. Hasyim Asyari: Etika dalam Pendidikan Islam. Islamuna: Jurnal Studi Islam, 6(2), 155. https://doi.org/10.19105/islamuna.v6i2.2545
[10] Burga, M. A., & Damopolii, M. (2022). Reinforcing Religious Moderation through Local Culture-Based Pesantren. Jurnal Pendidikan Islam, 8(2), 145–162. https://doi.org/10.15575/jpi.v8i2.19879
[11] Dwijayanto, A. & Y. U. A. (2020). A Religious State (A Study of Hasyim Asyari and Muhammad Iqbal’s Thought on the Relation of Religion, State and Nationalism). JUSPI (Jurnal Sejarah Peradaban Islam), 3(2), 226–235. https://doi.org/10.30829/juspi.v3i2.6778
[12] Fadhillah, D. (2022). Manusia dan Pendidikan dalam Sudut Pandang Filsafat Pendidikan Islam: Literature Review. Rausyan Fikr?: Jurnal Pemikiran Dan Pencerahan, 18(2), 46–57. https://doi.org/10.31000/rf.v18i2.6822
[13] Fadli, M. R., & Sudrajat, A. (2020). Keislaman Dan Kebangsaan: Telaah Pemikiran Kh. Hasyim Asy’Ari. Khazanah: Jurnal Studi Islam Dan Humaniora, 18(1), 109–130. https://doi.org/10.18592/khazanah.v18i1.3433
[14] Farih, A. (2016). Nahdlatul Ulama (NU) dan Kontribusinya dalam Memperjuangkan Kemerdekaan dan Mempertahankan Negara Kesatuan Republik Indonesia (NKRI). Walisongo, 24(2), 251–284. https://doi.org/10.21580/ws.2016.24.2.969
[15] Fata, A., & Najib, M. A. (2014). Kontekstualisasi Pemikiran KH. Hasyim Asy’ari Tentang Persatuan Umat Islam. MIQOT: Jurnal Ilmu-Ilmu Keislaman, 38(2), 319–334. https://doi.org/10.30821/miqot.v38i2.65
[16] Hardani, Auliya, N. H., Andriani, H., Fardani, R. A., Ustiawaty, J., Utami, E. F., Sukmana, D. J., & Istiqomah, R. R. (2020). Metode Penelitian Kualitatif & Kuantitatif. CV. Pustaka Ilmu.
[17] Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). STAI Muhammadiyah Tulungagung.
[18] Ikhwan, A., & Yuniana, A. N. (2022). Strategy Management Semi-Islamic Boarding Schools. Al-Hayat: Journal of Islamic Education, 6(1), 74–86.
[19] Llorent-Bedmar, V., Palma, V. C. C.-D., & Maria Navarro-Granados. (2020). Islamic Religion Teacher Training in Spain: Implications for Preventing Islamic-Inspired Violent Radicalism. Teaching and Teacher Education, 95(October), 103138. https://doi.org/10.1016/j.tate.2020.103138
[20] Mubarok, N. (2019). Optimalisasi Penerapan Tradisi Pesantren Salaf Bagi Santri Kalong. AL-WIJDÃN Journal of Islamic Education Studies, 4(2), 122–133. https://doi.org/10.58788/alwijdn.v4i2.355
[21] Mukani. (2015). Kontribusi Hasyim Asy’ari Pada Pendidikan Islam. Ta’limuna: Jurnal Pendidikan Islam, 4(2), 103–120. https://doi.org/10.32478/ta.v4i2.117
[22] Munib. (2017). Membangun Tradisi Akademik Pendidikan Pesantren Dalam Pembentukan Karakter. KABILAH?: Journal of Social Community, 2(1), 118–136. https://doi.org/10.35127/kbl.v2i1.3093
[23] Muspawi, M. (2018). K.H. Hasyim Asy’ari: The Reformer of Islamic Education of East Jawa. Jurnal Pendidikan Islam, 7(1), 147–163. https://doi.org/10.14421/jpi.2018.71.147-1163
[24] O’Connor, S., Wang, Y., Cooke, S., Ali, A., Kennedy, S., Lee, J. J., & Booth, R. G. (2023). Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education: A systematic review of theories. Nurse Education in Practice, 69, 103635. https://doi.org/10.1016/j.nepr.2023.103635
[25] Pilo, N. (2019). Pemikiran Pendidikan K.H. Muhammad Hasyim Asy’ari. Jurnal Ilmiah Islamic Resources FAI UMI Makasar, 16(2), 208. https://doi.org/10.33096/jiir.v16i2.31
[26] Pramitha, D. (2020). Kepemimpinan kyai di pondok pesantren modern: Pengembangan organisasi, team building, dan perilaku inovatif. Jurnal Akuntabilitas Manajemen Pendidikan, 8(2), 147–154. https://doi.org/10.21831/jamp.v8i2.33058
[27] Putri, L. A., Sabarudin, & Zebua, A. M. (2023). Mainstreaming of Religious Moderation Program in The Department of Islamic Religious Education. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 16(2), 131–140. https://doi.org/10.37812/fikroh.v16i2.491
[28] Qawasmeh, H., Hazaymeh, O., Al-Qadri, M., & Al-Khamaiseh, R. (2022). Values from the Perspective of Islamic Educational Thoughts and Educational Philosophy. Journal of Humanities and Social Sciences Studies, 4(2), 58–70. https://doi.org/10.32996/jhsss.2022.4.2.9
[29] Rahmadi P, F. (2020). Renewal of KH. Wahid Hasyim’s Islamic Education Thought. International Journal of Humanities and Social Science Invention (IJHSSI), 9(I), 8.
[30] Sodiq, A., Siregar, M., Maksudin, M., & Shaleh, S. (2022). The Ideology of Contemporary Islamic Education: Foundations of Thought at 3 Islamic Educational Institutions in Yogyakarta. Jurnal Pendidikan Islam, 11(1), 41–50. https://doi.org/10.14421/jpi.2022.111.41-50
[31] Supriatna, E. (2019). The Thinking KH. Hasyim Asy’ari and KH. Ahmad Dahlan About Objectives and Educational Materials (Study Comparative Analysis). International Journal of Scientific & Engineering Research, 10(9), 233.
[32] Thien, L. M., & Lee, H. C. (2023). The effects of school culture dimensions on teacher well-being across under-enrolled and high-enrolment schools. Social Sciences & Humanities Open, 7(1), 100396. https://doi.org/10.1016/j.ssaho.2023.100396
[33] Waskito, U. K. dan T. (2019). Genealogi Pemikiran Pendidikan KH. Hasyim Asy’ari. Analisis: Jurnal Studi Keislaman, 19(1), 1–26. http://dx.doi.org/10.24042/ajsk.v19i1.3397
[34] Yuniari, S. (2021). Pemikiran Pendidikan Islam Menurut Kh. Hasyim Asy’ari. Kutubkhanah, 20(1), 53. https://doi.org/10.24014/kutubkhanah.v20i1.13343
Published
2023-09-12
How to Cite
ABU BAKAR, M. Yunus.
Traces of KH. M. Hasyim Asy'ari Thought: Relevance for the Development of Islamic Education in Indonesia.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 7, n. 2, p. 654-667, sep. 2023.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/483>. Date accessed: 20 jan. 2026.
doi: https://doi.org/10.35723/ajie.v7i2.483.
Section
Articles
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