Manhaj Tarbiyah 1433 Pdf 118 √

Manhaj Tarbiyah 1433 Pdf 118 √

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Manhaj Tarbiyah 1433 Pdf 118

there are many of nowadays who are rightly concerned in this matter, but their endeavors are not of any guarantee, because they do not know the fundamentals and if they do, they do not practice it in a sincere manner. the reason for this is that they are not following an islamic methodology (manhaj) and, of course, they are not practicing the right forms of islm. in this kind of situation, at-tarbiyah (education and cultivation) becomes the only means of making things right, because, as we have stated before, without the education and cultivation of the youth, it will not be possible to achieve this great task (i.e. improving the muslim ummah).

we will now analyze the manhaj-tibaa of the al-manhaj al-tarbiyah program, principles, and methods. the words that follow the subheading methodology of the tafsiyah and tarbiyah program are the guides of tarbiyah. the words that follow the word method are the methods of the program. the words that follow the methodology of the masjid and the madrasa program are the methods of the masjid and the madrasa. what follows the word methodology, is the word method of the social side. in the introduction, it is said that: “the al-manhaj al-tarbiyah programs are the main source of the current indonesian traditional islamic teachings.” the al-manhaj al-tarbiyah programs were formulated by the muslim scholars of the at-taqwa international institution, makassar, before at-taqwa international international, makassar completed its 100th anniversary in 1984. during this 100 years of existence, the attitude of al-manhaj al-tarbiyah has always been to be based on the values and principles of at-taqwa international society, founded by the noble caliph omar (r a.h. 9th), and its founding father, sayyid musa ashraf of makassar. an integral part of the al-manhaj al-tarbiyah has always been to impart a wide range of knowledge and practical learning. the goal of the programs is to prepare the young generation for a successful life. the object of training is to enable the beneficiaries to work and earn a living. the methods used in the programs are as follows:

Our findings and key sections of the book (shown on Pdf Pages -16) are: Manhaj is a methodology of teaching that is based on the Quranic commands to teach: 1. the Qur’an, 2. the Sunnah, and 3. the Hadith. To conduct proper Islamic education, we need to re-examine the basis of the system that we adopt. Our findings regarding the basis of the Abu Hanifa methodology: 1. There is a difference in the methodology of teaching which we call “mode of the school”, “mode of the group”, “mode of the text” and “the method of teaching”. We have also found out that: 2. The methodology of teaching is related to several aspects such as the method of the book (mode of the school), the method of writing (mode of the text), the method of learning (mode of the group) and the way of sharing (the method of teaching). 3. The different methodology used in the education in a school is reflected in the books that are used for teaching. 4. The methodology used in the class is reflected in the texts that are used for teaching (these texts are called mode of the text). 5. The character of the group of the teachers (the teacher’s curriculum and pedagogical method) is reflected in the texts that are used for teaching (mode of the group). 6. The character of the lecturer (the system of reading and the use of narration), the nature of the pedagogical method (discussion, explanation, and rationalization), the form of the text (lecture, drawing, etc.), and the way of learning (learning by doing, studying a textbook, explanation, hearing, and reading) are all different and are reflected in the books that are used for teaching. 7. The teacher’s curriculum (or pedagogical method) can be determined by the way of the book (the texts that are used for teaching). 8. The texts used for teaching (mode of the text) can be determined by the system of learning (the way of learning). 9. The system of learning (learning by doing, the use of textbooks, listening, etc.) can be determined by the type of the teacher (type of the lecturer). This is the “mode of the school” (the method of teaching). 10. The character of the group (the teacher’s curriculum and pedagogical method) determines the books used for teaching (mode of the group). 11. The books used for teaching (mode of the group) determines the texts used for teaching (the mode of the text). 12. The character of the group determines the character of the text (the way of learning). 13. The character of the text (the way of learning) determines the books that are used for teaching (mode of the text). 14. The character of the books determines the type of text (the system of learning). 15. The type of text (the system of learning) determines the way of learning. 16. The way of learning determines the method of teaching. 17. The method of teaching determines the books that are used for teaching. 18. The method of teaching determines the character of the text (the way of learning). 19.
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