PENDIDIKAN AKHLAK DALAM PERSPEKTIF HAMKA (Studi Q.S. Luqman dalam Tafsir Al-Azhar)

Abstract

Abstract: Islamic education is education that originates from the Koran. Interpretation is a description of
scholars regarding the content and value of the Qur’an. Based on these two things, this study aims to issue
elements regarding moral education based on Hamka’s description in the book entitledTafsir Al-Azhar.
The elements in question are understanding of moral education, its purpose, method of implementation,
moral resources, moral education material, and moral education components. Through library research
andthe maudhû’i method initiated by Shaykh Mahmud Syaltut, it was found that the definition of moral
education according to Hamka is education that directs human morals to the true aqeedah, the right
attitude, the right way of caring, always doing the right thing, and being civilized and correct manners. The
purpose of moral education is to direct the behavior of students to those in understanding. The method of
implementation is lectures, demonstrations, and examples. Moral sources are from Allah, the guide of the
Messenger of Allah, and the attitude of the community around the students. Moral education material is not
shirk, prayer, patience, follow the procedure, respect for parents if parents call on the truth, associate
parents properly if people call on polytheism, amar ma’ruf nahi mungkar, do not look away when talking,
do not be arrogant in behave, don’t be proud of yourself in life, simple in walking and soft in speaking
according to the context. The moral education component consists of educators, students and education
evaluation. In this study also described the relevance of moral education in Hamka’s perspective on
education today, especially character education. It was found that there was a real relevance between
moral education and character education. The relevance is in the sense and purpose of producing good
learners, with good definitions that differ between the two: good according to moral education is good in
religious review, while good according to character education is good in the review of Pancasila as the
principle of the state. Likewise in other elements. With this relevance, it was concluded that there was
actually no conflict between the two but rather moral education complemented things that had not been
formulated by character education.
Keywords: Tafsir Al-Azhar, Hamka, Moral Education, Character Building Education