Showing posts with label makalah. Show all posts
Showing posts with label makalah. Show all posts

ABOUT ISLAMIC RELIGIOUS EDUCATION RELIGIOUS RELATIONS WITH THE PEOPLE

CHAPTER IINTRODUCTION
A. BackgroundReligion gives an explanation that humans are creatures that have the potential for good berahlak (piety) or bad (fujur) fujur potential will always exist in human beings as they relate to aspects of instinct, instinctive, or lust, like the instinct to eat / drink, sex, power and a sense of security. If someone is weak potentsi piety, because it does not terkembangkan (through education), then human behavior in his life would not differ from animals because it is dominated by the potential fujurnya that is instinctive or implusif 


Legal Indonesia


The law in Indonesia is a mixture of the legal system of European law, religious laws and customary laws. Most of the systems adopted, both civil and criminal, based on continental European law, especially from the Netherlands because of aspects of past history of Indonesia which is the colonies as the Dutch East Indies (Nederlandsch-Indie). Religious law, because most of Indonesian people to Islam, then the domination of Islamic Sharia law, or more particularly in the areas of marriage, kinship and inheritance. In addition, Indonesia also applies Indigenous legal system, which is a continuation of the local rules of society and cultures that exist in the archipelago.

PAPERS EDUCATION

SELF EMPOWERMENT IN EFFORTS LIFT THE IMAGE GURU By: Hermanto

I. INTRODUCTION Presumably everyone agrees that the children of today are the leaders of tomorrow, and one of the best ways to make it happen is through education. In this regard, the teacher is one key to the success of education, because education in the school's core activities are teaching and learning requires the teacher's role in it. It must be admitted the rampant flow of information today, the teacher is no longer the only source of information but it is one source of information. However its role in the educational process is still needed, especially with respect to touches of psychological and educative to the students. The slogan of the unsung heroes always attached to the teaching profession. It is based on the dedication of teachers is so high and sincere in education. Not only that, the attitude of wisdom, discipline, honesty, sincerity, courtesy and as a professional role model makes this one different from the others. Because the responsibility of the teaching profession does not stop at the finish he was teaching, but also on student success in capturing, understanding, practice and practice the science accepted in everyday life, either directly or indirectly. This makes the image of a teacher in the public eye is always in a better place and noble. Today the image of teachers getting warmer discussed. Communities often complain and accuse teachers unable to teach when their children get low values, ranking dropped, or NEM was dropped. Finally, some parents engage their children for the course, or private tutoring. Parties join the working world because the quality of graduate teachers protest it received did not fit the world of work. Not to mention about the delinquency and moral decadence of the students who recently picked up steam only. It is often perceived that the teacher failed in educating the children of the nation. That's what makes the image so the teacher decreases. II.PERMASALAHAN Based on the description in the introduction above, the problems will be discussed in this paper is "How self-empowerment (teacher) in an effort to lift the image of the teacher?" III.PEMBAHASAN Sudjana in Mustafa (2005) explain the low recognition by society of the teaching profession as a result of low teacher-image caused by the following factors: (1) the view of some people, that anyone can become a teacher as long as he is knowledgeable (2) the shortage of teachers in remote areas, providing opportunity to appoint someone who does not have the expertise to become a teacher, (3) many teachers do not respect the profession, let alone trying to develop the profession, the feeling of inferiority as a teacher, a profession for the abuse of satisfaction and personal interests (http://rasto.wordpress . com / January 31, 2008). Shah (2000) highlight the low level of professional competence of teachers, teacher mastery of the content and teaching methods are still below standard, as the cause of the low quality of teachers and leads to a low image of teachers. In detail, from the aspect of teachers, low quality of teachers according to Sudarminta in Mujiran (2005), among others, appear from the following symptoms: (1) lack of mastery of the material being taught, (2) mismatch between the subjects studied are in fact teachers and field taught, (3) lack of effective ways of teaching, (4) lack of authority of the teacher in front of students, (4) lack of motivation and dedication to become educators who truly; the more that happens to be a teacher and not really be a teacher; (6) lack of emotional maturity, independence of thought, and firmness in pretty much the attitude of teachers so that their personality is not really ready as educators; most teachers in relation to the pupil is still only serves as a teacher and not as an educator, (7) relatively low levels of intellectual students entering teacher candidates LPTKs (Institute of Personnel Procurement) compared to those entering the university (http://rasto.wordpress.com/ January 31, 2008). The above description emphasizes that professionalism is a guarantee for improving the image of teachers. This is consistent with an important message that appears in the Law no. 14 Year 2005 on Teachers and Lecturers. Recognition of teachers and lecturers as a profession are expected to spur the growth of awareness of quality and turn will improve the image of teachers in society. As affirmed in article 7 (1) that the profession of teachers and lecturers is a specialized area of ​​work undertaken on the basis of certain principles. And subsequently confirmed in article 8 that teachers must have academic qualifications, competence, certification of educators, physically and spiritually healthy. Competence of teachers referred to in Article 8 include pedagogic competence, personal competence, social competence, and professional competence.
A. Competence Personality Competence personality is that teachers should have a steady and stable personality, mature, wise, dignified, and noble berakhlaq. It also expected the growth of self-reliance teachers in performing their duties and always used to build a work ethic. Until all of these properties have a positive impact in their daily lives of teachers. Personal competence of a teacher include; have good knowledge of social customs and religion, have the cultural knowledge and tradition, have knowledge of the core of democracy, have an appreciation and social awareness, knowledge of aesthetics, has the right attitude towards knowledge and work, and loyal against human dignity. Teachers as educators whose primary job of teaching, has a personality characteristic that is very influential on the successful development of human resources. In simple terms means the very nature of individual personality which is reflected in the attitudes and perbuatanya which distinguishes itself from others. Teacher's personality is an important factor for the success of their students learn. In this connection, a personality that will determine whether he be a good educator and mentor for their students, or will be a destroyer or a destroyer for the future of their students, especially for young students (primary level) and those who are experiencing mental shock (intermediate level). Personality characteristics related to the success of teachers in the profession is a wrestle include psychological cognitive flexibility and openness. Realm of cognitive flexibility or fluidity copyright is an ability to think, followed by the simultaneous action and adequate in certain situations. Teachers are flexible in general characterized by openness to think and adapt. In addition, he has an resistance or resistance to premature closure of the realm of copyright in the observation and recognition.
B. Professional Competence According to Law No. 14 of 2005 on Teachers and Lecturers, professional competence is "the ability of mastering the subject matter is broad and deep". Professional competence are the various capabilities that are needed in order to realize himself as a professional teacher. Professional competencies include expertise or skill in the art of mastering the material should be taught along with the method, a sense of responsibility of duty and sense of community with other teacher colleagues. Professional competence of teachers include the ability in terms of (1) understand and can apply a good educational grounding philosophical, psychological, and so forth, (2) understand and apply the theories learned in accordance with the level of behavioral development of students, (3) able to handle the subject or field of study assigned to him, (4) understand and can apply appropriate teaching methods, (5) capable of using various tools and media lessons and other learning facilities, (6) able to organize and implement the teaching program, (7) capable of carrying out evaluations of learning and ( 8) able to motivate learners.
Pedagogic Competence C. In Law No.. 14 Year 2005 on Teachers and Lecturers proposed pedagogic competence is "the ability to manage the learning of students". These competencies can be seen from the ability to plan a program of teaching and learning, the ability to execute or manage the interaction of teaching and learning process, and the ability to do assessments.
1.Merencanakan learning courses Teaching and learning process needs to be planned so that in actual learning is going well and can achieve the expected results. Each planning is always concerned with thinking about what to do. Planning teaching and learning program estimates about what action will be performed in accomplishing the learning. According to Joni (1984:12), the ability to plan learning programs include the ability: (1) plan the organization of teaching materials, (2) plan for the management of teaching and learning activities, (3) plan for classroom management, (4) planned use of media and sources teaching, and (5) planning the assessment of student achievement for the sake of teaching. The contents of planning to set and define the elements of learning, such as objectives, material or contents, methods, tools and resources, and assessment. Program of teaching and learning is nothing but a projection of teachers regarding student activities to do during the learning takes place. In the activity described in detail where the student will be taken (purpose), what should be learned (the content of teaching materials), how students learn (methods and techniques), and how do we know that students have already achieved (assessment). The main elements that must exist in the planning of teaching, namely: (1) the objectives to be achieved, in the form of forms of what is desired behavior for the students after the teaching-learning process, (2) teaching materials or content that can deliver students achieve the objectives, (3) methods and techniques used, namely how the teaching-learning process will be created to enable students to achieve the goals of teachers, and (4) assessment, namely how to create and use tools to determine the goal is reached or not. Activities planned program of teaching and learning according to the pattern Intruksional Systems Development Procedure (ITS) include: (1) formulate goals intruksional, (2) outlines a description of the discussion unit, (3) designing learning activities, (4) choose a variety of media and learning resources, and (5) develop instruments for the value of mastery goals. Ability to plan teaching and learning programs include the ability: (1) planning the organization of teaching materials, (2) plan for the management of teaching and learning activities, (3) plan for classroom management, (4) planned use of media and teaching resources, and (5) planning the assessment student achievement for the sake of teaching. Based on the description above, plan a program of teaching and learning is a projection of teachers regarding student activities to do during the learning takes place, which includes: formulating goals, outlines the description of the discussion unit, designing learning activities, choose a variety of media and learning resources, and assessment plan mastery objectives.
2.Melaksanakan teaching and learning process Implement the learning process is the implementation phase of the program have been compiled. In this activity are in demand is the ability of teachers to create and foster active student learning activities in accordance with the plans that have been prepared. Teachers must be able to take decisions based on appropriate assessment, whether dicukupkan teaching and learning activities, whether the method be changed whether the activities and needs to be repeated, when students have not been able to achieve learning goals. At this stage in addition to theoretical knowledge of teaching and learning, the knowledge of students, proficiency and skills are also required to learn techniques, such as: the principles of teaching, the use of teaching aids, use of teaching methods, and skills to assess student learning outcomes. Yutmini argued that: the requirements that must possess the ability of teachers to implement teaching and learning involves the ability to: (1) using the method of learning, media studies, and training materials appropriate to the learning goals, (2) demonstrate mastery of subjects and teaching equipment, ( 3) communicate with students, (4) demonstrate a variety of teaching methods, and (5) carry out the evaluation of teaching and learning process. A similar raised by Harahap, which states that: The ability to have teachers in implementing the program include the ability to teach are: (1) motivate students to learn from the lesson when opening until closing, (2) direct teaching purposes, (3) present the lesson material with methods that are relevant to the purpose of teaching, (4) to consolidate learning, (5) use the tools of teaching aids properly, (6) implement the guidance counseling services, (7) improving teaching and learning programs, and (8) implement the results assessment of learning. In the implementation of teaching and learning process regarding the management of learning, in delivering the subject matter must be done in a planned and systematic, so that teaching objectives can be mastered by the student effectively and efficiently. Abilities must be possessed of teachers in implementing the teaching and learning activities seen in identifying the characteristics and abilities of students early, then diagnose, assess and respond to any changes in student behavior. Thus, it can be said that carrying out the process of teaching and learning is something which the activity takes place with the aim of the relationship between human beings and help foster student engagement in learning. Basically carry out teaching and learning process is to create an environment and atmosphere that can lead to changes in students' cognitive structures.
3.Melaksanakan assessment of teaching and learning process According Sutisna (1985), assessment of teaching and learning process carried out to determine the successful planning of teaching and learning activities that have been developed and implemented. Assessment is defined as the process that determines how well the organization programs or activities implemented to achieve the purposes specified. The main objective evaluation in teaching and learning is to obtain accurate information regarding the level of achievement of instructional objectives by students, so that follow-up study will be pursued and implemented. Thus, carrying out assessment of the learning process is part of the assignment of teachers to be executed after learning activities take place in order to determine the success rate of students achieve the learning objectives, so it can be pursued follow-up results of student learning.
D. Social Competence Social competence of teachers include: the ability to communicate with people, socialize and serve the community well, encourage and support the creativity of society, keeping emotions and behaviors that are less good, and put themselves in accordance with the duties and functions both in school and in society. The ability of teachers to socialize, are also included in the framework of the character of social competence. Teachers should be able to communicate and interact with learners, colleagues, and society. Through social competencies expected of teachers to gain the sympathy, empathy, and community involvement to support and promote education in the area where she taught. In the life of the society, nation and the state as a whole, the teacher is a strategic element as a member, agent, and educator community. As a member of the community for teachers serving as role models for people in surrounding both his personal life and family life. As a public agency, the teacher acts as mediator (mediator) between the community and the world of education especially in schools. In this connection, the teacher will lead and develop a variety of educational efforts in school to life in society, and also bring life in the community to the school. Furthermore, as a community educator, along with other teachers play the role of the community to develop a variety of educational efforts that can support the attainment of quality education. Based on the above, profesioanalitas teachers is a must in order to become a good image of the teacher. Mastery of teacher competence is one effort to improve the professionalism of teachers, which ultimately led to the increasing image of teachers. Mastery of these competencies can be acquired through exchange kawruh with peers, self-empowerment in the forum MGMP (Deliberation Teacher Lesson) or follow the education profession.

IV.PENUTUP The position of teachers as one of the profession must be recognized in public life. Teachers must be recognized as a profession is aligned with other professions, such as doctors, judges, prosecutors, accountants, designers, and architecture. As a profession, teachers must have a standard so that the image of teacher competence is maintained. Competence in question is a pedagogic competence, personal competence, social competence, and professional competence. In addition, in attitude and behavior, the teacher must always be guided by the Code of Ethics Teacher Indonesia.

READING LIST
MONE. 2008. Teachers Code of Ethics Board of Indonesia and Indonesia Honorary Professor. Jakarta: Directorate PMPTK. Harahap, Baharuddin. 1983. Supervision Education Implemented by Teachers, Principals. Bandung: Angkasa Joni, T. Raka. 1984. General Guidelines for Teacher Capability Assessment Tool. Jakarta: Directorate General of Higher Education Department of Education. Sutisna, Oteng. 1985. Educational Administration: Theoretical Basis for Professional Practice. Bandung: Angkasa. Tilaar, H.A.R. 2005. National Education Manifesto, Overview of perspectives Postmodernism and Cultural Studies. Jakarta: Kompas. Law of the Republic of Indonesia Number 14 Year 2005 on Teachers and Lecturers.
Yutmini, Sri. 1992. Teaching and Learning Strategies. Surakarta: FKIP UNS. Zuchdi, Darmiyati. 2008. Humanisai Education: Reinventing the Humane Education. London: Earth Literacy. http://rasto.wordpress.com

Papers ISLAMIC ECONOMICS: CONCEPTS AND MODELS STUDY APPROACH

Papers ISLAMIC ECONOMICS: CONCEPTS AND MODELS STUDY APPROACH
By : Muhammad Iswadi

Abstrak:this article is to describe Islamic views on economy
as they have been enhsrined in the Koran. There are at least
three explanations of what constitute Islam ic econom y: first,
the science of Islam ic econom y; second, the system of
Islam ic econom y, third, the econom y of M uslim . The
em ergence of Islam ic econom y is very m uch to do with the
doctrine of riba prohibition. In its m odern practice, banking
interest is deem ed to be riba.I n addition,t he study of Islam ic
econom y in m odern tim e has been undertaken by m eans of
different approaches.




Preliminary
Problems faced by um at m anusia now is m unculnya a view that m aterial m enem patkan aspects of the free of the dim ensi value at the position dom inan.P andangan life grounded in ideology aterialism m e is the back udian anusia m m m endorong behavioral economist i enjadi actors who hedonistic, s and m aterialistik.D ekularistik am a steamed pak bul of perspective is what brought em back udian m m alapetaka and disaster in social life such as exploitation and m asyarakat destruction of the environment, and wealth apatan disparitaspend between groups in m asyarakatd an interstate did Unia, l unturnya kebersam aan attitude and brotherhood, the team bulnya diseases social, the emergence of the social revolution that anarchists and so on. System i capitalist economists have failed m enyelesaikan issue back anusiaan, social economists i. M am m em capitalist ang pu m ensejahterakan individuals or certain countries in m ateri. Nam un need diingatk esejahteraan and back AKM tersebutd ibangun size sheets above the suffering of people or other countries. Capitalists do not m am pu ketim complete food and social inequality economist i even otherwise he enciptakan m and m elanggengkan gap to maintain eksisitensinya. This is where criticism of Islam m elontarkan economists system i capitalists responsible for changing the direction, pattern and ian perekonom structure ini.P Need to today's world there is a study intensive in m em give alternative views, r um Usan and strategy building and economists are more humanistikde i with m enggali inspiring the values ​​contained in the Qur'an, hadith and Sunnah, and treasure the thinking of Muslim scholars.
Nam is not un article aksud berms for m enjawab asalahan perm it sem ua, m elainkan just give em a little m gam of goods, economists were beginning what i Islam, at least m ccording to the m uslim scholars or economists. ulisan T is also preceded by a little ana bagaim explained the view of Islam (the Koran) m engenai economists i. Kem udian development continued with a discussion of what dim i aksud with Islam and economists as well as a brief history the emergence of Islamic economics. Islam and the Concept of Economic Lives of those pre-Islamic characterized by its sharp social stratafikasi with various psychological im pplications m enyertainya.A da was a number of small member asyarakaty ang m m em iliki ua sem access to power, i economists, political, intellectual and religio- cultural. Various sides of the interlace-m excess of the enjalin turn m enem patkan sekelom small group of people are in a position very important with all the privileges he had. While a number of other is located at position sangatk ontras.M hey ham pear not m em ilikia kses any strength, asuk term return as m anusia erdekaan personal, and rights that the civil sangatm endasar.M hey are people m iskin and slave-slave who is down-con tem m ewarisi nature his life without realizing their basic rights as human beings. The Prophet was born ad M uham m to m elakukan changes eyeluruh radical and m, for m ation in total life ereform m anusia filled with food ketim it. Agam a taught m em Baw a aspiration and the idea of ​​monotheism, dem okrasi (politics) and social justice (economist i). Ment in accordance with developmental level ikiran development and growth stages harbor sosials aat it, give em m N abi operational guidelines and examples of real m elalui his sunnah. As a goal (Ideals) Islamic teachings have been perfect after-sales paikan was welcomed by the Prophet to um atnya (QS.5: 4). Nam un in Further application context; points of Islamic teachings m em erlukan steps atisasi and interpretation system- The new interpretation for m enyesuaikan ment with developmental level um at m anusia life and aspirations are increasingly m eningkat, according to the developmental ment m anusia itself. M em injam hwa Goldziherba statement that there are truths of Islam now is not yet unanimous. Kebulatannya still waiting for the work- the work of generations of Muslims further.

Keagam aan texts (al-al-Syar'iyyah Nushush) m em UAT a lot of messages related to the field of life perekonom ian, either explicitly (sharih) m aupun im plisit (ghairu sharih). It's just the overall emphasis of the texts The more the teachings or messages m oralu niversalnya, Angat sem basis in accordance with the Koran itself that is the spirit 1 moral emphasis on ideas of social and economic justice. M isalnya Islamic view of the world of work, the principle freedom and honesty in business, labor productivity, and so on. And worldview (weltanschaung) Islamic as a whole is closely linked with the concept of theology and eschatology. Among the basic teachings of the m isalnya is that position in the bum i m anusia this is as the Caliph of God (al- Baqarah: 30) with m em Anat am carrying him (al-Ahzab: 72) for create prosperity and kesajahteraan (Hud: 61). M anusia not be afraid to nature. Because of this nature it created to "m elayani" hey m interests (al-Baqarah: 29; al- Jatsiyah: 13). M hey must not sit passively, but hey have m actively seek and work (al-Fri 'ah: 10; al-Ra'du: 13). M hey must m encari part rizki lawful. In trying to m hey must m engindahkan nilaik ejujuran (al-A'raf: 85); on a voluntary basis without coercion (al-Nisa: 29) in fields that allowed the Shari'a and not a false (al-Maidah: 3). M eskipun free hey m m m em an d endapatkan ilikis ach results his efforts, nam un m m em hey should also consider the function his efforts were the result of social treasure dem i kindness of those who fate of less fortunate (al-Hashr: 7; al-Tauba: 34; al-Rum: 30). M hey also have an efficient ATD hem in m em spend their wealth (Al-Isra: 26; al-Furqan: 67) and so on. Against the messages of the Qur'an and also the existing in the hadith or sunnah apostles, there needs interpretation and konseptualisasik e in the form of doctrine which ATIS system that will more m already for dipaham i, d ihayati, d Alkan's silence by anyone. By dem ikian noble teachings are no longer just erupakan him bauan m m m enjadi oral but a living system of order who lived as a way of life and the rule of the game that followed. That's how the teachings of a religion will really bring em m dam pack real for improvement of human welfare, spiritual and physical.
1 Fazlurrahm's, Islam, cet.II, trans. Ahsin oham m M ad, (Bandung: Pustaka, 1994), h.36
Islamic Economics: What and History summary Islamic economist i, m ccording to wake up and supporting the development, built upon, or at least colored, by the principles religiously oriented, the world and the hereafter. In a paradigm level like this, economists uslim m m compassion in one word, or 2 at least, there is a t o berarti.M ayoritas economists M m engenai uslim agreed basis or foundation of the philosophical pillars of the system 3 Economists i Islam: Tawhid, Khilafah, Worship, and Takaful, Khurshid 4 Ad m ahm six even: n Rububiyyahda Tazkiyah, and Mas-u- 5 liyyah (accountability). Nam un when questioned further: what economists and bagaim ana i Islam? This is where there is a difference, so there are m em for m azhab Islamic economist i m enjadi three ie; m azhab Baqir al-Sadr, azhab m m ainstream, and schools 6 alternative-critical. Nam un affection third ikiran devel ment development m azhab has not been so intensively, except m m ainstream azhab, and nam seem compassionate m m enunggu ikiran intelligent and creative development of the supporters to develop. Nam ikian Economists i un dem Islam can not be separated from exposure to criticism was carried out by a number of economists. In his criticism um um tersebutd ikelom pokkan by Arif, s epertiy ang quoted by M. Husein Oil, clogs m enjadi three major groups. First, the flow Economist engatakan m m i Islam erupakan capitalist system adjustment or called "the Adjusted Capitalism School". Second, d isebutd ith clogs conventional group or "the Conventional School. Third is

View Karim's Adiwarm, "Microeconomics Islamic", (New York: The International Institute of Islamic Thought ic Indonesia, 2002), p. 13, see also Adiwarm Karim's, "Islamic Economics: An Assessment EkonomiM akro", (New York: The International Institute of Islamic Thought ic Indonesia, 2002), h.195-197, and see M also. B. Anto Hendrie, "Introduction to Islamic Micro Economics", (Jogjakarta: Ekonisia, 2003), h.89-93.
3 See oham ed M Aslam Haneef, "Contemporary Islamic Economic Thought: A Selected Comparative Analysis ", (Kuala Lum pur: Ikraq, 1995), p. 2, l ihatj uga M. Nejatullah Siddiqi, "Muslim Economic Thinking: A Survey of Contemporary Literature ", (Leicester: The Islamic Foundation, 1988). 4 See AHM Khurshid ad, "an Islamic Economic Framework Developmenti n", in ad AHM Khurshid (ed.), "Studies in Islamic Economics", (Leicester: The Islamic Foundation, 1980), h.178-179 5 See M. Akhyar Adnan, "An Investigation of Accounting Concepts and Practices in Islamic Banks: The Cases of Bank Islam Malaysia Berhad and Bank MuamalatI ndonesia ", P hD Thesis, (Australia: University of W ollongong, 1996), p. 136-137 6 View Karim's Adiwarm, Ibid, see also Adiwarm's Karim, "Economic Islam: A Macroeconomic Assessment ", (London: The International Institute of Ic Indonesia Islamic Thought, 2002), h.195-197, and see also M. B. Anto Hendrie, "Introduction to Islamic Micro Economics", (Jogjakarta: Ekonisia, 2003), h.89-93, and see also Im am udin Yuliadi, "Islamic Economics: An Introduction", (London: LPPI-UMY, 2001), especially Chapter II: History of Economic Thought of Islam.

clogs group differences in ideology or "the sectarian Diversity School". There is also a critical statement seemingly simple pak nam nam un m pretty endasar: whether Islamic economists i m e erupakan kapitalism 8 m inus usury or sosialism e plus Islam? Kem udian lagik ritik there are quite sharply against the Islamic economists that a submarine is always criticize other economic systems. The critical statement: Overall, the Islamic economy is more successful explain what it is not an Islamic economy, rather than determine what makes Islam different economic altogether with other economic systems. Islamic Economics also more revealing weaknesses of other systems than shown (that Islamic economics) are 9 was substantially better. Sem ua criticisms posed to the Islamic economist i demanded his supporters to give a serious answer. There are three interpretations of the term "economist i Islam". First, that dim aksud is "ilm u economist i" which is based on values or Islamic teachings. If this is a dim aksud, m aka will team the impression arises that the teachings of Islam m em have their own understanding m engenai what "economists i". This certainly will be followed by question, whether the dim aksud by economist i is m ccording Islamic teachings? Precisely, what is dim aksud with "ilm u Economists i Islam "? Here can be filed multiple definitions of m ccording Muslim economists. Ccording uham M M M m ad Abdul Annan, "economist i Islam ilm u m erupakan social knowledge learned m m em asalah- economic problems of the people who were inspired by Islamic values ​​". M ccording to M. M. M etwally, "economist i Islam is ilm u m em m uslim learned behavior (which is a balanced, an) in an m asyarakat Muslims who follow the Quran, Hadith, consensus and Qiyas ". Ccording Hasanuzzam M's, 'economists Ilm u i Islam is knowledge and application of the suggestions and rules of sharia m encegah injustice in m em get her sum-sum of resources m aterial so as to create satisfaction and m em m anusia ungkinkan they run the commands of God and the community ".
7 See Husein Sawit, "Methodology of Islamic Economics Research: Needs Different? ", M his paper which was welcomed paikan at National Sem inar entitled: "M i etodologiP enelitian economist for M engem develop Islamic Business Practice Islam i ", P3EI FE-UII Jogjakarta October 13, 1997. This paper is also a" Word Introduction to "pad a book Goenawan oeham m M ad," Methodology of Islamic Economics: An Introduction ", (Yogyakarta: UII-Press, 2000). 8 Ibid. 9 See John L. Esposito et al (ed.), "EnsiklopediO xford Modern Islamic World", jl.2, trans. Eva Y.N. et al., entry of Economics, (Bandung: Mizan, 2001), p. 4.


According to Akram Khan, "Islam i Ilm u economist aims to conducted a study of welfare (falah) m anusia achieved with m engorganisasikan sum-sum air power in the bum i was based on cooperation and participation ". M ccording Um ar Chapra, "economist i Islam as a branch knowledge that aids em m m m erealisasikan welfare anusia m elalui allocation and distribution of a sum-sum of resources were scarce seiram a with m aqashid (goals sharia), without m engekang individual freedom, m enciptakan imbalance akroekonom i ment m and ecology prolonged, or m Elem ahkan solidarity family and community social and moral networks ". Dawam Rahardjo berkesim gathering that economists ilm u i Islam sam is actually a course with ilm u um um i its economists, namely anusia m m enyelidiki behavior in production activities, d istribusi and m enyangkut konsum that the choice of the sum of impotence allocation of its scarce and the power sum to m em enuhi m anusia needs. In Islam, the purpose of the activities of economists is simply i erupakan m m encapai target for a higher purpose, namely live in a world of happiness in the hereafter aupun m, with m elakukan worship to God. Ilm Islamic u i m em economists note and Economists apply the sharia in the behavior of the id's in the creation of economic system.
The second interpretation, an economist i Islam in the sense "system Economists i "(Islam). enyangkut m System settings, ie setting activities of economists in a m i asyarakat or state based m etode a certain way. M isalnya, Islamic banks may be called sebagaiu nit (limited) darib eroperasinya a system Economists Slam II, be within the scope of m or m ikro akro. Islamic banks are called unit Islamic economic system, particularly the prohibition of usury doctrine. And third, the eco nom i Islam means perekonom ian um at Islam or perekonom ian in the Islamic world, we will m m aka endapat slightly the explanation and picture of goods, in the history of Islam um at um at both the m asa prophet sam pie now. This can be tem ukan, m isalnya, ian state ana bagaim perekonom um at Islam in Saudi Arabia, M esir, Iraq, Iran, Indonesia, etc., or also perekonom ian um at Islam in non-Islamic countries such as Am erika, China, France, and 10 so on.
Vocabulary "economist i" m erupakan new vocabulary, the meaning of natural d not known at the beginning of Islam m desperate. In hope this is just m m engenal ne m UAM term in its broadest sense, the relationship between m anusia common: the economy, households and others.
10 About three terms economist i Islam: ilm u economist i, the system i economists, and perekonom ian um at Islam, can be seen in AD. Dawam Rahardjo, "Islam and Socio-Economic Transformation", (New York: LSAF, 1999), p. 3-4.
, Vol. IV, No. 1, 54 June 2007 The term "iqtishad" (Arabic) is interpreted or akin to "economist i" m erupakan new vocabulary. So we do not m enem keislam ukan on the classical literature, 11 fikih.Kalau we trace the term "iqtishad" m uncul of ment development developmental ikiran uham m ad M Iqbal (1876-1938) one development of a renewal of Islamic leaders from India. In 1902 Iqbal 12 published a book entitled "'Ilm al-Iqtishad" (economics). Pem economist i ikiran about Islam as a new theoretical study m Ulai ram ai discussed in the early 1970s, although development topics that are juristic pack before it had seemed as ikiran part of the development of Islamic law. Within this context, development of discussion about the bank interest that is associated with the concept of usury m erupakan an important part and is always mentioned. Therefore, the idea m engenai bang developing Islamic banks in an effort to advance Economists i m enerapkan principles of Islam. (Encyclopedia of World ATIS Tem Islam, Jld.6, 2007, hal.399.). And tam ikiran development economists seem i Islam, in Indonesia in particular, has not moved far from where a banking (glue other financial institution). With the development ikian dem ikiran Islamic economists i m m compassion enunggu creative work, ijtihad, the supporters to develop it. Contemporary Islamic Studies Economic Approach 13 M ccording Prof.V olker Nienhaus, dariJ erm an, d of nature writing "Islamic Economics: Policy Between Pragmatism and Utopia", there utam em a pat approach in the study of Islam i m engenai economist this a dive. Mining a, pragmatic trend is characterized by rejection of ideologies which economist i is followed by efforts m elakukan synthesis or ekleksi, namely m encam pur ideas and theories that are considered most practical to implement. M ccording Nienhaus is this tendency that many silent bil.K Secondly, recitative; m engacu approach on the text of Islam, this approach m engacu in legal jurisprudence, theology, ethics economists i. Third, utopian.Uto approach gam pia is the world's goods, m engenai we want. This approach has been developed developed by m erum uskan m odel m anusia, m isalnya homo economicus, or m anusia altruistic. Been developed subsequently developed m odel m asyarakat who aspired to:
11 See Am inoto Sa'doellah, Economy "Tailor Semrit": Economic Ideas Islamic version of the Yellow Book, Journal of Development Gateway ikiran a and Dem okrasi Agam, Vol.05, No.02, October-air Desem 1999, Surabaya, t erutam a sub: lafadz no Ownership, h.31-36. 12 See Tim ur Kuran, "Islamic Political Economy of Identity ', trans. M uhaim in Sham suddin, Journal of Development Gateway ikiran a and Dem okrasi Agam, Vol.05, No.02, October-December 1999, Surabaya, p. 103. 13 Dawam Rahardjo, "Contemporary Islamic Economic Discourse", in M. Umer Chapra, "Islam and Economic Challenges", (New York: Proceedings of Gusti, 1999), p. x ii- xvi

"Baldah Thayyibah wa al-Ghafur Rubbun". The approach last, fourth pat, adaptive; tried m elakukan adjustment based on condition and history could setem foreign m-m foreign um at Islam, like the idea sosialism e Islam; sosialism e populist; sosialism e democracy. Ccording M M uchtar AHM ad economist II study conclusively proves a slam dive apat 14 categorized pat m enjadi em (4) corak.Pertama, economists study i Ing within the scope of the norm of Islam, in the sense of effort enjelaskan m base- ing the basic norm of a philosophical or economists study iy ang sesuaid ith Islamic guidance, m ccording to standard teachings in the Koran and Hadith. Second, the study of Islamic economists i ikiran development or investigation results of the Jurists, scholars i economists, sociologists, and others like Ibn Khaldun, Ibn Taim iyah, Abu Yusuf, Um er Chapra and so on done critically, both m elalui eriksaan development theories and theses that been developed ukakan aupun m m elalui testing on behavior Economists i m uslim. Third, study the comparison between the behavior im uslim economist with the Islamic concept of system i is theoretical economists. Or m enghadapkan behavioral economist im uslim to values Islam. And fourth, comparative study between the concept of system Islamic economists with the system i i capitalist and socialist economists and i ment contemporary developmental economist porer (developmental phenomena ment system i economists the world). Can also be added even here the comparison thinking among economists Islam itself, as is done by M Aslam Haneef oham ed (1995) in his book "Contemporary Islamic Economic Thought: A Selected Comparative Analysis ". Cover In short, simple writing is already m encoba Economists i m endeskripsikan about Islam. This paper ang m m em compassion very limited aspects: the notion of economists i Qur'an, what economists i Islam, brief history, and studies that performed by contemporary Islamic economic thinkers today. From this article tergam bar that economists study Islam i dive a This m asih many spins on the banking and glue baga Other Islamic finance. Therefore economists Islam i m compassion m enunggu thoughts and creative works from the supporters to develop and at the same engem m m em prove obviously that the Islamic economists i m p and m ang better bring em for mercy for anyone.
14 Read M uchtar AHM ad, "Review of Economics and Islamic values", yet ulQ ur'an U, Vol. II. 9. (1991), p. 9.