FILSAFAT ILMU MANAJEMEN PENDIDIKAN ISLAM REKONTRUKSI KRITIS ISLAMISASI MANAJEMEN PENDIDIKAN ISLAM DALAM KONTEKS KEKINIAN
Bibliographic record
Abstract
Abstrak Ilmu dalam pandangan Islam adalah bagian penting dalam kehidupan manusia. Ia mesti dipelajari dan dimiliki oleh manusia termasuk dalam hal ini ilmu manajemen pendidikan. Dalam perspektif Islam, ilmu manajemen pendidikan mesti memuat prinsip dan nilai Islam yang dapat membimbing siswa menuju eksistensinya sendiri. Ilmu manajemen pendidikan konvensional, secara eksplisit tidak memuat makna yang relevan dengan prinsip dan nilai Islam. Hal ini sangat penting sebab manusia berperilaku dan bersikap senantiasa dibimbing oleh ilmu pengetahuan. Namun, secara implisit, ilmu manajemen pendidikan konvensional yang notabene dimunculkan di Barat, telah menggambarkan konsep manajemen yang dikembangkan Nabi Muhammad. Walaupun istilah yang digunakan tidak sejalan dengan Islam, namun dari isi arti telah selaras dengan prinsip dan nilai manajemen pendidikan Islam, yaitu produktivitas, mensejahterahkan, adanya sistem pahala dan dosa, memperhatikan efektifitas dan efisiensi, sumber daya manusia mesti berilmu, bertanggungjawab, mementingkan perencanaan, pengorganisasian, pelaksanaan, pengawasan, pelibatan sumber daya manusia, disiplin, adanya standar, dan memfokuskan pada standar moral dan etika pendidikan Islam. Kata kunci : moral, etika, nilai, wahyu, sunnah
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.040 | 0.010 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".