The concept of Islamic learning of Ismail Lutfi Japakiya

Abstract

This qualitative research paper aims to study the concept of Islamic learning management according to Ismail Lutfi Japakiya. The primary data are collected from document analysis and in-depth interviews. The document analysis focuses on primary source, while the in-depth interviews focus on individuals who have information about the biography of Ismail Lutfi Japakiya. Data obtained were analyzed by using descriptive method. The research results show that the concept of Islamic learning management according to Ismail Lutfi Japakiya can be summarized as follows: Learning management is a duty. The goal of learning management is to gain blessings and permanent honor from Allah both in this world and the hereafter, not for material benefits. Learning management through writing and using texts or books is better and more sustainable than learning management only through spoken words.

Allah and the Prophet Muhammad have already determined the curriculum that comes from the Quran and the Sunnah while humans are only responsible for managing the learning process. The goal of learning management is to create learners to be "Robbani people" (people of God) who are the grassroots units of "Ummatan Wahidah" (unity society) which are particles of "Khairul Ummah" (the best people). Learning managers must be "Muallim Robbani" (teachers of God) who are fully qualified. Islamic learning must be managed in all three forms: reading, teaching for understanding, and training for practicing. It is necessary to follow up learners to evaluate the learning management results continuously as a lifelong process. The evaluation is done through the "Ukhuwah" (brotherhood) system and the "Jama'ah" (group) system. Using a group learning management method by uniting forces systematically and orderly. Aiming at achieving goals as of the mission, not working individually or focusing on personal achievement.

The main factor that makes Islamic learning management unsuccessful is the lack of completeness in the learning management, such as the curriculum, methods, or forms of learning management.