Rekonstruksi Standardisasi Pendidikan dari Standar Administratif ke Standar Holistik Perspektif Tafsir Al-Munīr dan Al-Mishbāh
DOI:
https://doi.org/10.15575/jp.v10i2.478Keywords:
Educational Standardization, Holistic Standards, Tafsir Al-Munīr, Tafsir Al-Mishbāh, Graduate Competency StandardsAbstract
Educational standardization is often understood as an administrative instrument related to regulations, documents, procedures, and formal achievements. This understanding is important for ensuring educational quality, yet it remains insufficient when it is not supported by a value foundation that directs education toward the formation of a whole person. This article aims to analyze the reconstruction of educational standardization from administrative standards toward holistic standards from the perspective of Tafsīr al-Munīr and Tafsir al-Mishbāh. This study uses a qualitative approach with a library research design. The primary data sources are Tafsīr al-Munīr by Wahbah al-Zuḥailī and Tafsir al-Mishbāh by M. Quraish Shihab. The data were analyzed descriptively, comparatively, and contextually through an examination of the concepts of al-wazn, al-‘adl, al-qisṭ, and al-qisṭās. The findings show that educational standardization from the perspective of tafsir is not only related to formal measurement but also contains the values of balance, justice, accuracy, and proportionality. These four concepts serve as the foundation for holistic educational standardization that includes intellectual, spiritual, moral, social, and practical dimensions.
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