The parable method is an educational method used by educators to students by advancing various parables so that the material is easy to understand. In QS Al-Zumar: 27, it is stated that we have made for humans in the Koran every parable, so that they can learn a lesson. ”

Al-Tabari interpreted this verse as saying that Allah SWT. has given parables for them the polytheists of Quraish with various examples from previous followers so that they are afraid and as a warning so that they can learn a lesson, (1978: 136). This verse is a naqli argument that Islam uses parables as a method of calling people to the truth so that they believe and do good deeds.

Al-Ajami wrote (2006: 139) some of the benefits of the parable method:

• Contains interesting and fun elements;
• Clarifying meaning by associating something abstract with something concrete;
• Encourage a positive attitude;
• Leave a negative attitude.

According to researchers, the benefits of this method also make it easier to understand difficult material. The influence of this method in Islamic education is that students take lessons and advice contained in the parable (see Surah Al-Ankabut: 43; QS Al-Isra: 89). Among some of the parables advanced by the Koran are as follows: First, QS Al-Hasyr: 21, ” If we sent down this Quran on a mountain, you will undoubtedly see that he was submissive and divided for fear of Allah. And he made the parables for men so that they would think . ”

A teacher must be diligent in reading, thinking, and being creative, in order to find parables when he is going to teach, or when he suddenly has to deliver them. Teachers also have to get used to conveying parables in teaching, so that they are proficient and familiar. The teacher explains the parable, so that students who do not understand it can understand its meaning. Teachers can get parables from the Koran, Hadith, and other sources. Sometimes teachers ask students to explain parables that are similar to parables that have been advanced by the teacher to provoke creativity and thinking power of students.

2) The story method

The story method is to educate by telling stories so that listeners and readers imitate the good and leave the bad, and so that the reader has faith and pious deeds.

The Koran emphasizes the importance of this narrative method in Surah Yusuf, verse 111, “In fact, in their story there is a lesson for those who are intelligent”. Al-Tabari interprets this verse in connection with the story of the Prophet Yusuf, that there is a lesson („ibrah), in the story of the Prophet Yusuf and his brothers for those who have reason as well as advice for them, (Vol. 6: 59). Meanwhile, according to Al-Zamakhsyari, that the dhamir in kataqashashihim is for the apostles (plural) not only in the story of the Prophet Yusuf. Strictly speaking, that in the apostles there is a lesson for those who are wise, (Volume 2: 511).

The story affects the taste and leaves an impression on the soul. The storytelling gives a real picture of the characters in it so that it looks real and easy to take lessons. The story also attracts both children and adults. All ages are interested in stories.

The material for the story is easily obtained by teachers from many sources. The problem is that telling stories requires special skills to attract students. Then the teacher needs to learn storytelling skills. He can study independently or learn from peers who are more experienced in the story method. Teachers can also propose training programs to schools related to storytelling tips, by bringing in expert speakers from outside the school.

Teachers must be able to reap lessons and lessons from a story, to be conveyed to students. The lesson must be relevant to the conditions and times of the students. Teachers can involve students to discover the lessons contained in the story through question and answer.

3) Targhib-Tarhib method

The word targhîb is taken from the language of the Koran, comes from the verb ragghaba which means: to like, to like. Targhîb in the form of isim mashdar contains the meaning of a hope to get pleasure and happiness.

Targhib method is education by conveying good news / hopes to students through oral or written, so that students become pious human beings. Meanwhile, the tarhib method is education by delivering bad news / threats to students through oral or written, so that students become pious human beings.

The use of the targhîb-tarhîb method is based on the assumption that the level of consciousness of humans as creatures of God varies. There are those who realize that after they have been given various advice orally, and there are also those who must be given threats first and then they will realize. The verse in the form of targhîb can be seen in QS Al-Anfal: 29, ” O you who believe, if you fear Allah, then he will give you furqan and erase your mistakes and forgive your sins, and Allah has a great gift.”

In the Koran, there is good news for those who are obedient, and the threat of torture, harm, and misery for those who disbelieve. A teacher must be able to inspire students to become believers through targhib and tarhib verses. So, a Muslim teacher must know the Koran well. Apart from that, he must be able to relate the verses to the daily realities of his students, so that the meaning of the verses is really intended for them.

This method is in accordance with the human psyche, that man likes pleasure and happiness, and he hates misery and lack. Teachers must be able to convince students that they always tend to faith and goodness, and avoid disbelief.

4) Dialogue Method ( Hiwar )

Hiwar is a dialogue between one person and another. Hiwar in the Al-Quran is all forms of dialogue that are presented in the Koran, whether Allah’s dialogue with angels, with the messengers, with other creatures, as well as dialogue between humans and others.

According to Al-Nahlawi (2001: 206), dialogue is a conversation between two or more people, through questions and answers, about one theme or goal. They discuss certain problems, sometimes they get results, sometimes they are not satisfied with each other. But listeners still learn a lesson.

In terms of terminology, hiwar in the Koran can be defined as dialogue, which is an alternating conversation between two or more parties carried out through question and answer. In it, there is a unity of discussion topics and objectives to be achieved in that discussion. The hiwar method is a way of conveying educational values ​​used in the Al-Quran.

This method has advantages over other methods. The advantage is that the message is delivered directly. How the response in question can be known. Therefore, the messenger can ask and / or give an explanation that makes more sense and is more in line with the other person’s heart. (Please note that this method is often used by the Prophet Muhammad in conveying Islamic teachings)

This method involves students in teaching. Teachers who apply this method can activate their minds, strengthen them in preparation for receiving new knowledge, and foster a love for truth (Al-Ajami, 2006: 143). This method also enhances the relationship between parent and child, teacher and student, trains students to express their thoughts, conversational language shows human relations with others, and keeps students away from blind imitation and insubordination.

Teachers can prepare questions before learning begins, from easy to difficult. Teachers should not blame students’ answers, but reward them with kind words: “Good opinion, but there is a more correct answer than this.” Teachers also should not be emotional when students ask questions or disagree with them. The teacher must be able to remain calm, and answer according to his knowledge; he must be honest if he does not know the answer. This will have a more positive impact on students, because it shows that teachers are not all-knowing people. Professional teachers do not mean that teachers can answer every question of students. It could be that students currently receive more information than their teachers.

5) Exemplary Method

There are humans who are influenced by the exemplary method, some are compatible with the conversation, some are more beneficial to the story method, and so on. According to Al-Ajami (2006: 131) some important aspects of education in role models are:

• Humans influence each other through speech, deeds, thoughts and beliefs;
• Actions have a greater influence than words;
• The exemplary method requires no explanation.

Umar bin Utbah said to his son’s teacher: “The first thing you have to do in educating my son is to improve yourself, because his eyes are looking at you. Good for him is what you do, and bad is what you leave. ” (Al-Ajami, 2006: 132)

The personality of the teacher will influence student responses during learning. Professional and pedagogical competence will not be effective if the teacher’s personality is not mature. Students will be apathetic, even if what they say is true. So, apart from always learning, the teacher must also train his soul so that his personality is mature. Reading the Koran, dhikr, and tadabur nature, are methods of heart education so that the heart is clean, so that the person concerned has a solid personality.

6) Exercise and Practice Methods ( Tajribah )

This method is easier to understand and learn because it presents speech in deeds, theory in practice and practice. The benefits of this method are to realize the relationship between knowledge and its results, produce high proficiency and accuracy, stimulate Muslims to carry out their duties, bring individual happiness because he sees the results of his sincerity, and finally reduce mistakes and increase sincerity.

Exercise is the translation of scientific theories and instructions from the Quran and Sunnah in the form of real actions. A Muslim educator must pay attention to the development of attitudes and understand that the learning progress of his students is closely related to the exercises and direct experiences they face. Apart from that, he must also show the actions and practices that students learn in their real life, so that it is clear to them between theory and practice.

Reading theory is sometimes more difficult and feels more difficult than doing hands-on practice. Therefore, the teacher must provide as many opportunities as possible for students to do exercises and practice, with the available facilities.

Exercises must be done continuously until students master certain skills. So the teacher’s job is to motivate students not to be bored, excited, never give up, and persevere. Apart from that, the teacher must explain the benefits of the training results for students, so that students are motivated.

Sometimes the lack of facilities dampens the teacher’s enthusiasm for practical methods. But the teacher must not give up on the situation. He must be creative in utilizing existing and affordable facilities for the realization of training for students.

Usually, practical experience teaches students whether something is difficult or not, so that they know their strengths and weaknesses. So the teacher’s role is to provide advanced training / practice related to the parts that are considered difficult by students.

7) Method of Advice

The hint of this method is seen in the following three verses of the Quran:

• QS Al-Dzariat: 55, And keep on giving warnings, because the warning is actually beneficial for those who believe.
• Surah Ali Imran: 138 (Al-Quran) This is an enlightenment for all mankind, and guidance and lessons for those who are pious.
• Surah Al-Nahl: 125: “Call (people) to the way of your Lord with wisdom and good lessons and argue with them in a good way, verily your God, He is the one who knows better about who stray from His way and He who knows better people. the people who got the directions.

According to Al-Tabari (1978: 131), the meaning of the word al-hikmah is the revelation of Allah SWT. which was revealed to the Prophet Muhammad. The function of this revelation is to call people to the way of God, namely to Islamic law. Al-Zamakhsyari in Al-Kassyaf (p. 644) interprets al-hikmah with wise and true words, accompanied by clear arguments and can dispel doubts. Mau’idzah hasanah is to provide meaning that is beneficial to them. Meanwhile, the mujâdalah argued or discussed in a gentle manner without saying anything cruel and engaging in violence.

Some examples of methods of advice in the Quran are QS Lukman: 13,

” And (Remember) when Luqman said to his son, when he gave him a lesson:” O my son, do not associate with Allah, actually associating partners with (Allah) is truly a great tyranny “; The advice of the prophets to his people and the advice of the prophets to their children, like the prophet Noah, and Ya’ub to his children.

According to Al-Ajami (2006: 139-142), there are several things that must be considered by educators, parents, and preachers in providing advice:

1. Give advice with feelings of love and tenderness. The advice of people who are full of tenderness and compassion is easily accepted and is able to change people’s lives.
2. Use a smooth and kind language style. Surah Ali Imran: 159, ” It is because of the grace of Allah that you are gentle with them. If you are hard-hearted again harsh, they will distance themselves from around you. Therefore forgive them, ask forgiveness for them, and consult with them in this matter. Then when you have made up your mind, put your trust in Allah. Indeed, Allah loves those who put their trust in Him. “
3. Leave harsh and unkind language style, because it will result in rejection and hurt feelings. The methods of the prophets in preaching are compassion and tenderness. Surah Al-A’raf: 59, ” Verily we have sent Noah to his people and he said:” O my people, worship Allah, there is no God for you but Him. Verily (if you do not worship Allah), I am afraid that the punishment of the great day (doomsday) will suffer you. “
4. The adviser must adapt to the aspects of place, time and material.
5. Convey the main, main, and important things. Surah Lukman: 17-18, ” O my son, establish prayers and tell (humans) to do good and prevent (them) from evil deeds and be patient with what befalls you. Indeed, this includes things that are required (by Allah). And do not turn away from men (because of pride), and do not walk the earth with pride. Surely Allah does not like those who are proud anymore.

The first thing that was conveyed by Lukman was faith (principal religion), then worship, then morals, and finally social matters. Likewise, the Prophet Muhammad did in Mecca and Medina.

Related to the fourth point above, an educator must prepare lesson material before learning, so that the explanation focuses – does not expand and repeats the previous material – and students get something new. Educators must also come and end lessons on time.

Teacher discipline is part of the educational process which plays a major role in student development. Teachers who are often late to class or end lessons prematurely will not be effective in teaching, because students have already given them a negative stigma.

To close the discussion regarding this educational method, I will quote Abdullah Nashih Ulwan’s (2014: 533) description, “How beautiful a father and mother are to gather with their children in the afternoon. Their meetings were filled with wisdom and teaching. Sometimes by telling stories, sometimes advice, other times by reading poetry, other times by listening to a reading, sometimes with competitions. Thus, they use a variety of methods, so that children are formed soul and character.

Educational Methods in an Islamic Perspective

Introduction

In the field of education, it is essential to consider the different perspectives and values that shape our understanding of effective teaching and learning. One such perspective is the Islamic perspective, which offers unique insights into educational methods. By aligning with Islamic principles and values, educators can create a holistic, inclusive, and values-based learning environment. In this article, we will explore various educational methods from an Islamic perspective and discuss their impact on students’ holistic development.

The Role of Islamic Values in Education

Before delving into specific educational methods, it is important to understand the role of Islamic values in shaping the educational experience. Islam emphasizes the pursuit of knowledge as an essential aspect of one’s faith. The Quran, the holy book of Islam, repeatedly encourages believers to seek knowledge and reflect upon the signs of creation. As such, Islamic education is not limited to religious studies but encompasses all fields of knowledge.

Integrated Curriculum Approach

The integrated curriculum approach is a method that aligns with the holistic nature of Islamic education. This approach emphasizes the interconnectedness of knowledge and seeks to integrate various subjects and disciplines. By incorporating Islamic values and teachings across all subjects, students develop a comprehensive understanding of the world and their place in it.
For example, in a science class, students can explore the wonders of creation and the intricate design evident in the natural world. By connecting scientific concepts to Islamic teachings, students develop a deeper appreciation for the Creator and the purpose of their studies.

Inquiry-Based Learning

Inquiry-based learning is another educational method that resonates with the Islamic perspective. This approach encourages students to ask questions, investigate, and seek answers independently. It aligns with the Islamic emphasis on critical thinking and reflection.
By adopting an inquiry-based learning approach, educators foster curiosity and a thirst for knowledge in students. They create an environment where students feel empowered to explore their interests and engage in meaningful discussions. This method not only enhances students’ understanding of the subject matter but also develops their skills in research, analysis, and problem-solving.

Values-Based Education

Values-based education lies at the core of the Islamic perspective on education. Islamic values such as integrity, compassion, justice, and respect for others are integrated into the teaching and learning process. Educators strive to model and instill these values in students, helping them become responsible and ethical individuals.
Through values-based education, students develop a strong moral compass and a sense of social responsibility. They learn to make decisions guided by the principles of Islam, which contribute to their personal and societal growth.

Cooperative Learning

Cooperative learning is a method that emphasizes collaboration and teamwork, both of which are valued in Islam. This approach encourages students to work together towards a common goal, fostering a spirit of unity and cooperation.
By engaging in cooperative learning activities, students develop essential social skills, such as communication, problem-solving, and empathy. They learn to appreciate diverse perspectives and work harmoniously with others, reflecting the teachings of Islam that promote unity and harmony within the community.

Conclusion

Incorporating educational methods from an Islamic perspective enriches the teaching and learning experience, providing students with a holistic and values-based education. By aligning with Islamic principles, educators create an environment that nurtures students’ intellectual, emotional, and spiritual development. In this article, we explored integrated curriculum approaches, inquiry-based learning, values-based education, and cooperative learning as methods aligned with the Islamic perspective. By adopting these methods, educators can empower students to become lifelong learners and responsible members of society.