Rekonstruksi Epistemologi Pendidikan Islam Dalam Pandangan Ibn Jamaah dan Ki Hadjar Dewantara
How important the science are, so that, Ibn Jam’ah and Ki Hadjar Dewantara made this as a spirit in his educational knowledge. It can be found in his thought about the concept of knowledge contained in his book entitled “Tazkirah al-Sami’ wa al-Mutakallim fi adab al-Alim wa al-Muta’allim” and ” Karya Ki Hadjar Dewantara: Bagian Pertama (Pendidikan)”, even, the educational experts recognized the conception he thought. Therefore, the focus of this problem was how was the concept of knowledge in the opinion of Ibn Jama’ah and Ki Hadjar Dewantara? The purpose was to know the formulation of the concept of knowledge of Ibn Jama’ah and Ki Hadjar Dewantara related to the concepts of scientist, teacher, student, and school. The research was in the qualitative form, the library research type, using the historical and philosophical approaches. The technique of análysis used content analysis, comparative, and descriptive. The data were analyzed to take conclusion from the existing phenomenon. The result of the research was that the thought of Ibn Jama’ah abouut the concept of knowledge was very systematical, broad, and in depth in the discussion, starting from the concepts of scientist, the nature of knowledge, the ethics of teacher, the ethics of student, the ethics in teaching, the ethics on book, and the ethics for dormitory resident. The concept of knowledge offered by Ibn Jama’ah in fact was nearly in accordance with the concepts of knowledge offered by other ulemas, such as Sheikh al-Zarnuji, al-Ghazali, Ahmad Dahlan, M. Hasyim Asy’ari, Ki Hadjar Dewantara and other ulemas who were experts in the educational knowledges. Nevertheless, the concept of knowledge of Ibn Jama’ah was more systematical, more simple, and deeper.