INTEGRATION OF IBNU SINA'S ISLAMIC EDUCATION THOUGHT IN MUHAMMADIYAH ELEMENTARY SCHOOL

Ibn Sina's Islamic educational thinking consists of objectives, curriculum, teaching methods, and teaching competence. According to Ibn Sina, a good pen or teacher is someone who is smart, wise, and exemplary. Ibnu Sina also believes that the output of teaching is for students to become perfect human beings (al-insan kamil) and become people of quality according to their field abilities or the talents of each student. The fact in the field is that there are still teachers who only carry out teaching duties but do not understand the importance of the character of a teacher and the output of the teaching itself. This means that the teacher has not been integrated from the concept of thinking of Ibn Sina's Islamic Education. The purpose of this study was to describe the integration of Ibn Sina's educational thinking at SD Muhammadiyah 1 Wonopeti, so that the scope of this research is: the planning and implementation of learning the integration of Ibn Sina's educational thinking. The research method is field research (fild research) with a descriptive qualitative approach, namely researchers trying to make observations about a phenomenon in a natural state. Data was collected using interviews, observation, and documentation. The results of the study show that the teachers of SD Muhammadiyah 1 Wonopeti have integrated the thinking concept of Ibn Sina's Islamic Education with learning planning which includes objectives, curriculum, methods and concepts of good educators. The implications of this integration are realized by creative and interesting learning through regular and extracurricular and co-curricular teaching and learning activities.


INTRODUCTION
Ibn Sina's perspective, education is not only philosophical, but also divided into goals, curriculum, learning methods, and educator competencies (Rasyid, 2019). Intelligent, religious, understanding moral development, wise, noble, able to guide children, not rigid and firm, little talk in front of children, sweet and polite, maintaining authority, clean and orderly are good criteria for a teacher or teacher according to Ibn Sina (Madjidi, 1997). The phenomenon in the field is that there are still teachers who carry out teaching duties just to teach, but do not understand the importance of the character of a teacher and the target of teaching. In the sense that the teacher has not integrated the design of Ibn Sina's Islamic education thought. According to his opinion, the target of teaching is for students to become a perfect person (al-insan kamil) and become a qualified person according to the ability of their field or the talent of each student (Saihu, 2021).
The systematization of educational thought begins with education of reason , character education (Hambali, 2020), and continues with the relevance of his educational thought in the modern era. This method intends to create al-insan al-kamil (perfect human being) who is able to realize the full potential of a student by fulfilling a series of requirements needed in the world of education, and cannot be separated from the purpose of education (Saihu, 2021). This is in line with the National Education System Law No. 20 of 2003, so that the purpose of education is for students to develop according to their abilities / interests (Nasional, 1982).
Ibn Sina's educational thought has developed through the philosophical foundation of education, through the relationship between education and student character development (Shuhari et al., 2019), to the study of the actualization of his educational thought in the contemporary era (Farabi, Sina, & Ghazali, 2022). The foundation of Ibn Sina's educational thought focuses on the function of reason (Darwis, 2013). Ibn Sina defines reason as the center of all incidents [10] and must be developed to achieve (Sormin, 2020) and must be developed to achieve educational goals (Azimah, 2016). Recent research shows that educational thinking is related to the development of student character. In modern times, Ibn Sina's educational thought has become a solution to the complexity of education in Indonesia (Rahman & Shofiyah, 2019a). As time goes by and society becomes more dynamic, the education system also undergoes changes to adapt to globalization (Ineu, Teni, Yadi, Asep, & Prihantini, 2022

METHODS
This research is a type of field research that uses a qualitative descriptive approach. This means that scientists try to make observations about a case in natural events. The fact is that researchers make intensive observations, such as field research methods, using descriptive data in the form of written words or information of people, behaviors that are worth studying and some phenomena that seem to give meaning, logic, definition. This situation is more explored in everyday life (L. J. Moleong, 2010).
The source of this research data is from interviews with principals, teachers, students, about how the integration of Ibn Sina's concept of educational thought at SD Muhammadiyah 1 Wonopeti Galur Kulon Progo. In addition, data obtained through written materials such as books, articles, and also scientific journals related to the integration of Ibn Sina's educational concepts. The flow of data components based on the opinion of Miles and Huberman can be observed in Figure 1. : teaching and learning activities, imtak development activities, and teacher role models while at school.

RESULTS AND DISCUSSION
Ibn Sina (Ansari & Qomarudin, 2021) divided the stages of learning, namely at home and at school (maktab) guided by a teacher (mu'allim). These two phases are equally complementary.
The target of learning is physical, intellectual and moral development. It is focused on the development of all the potential possessed by the individual so that it develops perfectly. Another function of the purpose of education is to prepare individuals to be able to live with society and be able to work according to their potential, talents, readiness, and preferences (Rasyid, 2019)(A.
Handayani & Suyadi, 2019)(A. B. . Teachers should be chosen carefully as they will influence the character of the students. Teachers must be pious, virtuous, kind, knowledgeable, have wisdom, be able to understand the character of students, assess students' talents, seek knowledge in various fields so that they can advise students for further education until the final process of life (Rohman, 2013).
Educational thought written in Ibn Sina's works is still important to be analyzed critically.
Creating scientific dynamics that are expected to provide solutions to various problems of Islamic education today. Ibn Sina's thought can be used as the main reference to develop the field of education, especially related to the objectives, curriculum, learning methods, and the concept of teachers as described below: According to Ibn Sina, the realization of Insan Kamil is the goal of education by paying attention to and motivating the intelligence, behavior, and development of the student's body perfectly (Rahman & Shofiyah, 2019b). Insan kamil are people who achieve their potential independence in a balanced and perfect manner (Rasyid, 2019). The implementation of Ibn

Sina's vision uses national education target planning based on Article 3 of the National Education
System Law: "The development of the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens (UUD RI RI No. 41, 2003)".

Implementation of the Integration of Ibn Sina's Thought about the Learning Objectives of Islamic Religious Education at SD Muhammadiyah 1 Wonopeti
Based on the results of interviews with AM as the principal and observations at SD  ISSN 2776-5229 Vol. 3, No. 1, April 2023 realized in the form of a vision and mission. In this case, the school has implemented and integrated Ibn Sina's thoughts on the purpose of education. The vision and mission of the school are applied and outlined in the lesson plans and syllabus used as a reference for each teacher.
All of this can be seen in the learning carried out at SD Muhammadiyah 1 Wonopeti in realizing educational goals by using many facilities, so that the learning carried out can be varied and innovative. Teachers must be more creative to achieve educational goals according to curriculum targets. Learning carried out at SD Muhammadiyah 1 Wonopeti includes: Duha prayer, morning Islamic boarding school, tahsinul quran, dhuhur prayer in congregation, daily donation habit, monitoring student activities at home with a monitoring book, extracurricular activities. All learning activities are carried out according to their respective grade levels, this is in line with the concept initiated by Ibn Sina. In terms of learning targets, Ibn Sina's learning concept emphasizes that education must be in accordance with the skills, capacities and strengths of students to socialize professionally (Rasyid, 2019).
The concept of educational curriculum. Although Ibn Sina did not formally mention curriculum, the author was able to describe the curriculum and information materials that Ibn Sina had to teach. The main study is academic regulations that help students fill their gaps and by unlocking their potential. Ibn Sina classified the level of subjects based on the phase of development and growth of the child's age (Putra, 2016).
Ibnu Sina's curriculum concept is based on the level of development of the age of learners; 3-5 years, 6-14 years, and 14 years more (Nata, 2000). Ibn Sina categorized the curriculum or subject matter according to the age level of learners; (Rahman & Shofiyah, 2019a) (Nata, 2000).

No Age Level Course Content
1. 3 to 5 years Sports, hygiene, ethics, art, and sound art.

6 to 14 years
Reading and memorizing the Quran, Religion, sports. and poetry.
3. 14 years and beyond Subjects are tailored to the talents and interests of students because there is a lot of material.
Learning to read and memorize the Quran between the ages of 6 and 14 is beneficial to support the practice of worship because it uses the memorization of many Quranic verses. In addition, it is useful to contribute to the success of Islamic religious learning. For example, tawhid, fiqh, tafsir, and other religious materials whose main source is the Quran (Solihin, 2019 physical science (Wibowo & Risa Udayani, 2021).The characteristics of Ibn Sina's curriculum ideas include (Hanum, 2022):

No Characteristics of Ibn Sina's Curriculum ideas
1. It is based on the psychology and developmental stage of the learners' age.
2. Organized to develop balanced physical, moral, and intellectual aspects based on the students' age level of development.
3. Functionally, pragmatically, it is organized in such a way that students have the potential, develop, respond in society according to their profession.
4. Organized to develop balanced physical, moral, and intellectual aspects based on the students' age level of development.

Composed with learners' moral education in mind.
Based on the results of interviews with AM school leaders and observations at SD Muhammadiyah 1 Wonopeti, related to the education curriculum, the school also integrates the education curriculum as the concept of Ibn Sina's thought. The school uses and combines the curriculum from the Ministry of National Education and the Muhammadiyah Education Council. The application is adjusted to the grade level based on the age of the child. The applied curriculum is based on the Al-Quran and Sunnah based on the habituation of school residents, especially students.
Learning methods have an important influence in achieving learning targets. Learning methods are steps or techniques to successfully achieve the competencies and targets that have been planned previously (Maragustam, 2016). According to Ibn Sina, in order not to lose its relevance, the use of learning methods must be adjusted to the characteristics of the learning material (Apriani & Syahidin, 2021).

Religious Education at SD Muhammadiyah 1 Wonopeti
Based on the results of AM interviews with school leaders and observations at SD Muhammadiyah 1 Wonopeti, related to learning methods, the school uses various methods including: First, regular learning in the classroom which is packaged creatively by the teachers. Second, learning outside the classroom in the form of extracurricular and co-curricular as well as habituation activities.

Rofingah (Integration of Obnu Sina's Islamic Education)
Educators play a central role in learning. Although a teacher is essentially a giver of knowledge and information, all of the teacher's characters influence and become role models for students. The example set by the trainer facilitates the practice and application of the knowledge learned during the training. The easiest thing to observe in a teacher is the exemplary implementation of moral and religious practices (Taklimudin & Saputra, 2018).

Islamic Religious Education Learning at SD Muhammadiyah 1 Wonopeti
According to the results of the question and answer with AM the principal at SD Muhammadiyah 1 Wonopeti that all educators must be a good example of their students, such as in behavior, speech.
Teachers are also role models in the habituation of student activities. According to AM, the principal

CONCLUSION
Based on the results of observations, interviews, and documentation as well as some analysis,

Muhammadiyah 1 Wonopeti Elementary School teachers integrate the understanding of Ibn Sina's
Islamic education thought. Among them are teaching targets, curriculum, methods, and teacher perceptions. The target of Islamic teaching organized by SD Muhammadiyah 1 Wonopeti is to form students into a whole human being under the guidance of a combination of the National Education and Muhamadiyah curriculum. Packed with creative and interesting learning models both through regular and extracurricular. All teachers guide, transfer knowledge as well as serve as role models for all students.