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ISTAWA: Jurnal Pendidikan Islam (IJPI)

P-ISSN: 2502-573; E-ISSN: 2541-0970
Year, Vol. xx No. x
http://journal.umpo.ac.id/index.php/istawa/

Islamic Constructs of Nursi’s Perspective and Their Impacts on

Psychology

Mustafa Tekke
International Islamic University Malaysia (IIUM) Malaysia
[email protected]

ABSTRACT: This study proposed new constructs to

the field of Islamic psychology. It is particularly
noteworthy to articulate the views of Said Nursi in the
context of Islamic psychology. Based on fundamental
aims of Qur’an, it clearly shows that Tawhid (Belief
in God), Nubuwwa (Awareness of Prophetic
Teaching), Hashr (Belief in Resurrection), and
Ibadah (Worship) as for main constructs of Qur'an
greatly influential on a person's belief and
thought.The proposed four constructs were
thoroughly scrutinized to determine the possible
meanings with human belief and thought. In line with
chosen method, this paper applies the views of Nursi
as a device for synthesizing arguments. Islamic
psychology clearly indicates the Tawhid and
Nubuwwa, called shahadah, are fundamental of
Islamic belief and thought and included with
awareness of hereafter and doing worship. The other
constructs of Hashr and Ibadah are also essential for
an Islamic psychology model for understanding
human personality. They were conceptually evaluated
within the context of psychology, as indicatives of the
concept of Islamic personality. These four constructs
can be interpreted as inner experience depicting
human’s emotions, desires, wishes, and intentions.
Thus, they are strongly suggested to employ in newly
developing Islamic personality scales.
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 2

Studi ini mengusulkan konstruksi baru ke bidang

psikologi Islam. Sangat penting untuk
mengartikulasikan pandangan Said Nursi dalam
konteks psikologi Islam. Berdasarkan tujuan dasar
Alquran, ini dengan jelas menunjukkan bahwa Tauhid
(Keyakinan akan Tuhan), Nubuwwa (Keyakinan akan
Nabi) Hashr (Yakin akan Kebangkitan), dan Ibadah
(Ibadah) untuk konstruksi utama Al Qur'an sangat
berpengaruh. Atas kepercayaan dan pemikiran
seseorang. Empat konsep yang diajukan diteliti secara
seksama untuk menentukan kemungkinan makna
dengan keyakinan dan pemikiran manusia. Sejalan
dengan metode yang dipilih, naskah ini menerapkan
pandangan Nursi sebagai alat untuk mensintesis
argumen. Psikologi Islam dengan jelas menunjukkan
Tauhid dan Nubuwwa, yang disebut shahadah, adalah
dasar kepercayaan dan pemikiran Islam dan
disertakan dengan kesadaran akan akhirat dan
melakukan ibadah. Konstruk lain dari Hasyr dan
Ibadah juga penting untuk model psikologi Islam
untuk memahami kepribadian manusia. Mereka
dievaluasi secara konseptual dalam konteks psikologi,
sebagai indikatif konsep kepribadian Islam. Keempat
konstruksi ini dapat diartikan sebagai pengalaman
batin yang menggambarkan emosi, keinginan,
keinginan, dan niat manusia. Dengan demikian,
mereka sangat disarankan untuk menggunakan skala
kepribadian Islam yang baru berkembang.

Keywords: Belief in God, Awareness of Prophetic

Teaching, Belief in Resurrection, Worship, Islamic
psychology.

Received: March 20, 2018; Revised: May 3, 2018; Accepted: May 28, 2018

INTRODUCTION
In Islam as a revelation of Allah SWT which is contained in
the holy book of the Qur'an and the books of al-hadith of the Prophet
Muhammad SAW there are teachings that govern human relations
with their livelihood. For example, in the holy book Qur'an the ninth
letter of Al-Taubat verse 105, Allah SWT says:
"And say: Work for you, then Allah and his messenger and
the believers will see all that work, and you will be returned
to (Allah) Who Knows the unseen and the real, then He
proclaims to you what you have do it" (Depag RI, 1418).
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In the revealed text it contains teachings that humans pursue a

field of work as guidance to get success; both in an internal sense,
namely for individuals who pursue work, as well as in the external
sense, for organizations that seek to establish a path of development
that is worthy of work throughout the working life. From time to
time, success can be obtained through relatively more work fields,
such as choosing a job to become a lecturer in a university. Lecturer
success as a reflection of the lecturers' expertise in mastering the
work that becomes their duties and responsibilities according to the
level of position carried out is commonly achieved through
individual lecturer coaching as part of human resources since the
person concerned is declared accepted as a prospective lecturer until
the moment the person is declared dismissed. Say: Work for you,
then Allah and His Messenger and the believers will see all that
work, and you will be returned to (Allah) Who Knows the unseen
and the real, then He tells you what you have done".
Lecturer coaching is an effort for maintain/empowerment
"lecturer competence" through a number of activities that are
relevant to survive with more and better in his profession through the
ability to provide excellent service as bearers of academic tasks
reflecting the main tasks and functions of each as contained in
Tridharma college. Thus, it can be assumed that the formation of
lecturers as part of good human resources to strengthen the
competence of lecturers. And then, the robustness of the competence
of lecturers can stimulate prospective lecturers and professors to have
a high dedication to actualize faculty workload so worthy of being
promoted or awarded in accordance with applicable regulations.
Coaching also cannot be separated from planning. According
to Afiful Ikhwan, the nature of activities is needed to determine
activities related to 5W1H, namely: what (what) will be done, why
(that) is done, who (who) does it. These questions are placed with the
objectives to be formulated, the techniques, the methods used, and
those that are used to achieve these goals. In this case it is the
coaching stage that is needed by the job well. Afiful Ikhwan,
“Manajemen Perencanaan Pendidikan Islam (Kajian Tematik Al-
Qur’an Dan Hadist),” Edukasi: Jurnal Pendidikan Islam 4, no. 1
(2016): 129.
Lecturer career development also with the aim of improving
the quality of education in Indonesia there are several things that can
be done, namely Education Personnel Must Obtain Awards Because
of that Give Awards, Improve the Professionalism of Teachers and
Educators, provide adequate facilities and infrastructure (Ikhwan,
2017a). Also with the aim of creating a harmonious relationship
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 4

between formal institutions and the community through

organizations that take place in a sustainable and mutually supportive
manner for common goals and needs (Ikhwan, 2018b).

LITERATURE REVIEW
Management of the State Islamic Religious College (PTKIN)
as the most current name of the State Islamic University (PTIN) or
used to be called of the State Islamic Religious College (PTAIN) in
the shade of the Ministry of Religion of the Republic of Indonesia.
Currently the State Islamic University in Indonesia consists of 3
types: State Islamic University (UIN), State Islamic Institute (IAIN),
and State Islamic high school (STAIN) (Kemenag, 2017). Initially,
almost all STAIN is a branch faculty in IAIN environment converted
into STAIN through Presidential Decree No. 11 of 1997 (Fadjar,
2005).
STAIN is autonomous and is a separate organic unit within
the Ministry of Religion of the Republic of Indonesia which is
structurally under the Directorate General of Islamic Education,
Directorate of Islamic Higher Education. Since 1997-1998, STAIN
led by the Chairperson has managed all administrative, educational,
labor, financial, and other matters autonomously; of course in order
to be better in carrying out the role of educating the nation's life by
producing Muslim-Muslimah graduate graduates who have broad
and open insights, have integrative thinking skills and perspectives,
have professional and managerial abilities according to the demands
of community development. This STAIN status change can also be
seen as giving wider opportunities for the managers of each STAIN
to spur the performance of academics and employees so that they can
cooperate with relevant parties in the fields of academic
development, management, administration, etc. and can compete
with the ranks of higher education at home and abroad. M. Atho
Mudzhar stated that:
With the establishment of STAIN-STAIN, Islamic studies in
the regions are expected to become more independent in their
development. The impact began to be felt, a number of more
powerful STAIN can grow faster. However STAIN weaker
will be even weaker, because the transfer and management of
energy subsidies from the former parent IAIN be difficult
(Mudzhar, 2011).

Historically, the existence of STAIN Kediri and IAIN

Ponorogo as the name and the most current status of STAIN
Ponorogo is associated with IAIN Sunan Ampel Surabaya. "In the
period between 1966-1970, IAIN Sunan Ampel already has 18
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(eighteen) faculties spread over three (3) provinces: East Java, East
Kalimantan and West Nusa Tenggara" (Ampel, 2009). In the period
1971-1975, carried out accreditation of quality to the entire faculty in
IAIN Sunan Ampel which resulted in five faculties located in
Bangkalan, Pasuruan, Lumajang, Sumbawa and Bima closed. Then,
based on Government Regulation No. 33 in 1985, Fthe Tarbiyah
Faculty of Samarinda in the province of East Kalimantan was
released and handed over to IAIN Antasari Banjarmasin in South
Kalimantan province. "Until the academic year 1996/1997 IAIN
Sunan Ampel has 11 faculty spread in East Java and the two faculties
in Mataram, West Nusa Tenggara"(Ponorogo, 2009). Initially,
STAIN Kediri was the Faculty of Ushuluddin Kediri which was
founded in 1964 as a regional faculty (branch) of IAIN Sunan Ampel
Surabaya; IAIN Ponorogo is the Faculty of Syari'ah Ponorogo which
was established in 1970 as a faculty areas (branch) of IAIN Sunan
Ampel Surabaya, both of which are domiciled outside Surabaya.
Through Presidential Decree No. 11 of 1997, the status of all faculty
areas (branch) in the environment IAIN located outside the parent
converted into STAIN (STAIN Kediri, STAIN Ponorogo, etc.).
Lecturers are the main role holders for the realization of the
college tridharma(Undang-Undang Republik Indonesia, 2003). The
seriousness of the lecturers in actualizing the Tridharma of Higher
Education is a determinant for the formation of the image of the
quality of graduates and the quality of institutions in general. As the
owner of high authority in the academic process, the lecturer is
required to be active in working with peer lecturers and students
innovate to develop academic culture, lecturers are required to
actively conduct scientific guidance and research and dedication to
create dynamic educational activities that generate thirst for scientific
insight to strengthen the ambition of the academic community to
continue lifelong learning. H. Rochmat Mulyana noted that "the role
of the lecturer is in the most strategic position" (Rochmat Mulyana,
2005). Lecturer become an important instrument for the creation of
an academic community that every day is always busy supporting the
development of life science knowledge to deliver students to be
graduates who have a holistic multi-competence: the height of piety,
the height of science, and the height of devotion.
In carrying out its role, in the view Mulyasa, lecturer
"...requires a psychological sense of security through the certainty of
a career..." (Mulyasa, 2003). Since the beginning of a person
appointed as a lecturer needs to realize that a career can not be
achieved in a short time span. Concerned must understand the
purpose of a career, must develop a career plan, and must continually
careers.
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 6

A fact that not every candidate lecturer and lecturer is able to

respond to those demands properly. The phenomenon of a wide
range of their response to the demands that can be observed in all
public and private universities in Indonesia. There are prospective
lecturers and professors who have very positive response to the
demands, so they can take a jump in position and then in the age of
about 30 years have been at the peak of their careers to become
professors (professors). Perhaps there are lecturers who have a less
positive response to the demands, so that they are dismissed from
office of lecturers. Naturally, if then the number of professors in each
state and private universities in Indonesia are still not adequate
number of idealized. It has become his sunnah, namely the happiness
of human individuals or groups in the world or in the hereafter, or
their misery in the world and the hereafter, depending on their deeds
and actions (Ikhwan, 2016a). In this case about the teaching
profession, they are all inseparable from their respective businesses.
Sutaryat Trisnamansyah, council professor of the Indonesia
University of Education (UPI) in Bandung said that "Because his
task is not easy, the number of professors in the UPI is still far from
ideal. Of the target of 100 people in 2009, now only 70 people, let
alone the majority has entered the pre-retirement"(Kompas, 2009).
Rochim Suratman, professor of the Bandung Institute of Technology
(ITB) is also the coordinator of the private college of West Java and
Banten states that "...the number of professors in PTS in West Java is
still minimal. From ideally 900 people on a population of 9,000
lecturers, now only 60 people"(Kompas, 2009). Based on these two
statements, it can be assumed that the number of professors in State
Universities (PTN) and Private Universities (PTS), has not been able
to meet expectations, including those that occurred at the State
Islamic Religious College (PTKIN).
Arif Furchan, when he was Director of the Islamic Higher
Education, Ministry of Religion of the Republic of Indonesia,
revealed that "the main problem faced by Islamic Higher Education:
the low quality of education and research results"(Furchan, 2004).
Quality PTAI most graduates still considered to not meet the
expectations of society; donations PTAI research results to the
development of science, technology, arts, and culture of Islam in
society which sides are still considered less significant. This
assumption may lead to a negative image that the managers PTAI
(including lecturers) are indeed unable to create a quality Islamic
education program that is considered as an attraction for the
community.The lack of success of this PTAI in Arif Furchan's view
was caused by various internal and external factors; one of the
internal reasons that he mentioned is:
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Management and leadership: Many PTAI still managed

traditionally and with a spirit of struggle without the ability to
manage a college in a modern manner. Many PTAI leaders
focus more on the physical appearance and formalities of
lectures than the quality of graduates. Even in some PTAI, the
leaders and lecturers appear to be more engaged in fighting
over positions (additional positions such as the Senate,
Rector/ Chair, Deans, Director of graduate programs, etc. =
pen.) Rather than educating students (Furchan, 2004).

If the conditions revealed by Arif Furchan above do not

immediately receive serious treatment, especially by the lecturers
themselves and by the parties concerned, then the lecturer career can
almost certainly experience stagnation. Furthermore, the stagnation
of the lecturers' career must be detrimental to the lecturers as well as
the universities where they are concerned (Direktorat Jenderal
Kelembagaan Agama Islam, 2004). This cannot be true.
Islamic education institutions should be established and their
implementation is driven by the desire to embody Islamic values
which are reflected in the name of the educational institution and the
activities held. In this sense, Islam is seen as a source of value that
must be realized in the life of the relevant educational institution
(Ikhwan, 2017b). Because there are three approaches to Islamic
education, First, education as a potential development. Second,
cultural inheritance. Third, the interaction between potential and
culture (Ikhwan, 2014).
The statement of M. Atho Mudzhar and Arif Furchan
regarding the establishment of STAIN above can be used as an
objective reference to understanding the initial conditions regarding
human resource management before the status change from STAIN
to UIN and IAIN, that the gap between expected (dasSollen) and
what happened (dasSein) such as the lecturers' resources are so wide.
What is expected (dasSollen), is that in each STAIN in the
perspective of human resources lecturers are available in sufficient
numbers and individually truly master lecturer competence
(pedagogic competence, professional competence, social
competence, and personality competence) as capital for the
performance to effectively carry out the elements of basic tasks and
functions that characterize performen lecturer college performance of
the organization to collaborate and compete with other universities
within and outside the country. As for what happened (dasSein),
there are still problems with lack of lecturers in each STAIN, both in
terms of quantity and in terms of the quality of mastering the
competence of lecturers. Thus, the addition of the number of
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 8

lecturers and lecturer competency coaching continues to be

actualized in each STAIN, including those who have changed their
status to IAIN such as IAIN Ponorogo and become UIN like the
Maulana Malik Ibrahim State Islamic University of Malang.
Thus, there is still a gap between what is expected and what
happens regarding professional coaching and career lecturers for
those who have been appointed as lecturers; so the research on the
coaching profession and the career of lecturers was felt to be
important to be implemented (Undang-undang Republik Indonesia
Nomor 20 Tahun 2003, 2003). Bearing in mind that the lecturer is
the spearhead for the journey of the realization of the Tridharma of
Higher Education and for the creation of an academic climate on
campus that can determine the improvement of the competence of
prospective graduates. Moreover, until now, the position of the
lecturer has not been replaced by others, nor can it ever be replaced
by even sophisticated modern technology products. In the Strategic
Plan of the Directorate General of Islamic Education Religious
Affairs of the Republic of Indonesia Year 2004-2009 (Departemen
Agama Republik Indonesia, 2004), low quality of human resources
both in terms of new students as input, graduates, academic
personnel, and non-academic serve as the special problems faced by
the Islamic Universities in Indonesia without prejudice to the
handling of other matters such as education facilities and
infrastructure in the areas of administration, laboratory, library,
information technology, transportationAfiful Ikhwan, Filsafat
Pendidikan Islam: Memahami Prinsip Dasar (Yogyakarta: Diandra
Kreatif, 2018).
As long as being a regional faculty (branch) in the parent
IAIN environment for around 30 years, the profession and career
guidance program of lecturers in regional faculties just follows the
policy of the Rector, the ranks of regional faculty leaders seem
relatively passivewaiting for instructions Rector,cooperation and
competition between regional faculties seemed unremarkable. The
tendency for becoming faculty the area looks much different with the
trend during become STAIN about 20 years since 1997, each STAIN
has had a professional lecturer and career development program
independently,the ranks of each STAIN leader were relatively active
in spurring lecturer performance, forms cooperation between STAIN
and IAIN and UIN as well as related agencies is increasingly
strengthened, as well as competition between STAINs to change
themselves to be better seems stronger, such as in the field of
institutional status, the opening of new study programs/ majors in
undergraduate and postgraduate programs, performance of facilities
and educational infrastructure, and others. Means, from time to time
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there has been a change in PTKIN, especially regarding the

institutional model to be adapted to the dynamics of internal and
external demands in order to be able to provide educational services
that are able to provide the best services for the community at
regional and national as well as international levels.
Until now, the professional development program and
lecturer career at STAIN Kediri have succeeded in delivering two
professors to achieve professorship, so that the creation of academic
climate in two research locations tends to be felt not only on a
national scale but also on an international scale such as through e-
publishing Journal of middle accreditation and through academic
collaboration with reputable overseas universities. Hypothetically, it
can be said that so far the lecturers' professional and career coaching
programs at STAIN Kediri have been relatively appreciated by the
lecturers, lecturer career development programs at IAIN Ponorogo
are also relatively appreciated by the lecturers.
Furthermore, this hypothetical raises questions, such as how
leaders and lecturers give meaning to the lecturer profession
development program in each of the PTKIN. This reality can be seen
as the uniqueness of each of the PTKIN, as well as being an
attraction to conduct further research, including in the framework of
this research with reference to the vocational self-concept theory by
Donald E. Super which states that: “Although the vocational self-
concept is only a part of the total self-concept, it is the driving force
that establisher a career pattern one will follow throughout life.
Thus, individuals implement their self-concepts into careers that will
provide the most efficient means of self-expression” (Zunker, 1990).
Every organization both business-oriented and non-business,
including educational institutions such as universities, certainly has a
goal that is a motivation for activity. In general, the goal of the
organization is to maximize the achievement of objectives by
managing resources so that all organizational activities can take place
effectively and efficiently. The resources owned by each
organization can be classified into four types: physical resources,
funding resources, human resources, and work methods (Ikhwan,
2013).
According to Muhammad Tony Nawawi, a lecturer in
economics faculty at Tarumanegara University of Jakarta, "of the
many resources available, human resources are still the main
resources and have the ability and role of 'determining' in order to
achieve the goals of an organization namely effectiveness and
efficiency"(Nawawi, 1994). Indeed socially, an organization is
formed from humans, by humans, and for humans. By Mulyadi, a
lecturer at Gajah Mada University of Yogyakarta, human resources
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 10

are categorized as intangible resources by stating, "In this Network

Age intangible resources are the most valuable assets for a company.
These resources are the drivers of financial performance” (Mulyadi,
2009).
Human resources personnel includes two components
capabilities and commitment of personnel. It was precisely when the
creation of human resource management has always been a problem
for the survival of any organization. Thus, the management of human
resources should get serious treatment in a planned again
continuously, including the coaching profession and the career of
lecturers, in line with the dynamics of the changing times which is
currently entering the era of globalization is increasingly laden with
the competition in all aspects of life. So that each college can
compete in a healthy manner in the presence of competitors to
become the winner of the competition; then it must have certain
competitive advantages that are built through various means, such as
professional and lecturer career development must be realized
continuously through various forms of activities and methods that
must be continually updated so that each lecturer can master four
types of lecturer competencies: pedagogic competence, professional
competence, social competence, personality competence (Tim,
2015); so that it can meet these expectations. From this, indications
of the relevance of this research from a second perspective can begin
to appear.

METHODS
The reality of human behavior individually, socially, and
culturally such as those related to professional development and
lecturer careers are of course very complex, interrelated in a unified
whole context. The reality of human behavior is expressed in the
frame of subjective-perceptive nature and the nature of the meaning
that is in each human being as an actor. Djam'an Satori and Aan
Komariah stated, that "Reality is not single but multiple, namely
providing broad interpretation for people who want to respond”
(Djam’an Satori, 2010).
To be able to understand the three kinds of realities of human
behavior, the writers should record something that looks explicitly as
well as pay attention to the facts as a whole in the totality of the
context as underlying conceptual meaning behind them in terms of
perceived by human beings who do. Associated with the effort to
understand these three realities have developed several theories flow
which is commonly known as a 'paradigm' that underlie and underpin
the qualitative research (Bungin, 2007), between one theory to
another mutually coincident remember leaning against the same
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views on the nature of man as the subject who has the freedom to
make choices on the basis of meaning systems are entrenched in a
particular social environment.
The reality that became the center of attention (unit of
analysis) in this study was an opinion on the experience of individual
leaders and lecturers in providing meaning to the professional
development program and lecturer career. To get an understanding of
that reality, the author tries to apply the natural paradigm
(naturalistic paradigma) which relies on a phenomenology view.
According to Lexy J. Moleong, "Phenomenology seeks to understand
human behavior in terms of the framework of thinking and acting of
those people who imagined or thought of by themselves”.
In terms of the procedures adopted in the research activities,
the authors sought to implement a qualitative approach. John W.
Creswell argues: “Qualitative research is an inquiry process of
understanding based on distinct methodological traditions of inquiry
that explore a social or human problem. The researcher builds a
complex, holistic picture, analyzes words, reports views of
informants, and conducts the study in a natural setting” (Creswell,
1998). Means, the findings of this qualitative research is directly
highly dependent on the ability, experience and sensitivity of the
writer as a researcher as well as a key instrument.
Judging from the nature of the investigation plan, the authors
sought to apply descriptive research, which is a study designed to
obtain information about the character description of informants in a
certain time, without the provision of treatment and or control of the
research subject (Ary, 1982).
Seen from the point of view of the social unit where the
investigation was conducted, the authors attempted to implement
multi-site studies (multi-site studies) (Bogdan, 1982). Related to this,
John W. Creswell stated that: "These sites may be programs, events,
processes, activities, or multiple individuals” (Creswell, 1998). Into
consideration the authors, is that an inquiry is empirically obtained
by investigating transient phenomena in the context of real life (real
life context), when the boundaries between phenomenon and context
of the prevalent not straightforward and sources of facts used were
not singular but double.

FINDINGS AND DISCUSSION

Human resource development programs in the strengthening
of the competence of lecturers gained some similarities as cross-site
research findings regarding human resource development programs
in the strengthening competence of lecturers conducted by STAIN
Kediri and IAIN Ponorogo as indicated by trend: Development of
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 12

higher education becomes effective organization; Making skilled

lecturers, experts and professionals; Planning on the basis of internal-
external demands; The management system is getting better
(recruitment, placement, rewards, coaching); Lecturer facilitated
follow the training, seminars, research, associate professor, co-
operation; Lecturers facilitated further study to S3; CPNS
recruitment system for lecturers through the RB teams; CPNS
lecturer selection utilizes Computerized Assistence Technique (CAT)
to test SKD and SKB; Objective, transparent principle in the
selection of lecturer CPNS; Minimum diploma qualification is S2
linear in the selection of lecturer CPNS; Implementing SOPs in the
process of placement, retention, dismissal; Monitoring the
performance of lecturers through Syllabus-SAP, presence, study
modules; ICT-based lecture facilities; and track record of lecturer
academic performance through BKD and SKP reports.
The implementation of human resource development
programs in strengthening lecturers 'competencies obtained several
similarities as the findings of cross-site research on the
implementation of human resource development programs in
strengthening lecturers' competence conducted by two higher
education institutions that were used as research locations namely
STAIN Kediri and IAIN Ponorogo as shown by various tendencies:
Lecturers are facilitated to attend seminars and workshops; Lecturers
are facilitated to participate in lecturer association activities;
Lecturers are facilitated to compile scientific papers and scientific
publications; Lecturers are facilitated to improve qualifications to S3;
Lecturers are facilitated to organize ICT-based lectures; Establish
cooperation with national-international PT; Streamline the
performance of the quality assurance unit to monitor the performance
of lecturers; Lecturers are facilitated to publish their Scientific
Writing in national and international scientific journals; Effectively
supervise lecturers; Organizing personality training for lecturers.
Implications programdeveloping human resources in
strengthening the competence of lecturers gained some similarities as
research findings across sites on the implications of the program
developing human resources in strengthening competence
(pedagogical, professional, social, and personality) lecturers
conducted by STAIN Kediri and IAIN Ponorogo as shown by the
tendency : Lecturers increasingly master intrapersonal-interpersonal
skills; Lecturers increasingly understand the character of students;
Lecturers are increasingly active in compiling RPS, Syllabus-SAP,
modules; Lecturers are increasingly active in utilizing ICT-based
learning resources; Lecturers are increasingly active in implementing
dialogical and democratic lectures; Lecturers are increasingly
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Volume 4, Issue 1 | July - December 2018

objective in evaluating the process and results of lectures; Lecturers

are increasingly active in attending seminars, workshops and
professional associations; Lecturers are increasingly active in
conducting individual or group research; Lecturers are increasingly
active in compiling scientific papers and publishing them through
scientific journals with national or international reputations, or
through other media; Lecturers are increasingly active in serving the
community both managed independently or managed by the campus;
Lecturers increasingly have good character; Lecturers increasingly
have stable personalities;Lecturer increasingly adhere to professional
ethic; Lecturers increasingly have exemplar.
Colleges that want to survive and succeed must always pay
attention to the development of human resource such as teachers
or lecturers, among others by fulfilling the right to professional
and career development. The attention to SDM development of
this kind would encourage lecturers to further explore the
potential abilities.This is realized because the development of
SDM is one of the needs of lecturers to be able to actualize
themselves towards work.
Human resource management carried out by a better
college will create lecturer perceptions that college have a
commitment to the development of SDM so that in turn it will
affect the effectiveness of lecturer SDM in realizing higher
education as a basic task and function of lecturers.
Human Resources development can be done with various
efforts among others by creating continuity and peace in work,
giving the status of jobs and work experience and provide the
power and authority in the work. Organizational SDM
management provides an opportunity in the development of
lecturer SDM which encourages lecturers to successfully have
SDM. Organizational SDM management is a policy or rule that is
compiled and developed by the organizations in both PTKIN to
improve the effectiveness of SDM performance, including
lecturers.
Organizational SDM management is part of the
implementation of SDM development activities to improve
lecturer work productivity. Lecturers who require the
development of self-will strive to achieve a certain position
through enhancing the performance of each individual. Apart
from the organization, lecturers also need to conduct SDM
management individually through planning and tactics.
Individual planning and SDM tactics will assist lecturers in
achieving certain SDM that are adjusted to the provision of SDM
in the higher education organization. Thus organizational SDM
 Islamic Constructs of Nursi's Perspective... – Mustafa Tekke 14

management will encourage the effectiveness of SDM externally

while individual SDM management will support the achievement
of individual SDM within the organization internally.
Changes in the social environment between humans and
between cultural products of the world's population in the era of
globalization that tend to be without recognizing territorial
boundaries,by naked eye has fueled also spur the development
demands that always require individuals and organizations to
transform in an activity. Related to the reality of this demand, the
main thing done by each individual academic community (lecturers
and students) as well as the education staff of a college is always
trying to strengthen competence as a capital to strengthen self-concept
to strive for jihad to improve organizational performance and become
a college that is always learning all the time so that there is continuous
development.
The implementation of HR management above, the socio-
cultural values of society should be derived from the work of human
reason, so that in accepting, disseminating, preserving and releasing
them, humans use their intellect. Whereas religious values are
derived from scriptures that have been revealed by God through His
Messenger. Thus, socio-cultural values are more temporary when
compared with religious values in strengthening human resources.
Afiful Ikhwan, “Perguruan Tinggi Islam Dan Integrasi Keilmuan
Islam: Sebuah Realitas Menghadapi Tantangan Masa Depan,” At-
Tajdid: Jurnal Ilmu Tarbiyah 5, no. 2 (2016): 160.
The findings of this study have implications tendency
supportive and updating of the vocational self-concept theory found
by Donald E. Super, of which originally grounded in capitalism that
working professionally is the fulfillment of the demands of
individual and organizational needs worldly dimension, it becomes a
vocational self-concept of Islamic theory or expert self-concept of
Islamic theory that is grounded in Islam (Al-Quran and Al-Sunnah of
the Prophet SAW as well as the result of ijtihad) that work
professionally was the fulfillment of the demands of individual and
organizational with worldly dimensionsas well as being related to
human duty as' abdu Allāh (‫ )عبداهلل‬Which devote themselves only to
Allāh SWT and as the Caliph of Allah (‫ )خليفة اهلل‬That is prosperity in
the world without causing damage. For the purposes of the
realization of human tasks, Islam teaches that human beings always
positioned faith as an imam (top leader) while positioning qalb
(super ego) and 'aql (ego) and id (nafs) as makmu (guided). Islam
does not justify man position id (nafs) as imam (top leader), while
qalb (super ego) and 'aql (ego), and faith is positioned as makmum
(guided). Thus, any Muslim-Muslimah actions, including when he
15 ISTAWA: Jurnal Pendidikan Islam (IJPI) | p-ISSN: 2502-573 e-ISSN: 2541-0970
Volume 4, Issue 1 | July - December 2018

first handled the task of a profession, was always on the name of

Allāh SWT (basmalah) and ended by praising Allāh SWT
(hamdallah) as an expression of gratitude to God.
If the human resource development program in strengthening
the competence of lecturers is based on data about the internal and
external demands of the organization in the short term and long term;
it can sustain organizational performance through the availability of
professional lecturers. If the human resource development program
in strengthening the competence of lecturers implemented properly;
it can meet the needs of every lecturer update the knowledge about
the competence of lecturers as capital to actualize the basic tasks and
functions related to the tridharma of higher education. If the human
resource development program is implemented properly; then it can
have positive implications for strengthening lecturer competencies
which can further be a boost for individual lecturer performance as
well as boosting organizational performance.

CONCLUSION
Human resource (SDM) development programs in the
strengthening of the competence of lecturers an annual work plan
that includes: a. Lecturer SDM development plan, b. Plans and
procedures in the lecturer selection and evaluation process, c. Plans
and procedures in the process of providing employee benefits-
reward, d. Plans to provide lecturers with professional and career
development opportunities; Implementation of SDM development
programs in the strengthening of the competence of lecturers is the
execution of annual work plan through: a. Follow education and
training for prospective lecturers, b. Improve the qualifications to
doctorate, c. Following the activities of lecturer associations, d.
Following seminars and workshops, e. Prepare scientific papers and
communication forums, f. Conducting research and scientific
publications, g. Monitoring and supervision, h. Evaluating the
performance of lecturers through the BKD report; The implications
of SDM development in strengthening lecturers' competencies are
positive consequences for individual lecturers to increasingly master
pedagogic competence, professional competence, social competence,
and personality competencies which are demonstrated through
performance in the field of basic tasks and functions so that it colors
the performance of higher education organizations.

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