In the context of nationality, the role of education is to prepare students to face the future and promote a sense of dignity among other nations. For Indonesia, humanistic values were incorporated and formulated into Pancasila, which is often referred to as humanistic-universalistic. This paper aims to review the formulation of national education goals that are in sync with the concept of universal humanistic education. It investigates an Islamic education as an integral part of Indonesian national education can achieve both national and humanistic education goals without contradicting each other or the teachings of Islam. The finding implies that orientation of the education system in Islamic educational institutions starts with a theocentric philosophy, which emphasises the importance of the afterlife over life in this world. Throughout the educational process, students intensively explore the comprehensive teachings and practices of Islam. Islamic teachings explicitly describe the practice of Islam in terms of the IJAPS, Vol. 13, No. 1, 95–113, 2017 Humanism in Islamic Education 96 implementation of Islamic humanism. Therefore, an emphasis on moral goodness, unity and brotherhood and the cultivation of independence in Muslim characters are the main pillars of Islamic humanism in the Islamic educational institutions. As a concept, this paper suggests that the implementation of Islamic humanism would require a policy that is conducive to the realisation that the concept must be humane and must become a reality. Responsibility for such a policy would be shared among all components of the nation, from the government, as the main educational policymaker, to the schools that provide education and the parents and the community that will benefit from the education. These factors are responsible for the realisation of humanistic education.

中文翻译：

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伊斯兰教育中的人本主义：印度尼西亚语参考

在国籍的背景下，教育的作用是使学生为迎接未来做好准备，并在其他国家中增进尊严感。对于印度尼西亚而言，人文价值观被纳入并表述为潘卡西拉，这通常被称为人文-普遍主义。本文旨在审查与普及人文教育概念同步的国民教育目标的制定。它调查了伊斯兰教育，认为印度尼西亚国民教育可以同时实现民族和人文教育目标，而又彼此之间或与伊斯兰教义相抵触时，这是不可或缺的一部分。该发现表明，伊斯兰教育机构中教育系统的定位始于以神论为中心的哲学，该哲学强调了来世对这个世界的重要性。在整个教育过程中，学生将集中精力探索伊斯兰的综合教义和实践。伊斯兰教义以IJAPS第一卷的形式明确描述了伊斯兰教的习俗。13，第1号，95-113，2017年伊斯兰教育中的人本主义96伊斯兰人本主义的实施。因此，重视伊斯兰教教义中伊斯兰人文主义的主要支柱是强调道德品德，团结与兄弟情谊以及穆斯林人物的独立性的培养。作为一个概念，本文建议实施伊斯兰人道主义主义需要一种政策，该政策有助于认识到该概念必须是人道的并且必须成为现实。作为主要的教育政策制定者，政府将在国家所有部门之间分担这种政策的责任，提供教育的学校以及受益于该教育的父母和社区。这些因素是实现人文教育的原因。