CRITICAL ANALYSIS OF COMPARATIVE EDUCATION SYSTEM AND ARABIC LANGUAGE DEVELOPMENT DURING THE UMAYYAD AND ABBASID DYNASTY

Abstract

This research is about the history of education because it is discussed historically, namely prioritizing the meaning of processes and changes from history. In connection with this history also uses a sociological approach to describe a social system in that historical period and uses a political approach because Arabic language education is closely related to the Daulah policy. The method required for research is using the historical method, namely using the heuristic method, verification, interpretation, and ending with historiography. This research finds that Arabic during the Umayyad Daula became the language of theology, the language of communication and the language of state administration which developed in line with the regional expansion of the Arabization policy. In the past Daula Abbasid language, Arabic is continuing role of language Arabic at the time of the Umayyad and then developed into a language knowledge that acts as a bridge of knowledge through government policy by performing translation movement. The education system in this classical period was teacher-oriented, not institution oriented, which means that the quality of education depends on the teacher, not on the institution. Whereas in the Arabic learning system in those two periods, it was impliedly the same as the Islamic learning system because of Arabic as a language medium for studying Islam and other sciences.