Emotional spiritual qoutient (ESQ) dan relevasinya terhadap pendidikan agama Islam: Telaah pemikiran Ary Ginanjar Agustian dan pemikiran Muhammad Ustman An-Najati

INDONESIA : Dalam rentang waktu dan sejarah yang panjang, manusia pernah sangat mengagungkan kemampuan otak dan daya nalar (IQ) kemampuan berfikir dianggap sebagai primadona. Potensi diri (kecerdasan emosional dan kecerdasam spiritual) diabaikan. Pola pikir dan cara pandang yang demikian telah melahirkan manusia terdidik dengan otak yang cerdas tetapi sikap, perilaku dan pola hidup sangat kontras dengan kemampuan intelektualnya. Banyak orang yang cerdas secara akademik tetapi gagal dalam pekerjaan dan kehidupan sosialnya. Mereka memiliki kepribadian yang terbelah. Penelitian ini bertujuan untuk mengungkap konsep Emotional Spiritual Qoutient (ESQ) Ary Ginanjar Agustian dan Muhammad Ustman An-Najati dengan sub fokus mencakup: (1) Bagaimana konsep ESQ menurut Ary Ginanjar Agustian dan Muhammad Ustman An-Najati.; (2) Bagaimana konsep Emotional Spiritual Qoutient (ESQ) menurut Ary Ginanjar Agustian dan Muhammad Ustman An-Najati terhadap Pendidikan Agama Islam. Penelitian ini merupakan penelitian studi pustaka (library research), dengan menggunakan pendekatan kualitatif deskriptif. Adapun teknik analisis data yang digunakan adalah analisis isi (content analysis), analisa komparatif (perbandingan) dan analisa interpretative hermeneutic. Dalam upaya menampilkan analisis ini harus memenuhi tiga kriteria, obyektif, pendekatan sistematis generalisasi, dan analisis harus berlandaskan aturan yang dirumuskan secara eksplisit. Hasil penelitian ini menunjukkan bahwa; (1) konsep Emotional Spiritual Qoutient (ESQ) menurut Ary Ginanjar Agustian di kembangkan berdasarkan 5 rukun iman meliputi dan 6 rukun islam adalah; (a) Zero Mind Process (Penjernihan Emosi). (b) Mental Building (membangun mental) (c) Personal Strenght (ketangguhan pribadi) (d) Social Strenght (ketangguhan sosial). (2) Konsep Emotional Spiritual Qoutient (ESQ) Ary Ginanjar Agustian dan Muhammad Ustman Najati memilki relevansi terhadap Pendidikan Agama Islam (a) Emotional Spiritual Qoutient (ESQ) memiliki relevansi terhadap Tujuan Pendidikan Agama Islam, (b) Emotional Spiritual Qoutient (ESQ) memiliki relevansi terhadap Kurikulum Pendidikan Agama Islam (c) Emotional Spiritual Qoutient (ESQ) memiliki relevansi terhadap Pembelajaran Pendidikan Agama Islam (d) Emotional Spiritual Qoutient (ESQ) memiliki relevansi terhadap Evaluasi Pendidikan Agama Islam ENGLISH : In the span and a long history, humans have very highly praised the ability of the brain and reasoning power (IQ) thinking ability is regarded as excellent. Potential self (emotional intelligence and spiritual intelligence) is ignored. Mindset and worldview that has spawned so educated man with a smart brain but the attitude, behavior and lifestyle is in stark contrast with his intellectual capabilities. Many people who are academically smart but failed in work and social life. They have a split personality. This study aims to reveal the concept of Emotional Spiritual Qoutient (ESQ) Ary Ginanjar Agustian and Muhammad Ustman An-Najati with sub focus include: (1) How does the concept Emotional Spiritual Qoutient (ESQ) by Ary Ginanjar Agustian and Muhammad Ustman An-Najati? (2) How does the concept of Emotional Spiritual Qoutient (ESQ) by Ary Ginanjar Agustian and Muhammad Ustman An-Najati against Islamic Education. This study is a literature study (library research), using descriptive qualitative approach. Data analysis technique used is content analysis (content analysis), comparative analysis (comparison) and hermeneutic interpretative analysis. In an effort to show these analyzes must meet three criteria, objective, systematic approach to generalization and analysis should be based on rules defined explicitly. The results of this study indicate that; (1) the concept of Emotional Spiritual Qoutient (ESQ) by Ary Ginanjar Agustian and Muhammad Ustman An-Najati developed based on the five pillars of faith includes and sixth pillar of Islam is; (a) Zero Mind Process (purification of emotion). (b) Mental Building (mental construct) (c) Personal Strength (personal toughness) (d) Social Strenght (social resilience). (2) The concept of Emotional Spiritual Qoutient (ESQ) Ary Ginanjar Agustian and Muhammad Ustman An-Najati have the relevance of the Islamic Education (a) Emotional Spiritual Qoutient (ESQ) have relevance to the Objectives of Islamic Education, (b) Emotional Spiritual Qoutient (ESQ) have relevance to the curriculum of Islamic education (c) Emotional Spiritual Qoutient (ESQ) have relevance to Islamic Religious Education Learning (d) Emotional Spiritual Qoutient (ESQ) have relevance to Islamic Education Evaluation