This paper aims to analyze the dynamics and new paradigm of Islamic education in Indonesia from a historical perspective. This study uses the library to research reference books, journals, archives, documents, and other writings relevant to the title under study. This research is historical research and the object is the dynamics and new paradigm of Islamic educational institutions that grew and developed in Indonesia before and after Indonesia's independence. The new paradigm of Islamic education in Indonesia is through the realization of three dimensions of the substance of Islamic education, namely the acquisition of students towards science; the realization of students towards science in the format of their attitudes or behavior towards the learning environment, and even towards society; and the synergy between the acquired knowledge and their actualized attitudes or behavior in everyday life. Then, a new paradigm of Islamic education emerged, namely the Hadhari paradigm, which is an educational paradigm that connects education in an integral-interconnective way.

Intriguing changes have been made to the evolution of Islamic education in Indonesia. The phase evolutions were chronologically studied in this article. Prior to independence, then through the Old Order regime, New Order regime, and reform eras. This is library research. This library research found Each period has had a unique and significantly influenced the development of Islamic education in Indonesia in terms of systems, management, and methodology, all the way up to the way Islamic education is envisioned.

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Since the inauguration of Islamic Higher Education (STI) in Jakarta in July 1945, before Indonesia gained independence, the growth of Islamic tertiary institutions has been ongoing in Indonesia. Since then, Islamic tertiary institutions have started to flourish and change. After STI’s creation, it became UII (Indonesian Islamic University). Following advancements at the UII faculty of religion, PTAIN (State Islamic Religious College), IAIN, and STAIN were nationalized. Additionally, private Islamic higher education took the shape of universities, institutions, or high schools. The three primary pillars of the new higher education paradigm are as follows: First, increased independence (greater autonomy) in management or autonomy. Second, increased responsibility or accountability, not just in terms of financial resources more responsibly, as well as in scientific research, educational materials, and on-going initiatives. Third, improved quality assurance through continuous internal assessments and National Accreditation Board external assessments (BAN).

<p>Pesantren adalah salah satu lembaga pendidikan tertua di Indonesia dan didirikan berdasarkan prinsip-prinsip Islam. Doktrin-doktrin Islam yang dipelajari dan disebarkan pesantren pada akhirnya tertanam kuat dalam budaya Islam Indonesia. Tanpa pesantren, tidak mungkin untuk mempromosikan penghormatan terhadap tradisi budaya Islam. Pesantren diharapkan bisa berkembang menjadi pusat kebudayaan dan peradaban Islam di Indonesia. Dalam hal ini, Pertama, Kiai merupakan elemen utama dari pesantren, mengajarkan prinsip-prinsip keagamaan sehingga dapat menekankan strategi khasnya untuk menerapkan ajaran Islam; kedua adalah santri, yang sangat penting di pesantren karena menunjukkan seberapa jauh pendidikan Islam telah datang dan seberapa baik diajarkan; ketiga adalah Masjid, yang berfungsi sebagai tempat shalat dan pengajaran agama. Hal ini membutuhkan ruang khusus, yang kompleksitasnya bervariasi sesuai dengan misi pesantren. keempat adalah Madrasah, yaitu tempat berlangsungnya proses belajar mengajar; terakhir kelima adalah tempat tinggal, yang disebut asrama atau pondok; dan lima hal ini semuanya diperlukan</p>