Purpose of Study: Islamic education in Indonesia until the 21st Century has shown its existence. However, Islamic education also faces many challenges that dan eroded the values of Islam that so far have been maintained. On the other hand, globalization opens up new opportunities for the advancement of Islamic education. Methodology: This research used a descriptive qualitative approach, with data collection techniques: documentation, and data analysis techniques: data collection, data display, data reduction, data analysis and data conclusion. Main Findings: Islamic education has a challenge in the globalization era: the challenges of globalization in the field of culture, the challenge of low levels of social capital, and structural, cultural and human resource challenges. Meanwhile, the contribution of Islamic education in Indonesia can be mapped into two major categories: character building contribution in the form of forming good man character, spiritual character, and character militancy. And the perennial system contribution in the form of traditional learning. Application of This Study: These opportunities actually have been utilized properly by stakeholders. So, Islamic education cannot only maintain its existence, over it, Islamic education contributes significantly to the progress of education in Indonesia. This article examines the challenges, opportunities, and contributions of Islamic education in the globalization era Novelty/Originality of This Study: strategies that need to be taken Islamic Education in the globalization era: Prioritizing the model of education planning (participatory), encouraging the government to act as a catalyst, facilitator and community empowerment, Strengthening the focus of education, utilizing external resources (outsourcing), Strengthening collaboration and partnership networks with various parties, Creating a soft image for the community who likes to learn and the use of information technology.

Islamic education philosophy is essentially a concept to think about education based on Islamic teachings. Islamic education philosophy speaking about nature of Muslim's ability to be fostered, developed, and be guided into human being whose entire personality imbued with Islamic teachings, cause the complexity of educational problems and so complicated to interpret philosophy, so it needs a simplification. Typology in all aspects of thinking has implications for the "simplification" to a variety of complex issues. A discourse should evolve and expand to be understood in simple after typology. It was certainly no exception to typology philosophical discourse of Islamic education in Indonesia. Curriculum development at this time cannot be separated from the basic ideas are developed from educational philosophy, such as Essentialism, Perennialism, Progressivism, Existentialism, Reconstructionism, and others. This article tries to make typology of philosophical discourse towards the development of Islamic education in Indonesia through literature and its implications for curriculum development in Indonesia. So that the educational philosophy which developed in Indonesia can be seen in their entirety and as simple as possible. Thus, the simplification of the complex things can be realized. On the other side, apprehensive about the release of the current curriculum with a philosophical foundation at least be minimized.

In the Indonesian Islamic Education discourse, the state of political atmosphere influences several policies of Islamic Education. In the post-1998 reform period, the role and institutional development of politics affected the way Indonesian Islamic Education were going through in a positive way. The institutional improvement had shifted Islamic Education from the second-cast of education into a higher level. However, Islamic Education has not been at the centre of both elite and popular attention in Indonesia. Therefore, this paper examines policies in Indonesian Islamic Education which reflects upon the substance of its growing political dynamics. Cultural analysis is used in this paper to examine the root of Islamic Education identity.

Konstruksi pemikiran teologis ulama di Jawa Timur tentang bencana didasarkan atas proses dialog berbasis pada teks (doktrin teologi) dan konteks (berbagai peristiwa bencana). Pemikiran ulama ini secara dialektis melibatkan tiga momentum sekaligus, yakni momen internalisasi, ekternalisasi, dan objektifikasi. Siklus ini terlihat dari pemahaman para nara sumber yang berbasis pada doktrin kalam dan peristiwa bencana. Tulisan ini menyimpulkan bahwa menurut pandangan para narasumber utama, bencana ditafsirkan dalam tiga ketegori, yakni sebagai mushîbah (cobaan), imtihân (peringatan/ujian), dan 'adzâb (siksaan) dari Allah sebagai causa prima terhadap umat manusia dalam hablun min Allah, hablun min al al-nâs, dan hablun min al-'âlam. Umumnya, pandangan teologis ini tidak dapat dilepaskan dari teologi mainstream, yakni teologi Asy-'ariyah yang menjadi ideologi mainstream bagi pengikut Ahlussunnah wal Jama'ah. Polarisasi pandangan dan tafsir para ulama Jawa Timur dalam teori konstruksivisme Peter L. Berger, melahirkan tipologi pemikiran ulama konservatif, moderat, dan progresif.