The Industrial Revolution 4.0 to become Society 5.0 is a natural movement towards developing increasingly sophisticated information and technology. This study aims to propose a new construction in the field of Islamic education, namely the Islamic education system, to welcome the Era of Society 5.0. This research method is a literature survey combining previous references that follow the discussion. The findings of the researchers are that in welcoming the era of society 5.0, the education system fulfills three criteria for destructive thinking (innovation and creativity in learning), self-driving (hr professionals with a good mentality and open-mindedness, understanding situations quickly and accurately, honest and agile), and reshape or create (taking good experiences for better things). Studi ini mengusulkan konstruksi baru bidang pendidikan Islam yaitu system pendidikan Islam dalam rangka menyambut Era Society 5.0. Perlu diketahui bahwa Revolusi Industri 4.0 menjadi Society 5.0 merupakan gerakan nyata menuju perkembangan informasi dan teknologi yang semakin canggih. Metode dari penelitian ini adalah survei kepustakaan yaitu menggabungkan referensi-referensi terdahulu yang sesuai dengan pembahasan. Dalam menyambut era Society 5.0 sistem pendidikan yang memenuhi 3 kreteria pemikiran yang destruktif (inovasi dan kreativitas dalam pembelajaran), Selfdriving (profesional SDM dengan mentalitas yang baik dan berpikiran terbuka, memahami situasi dengan cepat dan akurat, jujur, dan gesit), dan Reshape or Create (mengambil pengalaman yang baik untuk hal yang lebih baik).

In Indonesia, education is regulated within Law Number 20 of 2003 Chapter 6. This proves that education is significant. Education can guide human life, both individual and social life. One of the things discussed in education is academic achievement. Academic achievement is the result achieved by students, there are at least two factors that influence the increase in academic achievement, namely social intelligence and moral intelligence. This study aimed to determine the relationship between social intelligence and moral intelligence with academic achievement in psychology faculty students. The research subjects totaled 110 students using a purposive random sampling technique. Three measuring instruments are used in this study with details of two variables using a scale and one using documentation. The social intelligence variable is measured based on two aspects with eight indicators from Goleman, the moral intelligence variable is measured based on the four aspects from Lennick & Kiel, and then the academic achievement variable uses the student achievement index (IP) in the form of documentation. Analysis was performed using multiple regression. The results of the hypothesis prove that social intelligence and moral intelligence have a significant relationship with academic achievement, with a value of p = 0.006 (p <0.05), r = 0.319, R2 = 0.102, F = 5.370. Thus, it can be concluded that the variables of social intelligence and moral intelligence together make an effective contribution of 10.2% to increasing academic achievement.