Dayah Education Curriculum Transformation: Building Targeted and Inclusive Education in the Modern Era

Abstract

Curriculum and learning in pesantren have a close relationship and support each other in creating holistic Islamic education. The curriculum acts as a teaching and learning design and arrangement that includes long-term, medium, and short-term goals in accordance with the periodisation of learner development. These goals must be in accordance with human nature and lead to the realisation of Muslim personality character. Learning in pesantren is the implementation of the curriculum, not only conveying learning materials, but changing student behaviour through direct experience. The learning process organises the environment so that the teaching and learning process occurs properly and creates conditions that allow students to learn materials in accordance with educational objectives. In addition, learning in pesantren also focuses on developing the character of students in accordance with Islamic values, beyond mere academic learning. Thus, curriculum and learning in pesantren have a crucial role in creating a holistic education, covering intellectual, moral, and spiritual aspects, and in accordance with Islamic values..

Transformation of Traditional Islamic Education: Dayah as a Modern Educational Institution in Post-Conflict Aceh

“…Islamic education in Aceh is not limited to religious subjects but also concerns the implementation of Islamic values in school life, making Islamic culture the essence of school culture (Syamsuddin et al, 2023). The conflict and the subsequent post-conflict period have led to a changing dynamic in Islamic authority in education in Aceh, with the emergence of new influences, such as the arrival of ustaz from Java, impacting the social landscape (Ahmad, 2014).…”

“…The definition of curriculum has transitioned from a simple, narrow, and traditional understanding to a broader, sophisticated, and more inclusive perspective (Mulenga, 2018). Dayah or traditional Islamic boarding schools have started to incorporate long-term, medium, and short-term goals into their teaching and learning design, aligning with educational standards (Syamsuddin et al, 2023).…”

“…Furthurmore, there is a need for technology integration in the Dayah curriculum in Aceh as part of the modernization and transformation of the traditional Islamic education system in post-conflict Aceh. Several studies such as those conducted by Mukti et al, (2022), Nur, (2019), and Syamsuddin et al, (2023 discussed the modernization of the Dayah curriculum, emphasizing the integration of secular sciences and technology, as well as the use of technologybased learning tools to make education more inspiring and inclusive.…”

“…The modernization of the Dayah curriculum aims to build targeted and inclusive education in the modern era, integrating Islamic subjects with secular sciences and technology-based learning tools (Syamsuddin et al, 2023). This transformation is influenced by the need to adjust to modernity while remaining true to the role of Dayah as an Islamic educational institution (Nasution et al, 2019).…”

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

“…It is believed that building inclusive practices will require teachers who are critical and reflective about their work [45,46]. Many works on inclusion view the process of implementing it as transformative-for instance, the transformation of teachers, students, and stakeholders' behaviour [47], digital practice [48], curriculum [49], and the pedagogy and education process [50]. The transformative nature of enabling inclusion leads to the empowerment of teachers, students, and in this case, the college community [51].…”