Transformation of Islamic Religious Education in the Revolution 4.0 Era

Randa, Musytari; Arsyam, Muhammad

doi:10.54783/ijsoc.v4i4.616

Cited by 5 publications

(2 citation statements)

References 19 publications

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“…Entrepreneurs embracing this attitude share Islamic knowledge and values to strengthen multicultural Islamic education (Lubis et al, 2022;Mariyono and Ghony, 2023;Nuraedah and Mutawakkil, 2020). This fosters religious awareness, cultural appreciation and inclusive Islamic identity (Randa and Arsyam, 2023).…”

Section: Tabligh (Conveying the Message [Missionary]mentioning

confidence: 99%

Multicultural values: meeting point of two forces in developing Islamic education

Mariyono

2024

QEA

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Purpose The purpose of this study is to investigate the integration of entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren, and to understand its implications for educational practices and outcomes. Design/methodology/approach This study adopts a qualitative research approach, using literature review and analysis of empirical data to explore the intersection of entrepreneurial spirit and multicultural values in Islamic education. It incorporates findings from multiple sources, including scholarly articles, books and empirical studies, to provide a comprehensive understanding of the topic. Findings The findings reveal that the integration of entrepreneurial spirit and multicultural values in Islamic education empowers students economically, fosters innovation in teaching methods and promotes character development and business ethics. Moreover, it emphasizes appreciation for diversity, cross-cultural collaboration and social responsibility within the educational context. This integration creates an inclusive learning environment conducive to the development of entrepreneurial skills, innovation and ethical leadership. Research limitations/implications Generalizability: the findings of this study may be limited in their generalizability due to the focus on specific multicultural Islamic educational institutions, potentially limiting the applicability of the results to broader educational contexts. Sample size and diversity: the study’s sample size and diversity may impact the representativeness of the findings. Future research could aim for larger and more diverse samples to enhance the robustness of the results. Methodological constraints: the reliance on certain research methods, such as surveys and interviews, may introduce biases or limitations in data collection. Researchers should consider using a variety of methodologies to triangulate findings and ensure comprehensive understanding. Time constraints: the study’s timeframe may have constrained the depth of analysis and limited the exploration of the long-term effects of entrepreneurship education on student development. Future research could adopt longitudinal approaches to address this limitation. Cultural context: the findings are contextualized within the cultural and educational landscape of multicultural Islamic institutions, which may limit their transferability to other cultural or religious contexts. Researchers should consider examining similar phenomena in diverse cultural settings. Resource constraints: resource limitations may have impacted the scope and depth of the research. Future studies could seek additional resources to conduct more extensive investigations and analyses. Bias and subjectivity: despite efforts to minimize bias, researchers’ subjectivity and potential biases in data interpretation and analysis cannot be entirely eliminated. Researchers should acknowledge and address their own biases transparently. Ethical considerations: the study may have encountered ethical challenges related to participant consent, confidentiality and cultural sensitivity. Future research should prioritize ethical guidelines and considerations to ensure the protection and well-being of participants. Addressing these limitations in future research endeavors can contribute to a more comprehensive understanding of the role and impact of entrepreneurship education in multicultural Islamic educational settings. Practical implications Practically, the study informs educational institutions, especially pesantren, about the benefits of integrating entrepreneurial spirit and multicultural values into their curriculum and pedagogical approaches. It offers insights into effective strategies for fostering entrepreneurship, innovation and intercultural competence among students. Social implications The integration of entrepreneurial spirit and multicultural values in Islamic education has broader societal implications. It cultivates a generation of socially responsible and inclusive leaders capable of addressing global challenges with creativity and empathy. By promoting cultural understanding and collaboration, it contributes to building more harmonious and resilient communities. Originality/value This study is original in its comprehensive exploration of the intersection between entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren. It offers fresh insights into how these dimensions can be integrated synergistically to enhance educational practices and outcomes.

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Section: Tabligh (Conveying the Message [Missionary]mentioning

confidence: 99%

Multicultural values: meeting point of two forces in developing Islamic education

Mariyono

2024

QEA

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“…Insights into the development of Islamic knowledge and community-based human resource development, especially the integration of Islamic teachings into general studies (Marjuni, 2022). The forms of transformation include the improvement of existing regulations; future-oriented education; review and enhancement of the curriculum; improving the quality of Madrasah management; enhancing the capacity and capability of Madrasah leadership; improving teacher competence; involving the community in Madrasah development; digitalization of academic, administrative, and learning services (Randa & Arsyam, 2023). This transformation of Islamic education must be balanced with the education system applied in schools.…”

Section: Transformation Of Islamic Education Indonesian Contextsmentioning

confidence: 99%

New Islamic School Civilization in Education Curriculum in Digital Era

Suprianto,

Sari

2023

At-Turats

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The civilization of Islamic schools within the educational curriculum in the digital era has depicted the advancement of Islamic education in the digitalization of education. The discussion regarding the curriculum of Islamic education in the context of the new Islamic school civilization in the digital era is an intriguing context to observe. This study argues that the emerging civilization of Islamic schools in the curriculum of Islamic education in the digital era has indeed provided innovation and contributed to technology-based Islamic education in Muslim schools. This study raises the question of how the form of the new civilization of Islamic schools is evolving within the curriculum of education in the digital era. To answer this question, the study employs qualitative research with a media approach for in-depth research analysis. The findings of this study demonstrate that the new civilization of Islamic schools in the curriculum of Islamic education not only imparts religion-based education but also teaches Islamic education based on the digitalization of technology and science. This study recommends the importance of conducting interviews on digital-based Islamic education in other schools to gain a more reflective and subjective understanding of the meaning of the new civilization of Islamic schools in the curriculum of Islamic education in the digital era.

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Konsep Implementasi Kurikulum Merdeka Sekolah Penggerak di Kabupaten Polewali Mandar

Alwi¹,

Arsyam²,

Syam

et al. 2023

AUJPSI

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Permasalahan dalam penelitian ini adalah bagaimana implementasi dan dampak kurikulum merdeka sekolah penggerak di Kabupaten Polewali Mandar?. Penelitian ini memiliki jenis penelitian penelitian kualitatif berbasis lapangan (field research), dan menggunakan pendekatan penelitian fenomenologi. Adapun sumber data penelitian berupa data primer dan data skunder. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan penelusuran referensi. Lalu, teknik pengolahan dan analisis data dilakukan melalui empat tahap, yaitu; reduksi data, display data, verifikasi data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa, Implementasi kurikulum merdeka pada sekolah penggerak adalah penerapan kurikulum sebagai pedoman untuk menyelesaikan pelajaran yang diharapkan dapat mencapai tujuan pembelajaran yang diharapkan. Kedudukan kurikulum dalam pendidikan adalah sebagai suatu struktur yang dibangun untuk mentransmisikan peristiwa-peristiwa masa lalu kepada generasi berikutnya untuk dilestarikan, diteruskan atau dikembangkan, Secara umum bahwa dampak sekolah-sekolah pelaksana Kurikulum Merdeka secara mandiri di Kabupaten Polewali Mandar telah berusaha secara maksimal untuk dapat melakukan proses belajar secara mandiri melalui platform Merdeka Mengajar. Implikasi di beberapa sekolah masih ditemui tantangan dan kendala antara lain berkaitan dengan tiga hal, yaitu kemampuan SDM guru, ketersediaan sarana TIK yang terbatas dan kesulitan akses jaringan internet. Hal ini perlu dilakukan agar karena sangat berdampak pada efektivitas proses belajar mengajar dan prestasi belajar peserta didik.

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Transformation of Islamic Religious Education in the Revolution 4.0 Era

Cited by 5 publications

References 19 publications

Multicultural values: meeting point of two forces in developing Islamic education

Multicultural values: meeting point of two forces in developing Islamic education

New Islamic School Civilization in Education Curriculum in Digital Era

Konsep Implementasi Kurikulum Merdeka Sekolah Penggerak di Kabupaten Polewali Mandar

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