VOlUME 05 ISSUE 05 MAY 2022
Dr. Didin Nurul Rosidin
Assoc. Prof., Department of History of Islamic Culture, Faculty of Islamic Theology, Preaching and Humanities, Institute Agama Islam Negeri Syekh Nurjati (IAIN) Cirebon, West Java, Indonesia
Google Scholar Download Pdf
ABSTRACT
Time is advancing, but history is something that cannot be separated from humans. Education in Indonesia has been going on for a long time. Achieving maximum educational outcomes requires the development of the previous education system. This article aims to determine how relevant Islamic educational institutions' history, past education curriculum, and past learning methods are in the current era of disruption. The method used is a qualitative method using library research. The findings that past Islamic educational institutions functioned as places to study are still relevant today. Without reducing the content of the past curriculum, which contained character education based on religion, the current curriculum is to develop the knowledge content of the capacity of students who gain knowledge and share experiences. In this era of disruption, curriculum challenges improve students' creative, critical, analytical, and innovative thinking abilities. The learning methods developed by past Islamic thinkers are still relevant to use. However, it must be packaged in the form of new learning methods following advances in learning technology.
KEYWORDS:history, Islamic educational institutions, curriculum, learning methods, disruption era
REFERENCES
1) Abdullah, B. A. al-A. A.-Q. (1995). al-Jami’ fi Ahkam al-Qur’an. Dar al-Fikr.
2) Al-Maraghi, A. M. (n.d.). Tafsir Al-Maraghi, Juzz 10. Dar al-Fikr.
3) Al-Zuahili, W. (1991). al-Tafsir al-Munir fi al-’Aqidah wal Syari’ah wa al-Manhaj. Dar al-Fikr.
4) Alam, L. (2015). Perspektif Pendidikan Islam Mengenai Fitrah Manusia. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 1(02), 41–52.
5) Armenia, R. (2016). BNPT: 19 Pesantren Terindikasi Ajarkan Radikalisme. CNN Indonesia.
https://www.cnnindonesia.com/nasional/20160203201841-20-108711/bnpt-19-pesantren-terindikasi-ajarkan-radikalisme
6) Az-Zarnuji. (2007). Terjemah Ta’limul Muta’allim (A. As’ad, Penerjemah). Menara Kudus.
7) Azra, A., Afrianty, D., & Hefner, R. W. (2007). Pesantren and madrasa: Muslim schools and national ideals in Indonesia. Schooling Islam: The Culture and Politics of Modern Muslim Education, 172–198.
8) Baiza, Y. (2018). Islamic Education and Development of Educational Traditions and Institutions. In Handbook of Islamic Education (pp. 77–97). Springer. https://doi.org/10.1007/978-3-319-64683-1_7
9) Bisri, A. M. (2000). Tafsir Tarbawi Sebuah Pendekatan Alternatif dalam Tafsir. IAIN Sunan Ampel Surabaya.
10) Chaer, M., & Suud, F. (2020). Pendidikan Anak Perspektif Hamka (Kajian Q.S. Luqman/31: 12-19 dalam Tafsir Al-Azhar). Southeast Asian Journal of Islamic Education, 2, 121–135.
11) Creswell, J. W. (2013). Qualitative Inquire and Research Design Choosing Among Five Traditions. Sage Publication, Inc.
12) Demirci, C. (2017). The Effect of Active Learning Approach on Attitudes of 7th Grade Students. International Journal of Instruction, 10, 129–144.
13) Gopalan, C. (2016). The Impact of Rapid Change in Educational Technology on Teaching in Higher Education. Journal of the Human Anatomy and Physiology, 20, 85–90. https://doi.org/10.21692/haps.2016.037
14) Hadziq, I. (1994). Âdâb al-‘Âlim wa al-Muta’allim. Maktabah al-Turâts al-Islâmî,.
15) Hamka. (1983). Tafsir al-Ahzar Jilid 4, 7, 30. Pustaka Panjimas.
16) Hasibuan, Z. E. (2016). The Portrait of Surau as a Forerunner of Madrasah: The Dynamics of Islamic Institutions in Minangkabau Toward Modernization. AJIS: Academic Journal of Islamic Studies, 1(1), 1–28.
17) He, C. (2020). Periodic table of human civilization process. Educational Philosophy and Theory, 52(8), 848–868. https://doi.org/10.1080/00131857.2019.1642197
18) Hermawan, H. D., Deswila, N., & Yunita, D. N. (2018). Implementation of ICT in Education in Indonesia during 2004-2017. 2018 International Symposium on Educational Technology (ISET), 108–112.
19) Hidayat, A., Fatimah, S., & Rosidin, D. N. (2022). Challenges and Prospects of Islamic Education Institutions and Sustainability in The Digital Era. Nazhruna: Jurnal Pendidikan Islam, 5(2), 351–366.
20) Ikhsan, K. N., & Hadi, S. (2018). Implementasi dan pengembangan kurikulum 2013. Jurnal Edukasi (Ekonomi, Pendidikan Dan Akuntansi), 6(1), 193–202.
21) Jalaludin. (2001). Teologi Pendidikan. Rajawali Press.
22) Kemendikbud, I. (2020). Penyesuaian Kebijakan Pembelajaran di Masa Pandemi COVID-19. Kemendikbud.
23) Khalaf, B. K., & Zin, Z. B. M. (2018). Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review. International Journal of Instruction, 11(545–564).
24) Kızkapan, O., & Bektaş, O. (2017). The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement. International Journal of Instruction, 10(1).
25) Mawangir, M. (2016). The Surau: Traditional Education in Minangkabau. Of the Asian Philosophical Association (ICAPA) Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia, 20th-24th July 2016., 313.
26) McGregor, A. (2010). Geographies of religion and development: rebuilding sacred spaces in Aceh, Indonesia, after the tsunami. Environment and Planning A, 42(3), 729–746.
27) Morris, M. (2015). Currere as Subject Matter. In The SAGE Guide to Curriculum in Education (pp. 103–109). SAGE Publications, Inc.
28) Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum reform in Indonesia: moving from an exclusive to inclusive curriculum. CEPS Journal, 9(2), 53–72.
29) Mundiri, A., & Zahra, I. (2017). Implementasi Metode STIFIn. Journal of Islamic Education Studies, 5(2), 202–223.
30) Ni’mah, Z. A. (2014). Pemikiran Pendidikan Islam Perspektif KH. Ahmad Dahlan (1869-1923 M) dan KH. Hasyim Asy’ari (1871-1947) M): Study Komparatif dalam Konsep Pembaruan Pendidikan Islam di Indonesia. Didaktika Religia, 2(1), 135–174.
31) Rahmah, E. N. (2019). Konsep Metode Pembelajaran Perspektif Ibnu Khaldun Serta Relevansinya dengan Pendidikan Masa Kini. Alim | Journal of Islamic Education, 1(1), 91–118.
32) Rusadi, B. E. (2020). Tahfiz Online: Sarana Menghafal Alquran Secara Online. INTIQAD: Jurnal Agama Dan Pendidikan Islam, 12(1), 18–33.
33) Salleh, S., & Embong, R. (2017). Educational Views of Ibnu Sina. Al-Irsyad: Journal of Islamic and Contemporary, 2(1), 13–24.
34) Soussi, K. (2016). AL Ghazali Cultivates Education: A Comparison with Modern Theories. International Journal of Education and Research, 4(11), 425–436.
35) Wahyuni, F. (2015). Kurikulum dari Masa ke Masa (Telaah Atas Pentahapan Kurikulum Pendidikan di Indonesia). Al-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 10(2), 231–242.
36) Yeom, M., Acedo, C., & Utomo, E. (2002). The reform of secondary education in Indonesia during the 1990s: Basic education expansion and quality improvement through curriculum decentralization. Asia Pacific Education Review, 3(1), 56–68.
37) Yunailis, M. (2019). Kajian Teori Humanistik Maslow Dalam Kurikulum 2013. Al-Idarah: Jurnal Kependidikan Islam, 9(1), 86–96.
38) Yusmaliana, D. (2019). Reconstruction Of Islamic Education Curriculum In The Disruption. IJISH (International Journal of Islamic Studies and Humanities), 2. https://doi.org/10.26555/ijish.v2i1.748
39) Yusuf, al-K. A. B. (2000). Nadwah Tathwir Baramij I’dad Mu’allimil Lughah al-Arabiyyah Lin Nathiqina Billughah Ukhro. Ma’had Khurtum al-Duali.
40) Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). Qudus International Journal of Islamis Studies, 8(1).