This paper is aimed at discussing the influence of liberalism dan neo-liberalism in Islamic Education in Indonesia. The existence of Islamic education is always dealing with and grappling with the reality surrounding them. The struggle between Islamic education to meet socio-cultural reality are two possibilities: a. Islamic education gives impact on socio-cultural environment; b. Islamic education is influenced by the reality of social change, by socio-cultural environment. The ideology of liberalism and neo-liberalism, rationalism, freedom, responsibility, fairness, and tolerance are ideals struggled by liberalism, despite the fact that some ideal values fail to realize. While neoliberalism is actually understood the existence of liberal capitalism is the ideology of liberalism that has led to the economic sector. The influence of not only the political, social, and economic, but in education as well which is a view that emphasizes the development of capabilities, to protect the rights and freedoms as well as identify problems and social change efforts in order to maintain stability for a long time. Central ideas of education revolves around the application of the concept of rationality, freedom, and equality. Education is a democratic distribution of rationality with a balanced treatment, between freedom and equality of rights and obligations, students. Teachers function as facilitators and change the learning process. Philosophycally running constructivism learning including the development of capitalization of education in the form of education commercialization. The fact also has affected in the world of Islamic education.
Madrasah is an alternative educational institution and has the same opportunity to become an educational institution taken into account in social change dynamics. However, as a logical consequence, madrasas must develop each sector to achieve its organizational goals. This study examines the opportunities and challenges of developing madrasas, particularly those based on an Islamic boarding school. This study is a literature study, so that the method of analyzing data is by reviewing and collecting information from various references, both books and scientific articles, which are used as a material in studying and adding conceptual insights related to the opportunities and challenges of developing Islamic boarding school-based madrasas in the modern era. The literature review results show that in developing the education system into a preeminent institution and maintaining its existence, madrasas in Islamic boarding school are required to be open and accommodate the community's aspirations and demands. Madrasah needs to develop themselves to become high quality and superior madrasas and a bridge that connects with the national education system, especially those related to students' moral and personality development. This is understandable because the community hopes that educational institutions in Islamic boarding school are religious experts, have morals, and have future skills.
The development of the Era that continues to advance is a reinforcement that education is important to innovate to be in line with the demands of the Era. This study aims to reveal the implications of Ismail Raji Al-Faruqi's reconstructionism in Islamic education. To answer the objectives of the study, researchers used a qualitative approach library research method based on the framework of the figure study methodology. From the results of this study, several points were obtained. First, the main point of Ismail Raji Al-Faruqi's thinking is about tawhid and the Islamization of science, tawhid means that the essence of Islamic teachings that cannot be abandoned is tawhid, the Islamization of science means that the science that develops and the educational process carried out by Muslims who travel to the West must be "islamicized" according to the work plan that has been prepared. Second, the form of educational reconstruction initiated by Ismail Raji Al-Faruqi is about the Islamization of science itself which is applied in the education system including educational institutions, educational objectives, curriculum, and teachers or educators.
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