Mainstreaming the Knowledge of Islamic Education With Progress and of Islam Nusantara Education

Abstract

The knowledge of Indonesian Islamic education is still strongly influenced by Middle Eastern Islamic education, which is currently experiencing political turmoil and bloodshed due to the transnationalism and global Salafism movement. If this condition continues, Indonesian Islamic education will suffer the same fate. In such a situation, Islamic education with progress and Islam Nusantara education must appear prominent, becoming the mainstream (mainstreaming) as a stronghold of the NKRI. Although some studies deliberately make the difference between them, they have the potential for conflict, but the principle of caring for diversity must be put forward. Library research with this qualitative approach formulates the scientific mainstreaming of Islamic education with progress and Islam Nusantara education amidst the flow of transnational Islamic education. The findings of this study indicate that the scientific advancement of Islamic education with progress is Al-Islam and Kemuhammadiyahan (AIK) while that of Islam Nusantara education is Aswaja. AIK develops knowledge that supports the local wisdom and diversity, while Aswaja maintains local wisdom and national character through science. Both represent the science of moderate Islamic education that is more enlightening than Middle Eastern Islam; thereby, it has the potential to promote Indonesia as a barometer of Islamic world education.
 Keywords: Islamic education, Kemuhamamdiyahan, and Aswaja

Character Education as Brain Education: Spiritual Neuroscience Studies in Islamic Education

“…For instance, an expert called John Sewey stated that education was necessary (Suyadi, 2013) because character formation is the goal of teaching at school (Omeri, 2015). However, educators must use normative science to create a good character for students (Suyadi, 2019b) because Islamic character education is still dogmatic.…”

The religion in higher education curriculum referring to Indonesian qualification framework: The inclusion of neuroscience and anti-corruption education

“…Furthermore, the calculation of the unit weight of semester credit for each subject must also be done mathematically. This redesign must remain respondent to current issues in the scientific fields considering national priority, such as progressing Islamic education [2], neurosciences [3], and anticorruptive education [4]. This research is therefore different as it adds value to both previous studies.…”

“…One of the latest issues with the progression in science is neuroscience [14], [15], which has experienced the fastest development in the 21 st century, it can even be used as a scientific approach in anti-corruption education [2] which has a more transformative impact than legal, political and psychological approaches [17], [18]. The religion education curriculum matrix redesign is an instrument for forming courses through the relationship between learning outcomes, study material, and mathematical formulas for calculating semester credit unit weights.…”

Creative Imagination Base on Neuroscience: A Development and Validation of Teacher's Module in Covid-19 Affected Schools

“…There have been various developments in Islamic religious learning models such as by [8] with a professional education model that contains the substance of daily experiences in life, [9] with a tolerance education model, [10] with a multicultural education model, [11] with the ASSURE model, and other learning models. Looking at these learning concepts or models, of course, is closely related to the creativity of a teacher in managing the learning system and process, especially with the current conditions that are being affected by Al-Islam education itself is a special feature for Muhammadiyah schools in Indonesia [12]. Islamic education sourced from the Middle East is experiencing rapid progress in Indonesia because it was developed with a modern Western methodology [13], so that Muhammadiyah schools are known as progressive millennial Islamic education [14].…”