Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0

Abstract

Education, a major agenda of life requires trajectories in a continuous series of creativity and innovation, so that it is ordered to be sought from cradle to grave, or in other words lifelong education. In reaching an education there needs to be trajectories and not just transmitting knowledge. Islamic education must be returned to its essence, which is to prepare, direct, and return the goals of education to its essence. The core purpose of education is to make students understand and realize their position in the order of existence and creation of an orderly cosmos, and their relationship as creatures with Allah (khaliq). The purpose of this paper is to examine how to Increase Creativity and Innovation in the hypothetical learning trajectory of Islamic education in the industrial era 4.0. From the results of the discussion it was concluded: 1) Islamic education in the industrial revolution era 4.0 must be handled by Human Resources who truly become agents of transdisciplinary change. 2) The complete hypothetical learning trajectory covers all three aspects: learning objectives, thought development and learning, and the influence of instructional assignments. 3) efforts to "mix" Islamic science with modern Western forms of learning ultimately aim to undermine the ability of the ulama to instill authoritative Islamic learning.

Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future

“…The application of technology in the education system is urgent, especially amid the current pandemic. However, it seems that the 4.0 education system cannot run without harmony between humans and technology (Afif 2019), and creative ideas are needed in order to solve the problems of human life. In this case, the teacher is the main guard to understand technology in the field of education so that they are able to transfer their knowledge to students.…”