Perspektif Sosio-Historis tentang Menata ke Depan Keunggulan Pendidikan Islam

Abstract

This article discusses four things: 1) the challenges of Islamic education, 2) the problems of education in Indonesia, 3) the socio-historical Islamic education in Indonesia, and 4) managing the superiority of Islamic education in the future. This research is descriptive qualitative with conceptual analysis method. Data collected through library documentation are then processed and analyzed using content analysis method. The results of the study show that the main challenges of Islamic education are the dichotomy of science and the dualism of education that influence the orientation and epistemology of Islamic education. The main problem of education in Indonesia is the purpose of education is not optimally supported by other educational factors, while the morale of the nation's children has degraded with increasingly complex delinquency. Socio-historically, the socio-religious interaction of the community can form a distinctive educational tradition by combining Islamic (religious) and national (cultural) values ​​without ignoring the development of the times. The future of Islamic education is largely determined by the awareness, sincerity, and power of the jihad of its educators, as well as the sincerity of the government in applying Islamic teachings in various jobs and all aspects of life.

The Mainstreaming Policy of Religious Moderation Education in West Sulawesi Province

“…Strategies for internalizing religious moderation insights through one of the educational centers, education units (primary, secondary, and higher), by first designing this education, both from the aspects of planning, institutionally organizing, implementing to controlling the quality of learning that involves all components of education that is on a macro level, while the micro line, namely learning is also actually well organized, and also measurable (measurable). Rama (2020), Islamic Education Specialist at UIN Alauddin, stated that it is essential to provide basic components in the process of providing education within the framework of optimizing the internalization of value education in educational institutions, including education with an insight into religious moderation, these elements include institutions, curriculum, and the teaching methodology that Rama points to must have implications for the implementation of education and educational goals.…”