July 2022
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Paradigm Of Islam Religious Education In Responding To The Challenges Of The Times
Indria Ayu Saputra¹, Ahmadi²
1-2Palangka Raya State Islamic Religious Institute, Palangka Raya, Indonesia
1
Email:[email protected]
2
Email:[email protected]
ABSTRACT
This paper describes the Islamic Religious Education Paradigm today, educational institutions that will produce reliable Islamic religious teachers should work hard, starting from preparing the facilities and infrastructure, and equipping prospective Islamic Religious Education scholars with sufficient Islamic religious knowledge, even if necessary. given additional material intensively because many students of Islamic Religious Education are not yet good at reading and writing the Qur'an. This research uses the qualitative approach method is the type of literature review or library research in which the researcher examines the literature from various references that are relevant to the discussion. The collected data is processed and analyzed through the stages of data reduction, data presentation, and drawing conclusions.
The era of globalization that gave birth to this disruption phenomenon requires the world of Islamic education to also adapt. Graduates of Islamic education now have to face new challenges, demands, and needs that have never existed before. So it is necessary to reform and innovate the system, governance, curriculum, competence of human resources, facilities and infrastructure, culture, work ethic, and others. If not, Islamic Religious Education will be left behind and eroded existence. When reliable human resources have been formed by mastering the basics of Islamic teachings and are able to master technology, God willing, Islamic Religious Education will be able to answer the challenges of the times and will be able to turn challenges into opportunities and the existence of Islamic Religious Education will continue to be maintained.
Keywords: Paradigm, Islamic Religious Education
INTRODUCTION
Education is a process in developing various kinds of potential possessed by humans, ranging from not knowing to being knowledgeable with it will motivate students to answer the curiosity that is in them. Humans are naturally equipped with a deep curiosity in themselves, if he starts asking questions, then he is in the process of going up one level from not knowing to knowing. With this deep curiosity, humans strive to develop their abilities and potential.1
1 Azyumardi Azra, Islamic Education: Tradition and Modernization Amid Millennium III Challenges (Prenada Media, 2019).
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Life in the era of globalization as it is today forces mankind to be ready to face technological and scientific advances, the influence of this era of progress also affects the Indonesian Muslim community in general and Islamic education in particular. Muslims are required to survive and be tough in an increasingly competitive world. The challenges of today's progress must be addressed properly and correctly for Muslim educators to develop technology and science that contains Islamic Religious Education.2The progress of this era is not only a challenge for Islamic Religious Education, but actually also becomes a great opportunity if you are able to solve it wisely, therefore Muslims are challenged to improve their abilities, not only in the moral and spiritual fields, but in all fields starting from in concepts, management skills, communication skills, emotional and institutional management skills.
Islamic religious education is present in an effort to make perfect humans (insan kamil), it is hoped that from time to time the number of educated people continues to increase and finally there are no more ignorant people.3 The source of Islamic religious education is of course based on the book of Allah (Al-Qur'an) and the sunnah taught by the Prophet Muhammad SAW as the best educator figure, both in words and deeds as well as his approval. Islam pays great attention to educators or teachers. Teachers in the view of Islam are noble figures, where educators make a very large contribution in advancing a nation, namely dedicating their lives by trying to give birth to humans who have morals and morals, are knowledgeable in science and technology and so on. Educators are like lamps that show the way in the middle of the dark night to the path to reach the goal of becoming a developed nation.
In our beloved homeland, there is the figure of KH. Ahmad Dahlan, KH. Hasyim 'Asy'ari, Ki Hajar Dewantara and other Muslim leaders who had fought very persistently to bring the spirit of the teachings brought by the Prophet Muhammad to produce a generation of advanced, smart, clever and brave nations to maintain the integrity of the nation and state of the Republic of Indonesia until now. . Noble personality and sincere in charity make them successful in giving birth to the next generation of reliable nation, so they deserve to be called "Heroes without merit".
The progress of the times is recognized as having an effect on the role and function of the teacher, the use of science and technology makes humans dependent on it which
2 Nur Hidayat, "The Role and Challenges of Islamic Religious Education in the Global Era," No. 1 (2015):
14.
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results in the neglect of the spiritual dimension of a religious teacher because rationality for modern humans is more important. The era of globalization with all kinds of dynamics in it creates wide open opportunities and challenges for educators, especially Islamic Religious Education.A journal of Islamic education studies written by Sigit Priatmoko entitled
"Strengthening the Existence of Islamic Education in Era 4.0" it was concluded that in responding to the challenges of the times in the era of the industrial revolution 4.0, Islamic education must also disrupt itself to the progress of the times in order to be able to maintain its existence in the world of Islamic education.4 And in another Islamic education journal by Ali Miftahul Rosyad entitled "The Paradigm of Democracy Education and Islamic Education in Reaching the Challenges of Globalization in Indonesia", it was explained that in a democracy equality and tolerance are the main values that must be emphasized, while in Islamic education, charity conferences pious is a transcendent value that has been taught and must be applied in life in society.5 The difference between the journals written with the two journals above is that the authors attempt to describe how the challenges of Islamic Religious Education are today and offer solutions in responding to the challenges, so that this paper can be used as a reference in facing the paradigm of Islamic Religious Education in responding to the challenges of the times.
METHOD
This study uses a qualitative approach to the type of literature review or library research in which the researcher examines the literature from various references that are relevant to the discussion. The data is extracted from primary sources, namely the Qur'an and the Hadith of the Prophet. and secondary data, namely relevant library materials sourced from journal articles resulting from research or thoughts and supporting books and realities in the field. The collected data is processed and analyzed through the stages of data reduction, data presentation and drawing conclusions.
RESULTS
Islamic education is a compulsory subject taught in schools and madrasas. If in public schools the allocation of hours given is less than madrasas which consist of subjects such as Arabic, fiqh, qur'an hadith, moral creed and history of Islamic culture, therefore
4 Sigit Priatmoko, “Strengthening the Existence of Islamic Education in Era 4.0,” 2018, 19.
5 Ali Miftakhu Rosyad and Muhammad Anas Maarif, "The Paradigm of Democracy Education and Islamic Education in Facing the Challenges of Globalization in Indonesia," Nazhruna: Journal of Islamic Education 3, No. 1 (7 February 2020): 75–99, https://Doi.Org/10.31538/Nzh.V3i1.491.
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madrasas are expected to be able to optimize Islamic religious education for all students.6 The results of the author's research found that there are still prospective scholars of Islamic Religious Education who are not good at reading and writing the Qur'an and the portion of Islamic Religious Education subjects in schools is still too small, especially during the covid- 19 pandemic and in the era of digitalization like today's parents. began to feel worried about the character of the child's personality so that Islamic education was felt as the best solution in dealing with the erosion of children's morals and morals.DISCUSSION OF FINDINGS
Paradigm in the Big Indonesian Dictionary (KBBI) Online means a frame of mind or perspective.7 and according to Thomas S. Khun paradigms are some basic and general theoretical assumptions which are the source of laws, methods and applications of science so that they determine the nature, characteristics and character of science itself. In short, a paradigm is a perspective or framework in one's thinking in solving certain problems.8 Priatna illustrates a paradigm like a pair of glasses, where the frame of the glasses is what is meant as the paradigm, the attitude is like the lens of glasses, so looking at the world must require both. Simply put, the educational paradigm is a perspective and the totality of the premise of education.9
As a country with the largest Muslim population in the world, education taught in schools should produce alumni who are capable of religious knowledge, especially Islamic schools, but the reality is that until now Islamic education in this country is still felt as a
"second class" education. this can be seen in around 2003 since the enactment of the National Final Examination (UAN), every student who is entering the final grade at the junior high/equivalent and high school/equivalent levels, teachers and students will be busy focusing on the subjects that will be tested nationally, there will be additional lessons every day or every week in order to strive for the ability of all students so that all of them can pass 100%.10 Then the term of the mention of the school graduation exam changed to the National Examination (UN), this name change did not change the subjects tested in
6 Muhammad Anas Maarif, "Optimizing Islamic Education Learning in Schools/Madrasah Efforts and Inhibiting Factors for Islamic Education Learning," Falasifa: Journal of Islamic Studies 8, No. 2 (2017):
273–90.
7 “The Meaning of the Word Paradigm - Big Indonesian Dictionary (Kbbi) Online,” Accessed February 10, 2022, Https://Kbbi.Web.Id/Paradigma.
8 Azra, Islamic Education: Tradition and Modernization Amid Millennium Challenges III.
9 Rudi Ahmad Suryadi, "Vision and Paradigm of Islamic Religious Education (PAI): Quality, Integrative, And Competitive," Education: Journal of Islamic Education (E-Journal) 4, No. 2 (2016): 253–76.
10 Rosyad Dan Maarif, "The Paradigm of Democracy Education and Islamic Education in Facing the Challenges of Globalization in Indonesia."
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determining student graduation, Islamic Religious Education was only included in the School Examination, after the UN the name changed to the Computer-Based National Examination (UNBK), at this phase both teachers and students are increasingly required to be able to master ICT, at UNBK also do not make Islamic religious subjects one of the determinants of student graduation, and Islamic Religious Education subjects are still the same as before. Then what is currently used in student graduation exams is called the School Examination (US) and at this phase the school has the breadth and authority to determine student graduation.The historical record of education politics in Indonesia writes that Islamic religious education has not yet obtained a strategic position in the early post-independence years in 1945, PAI is only an alternative subject that may be given and may also be vice versa as seen in the National Education System Law no. 04 of 1950 Junto Law no. 12 of 1954 which does not regulate Islamic Religious Education in private schools. Then after going through various kinds of reactions and debates that were long enough to take about thirty-five years, the National Education System Law was issued. 2 of 1989 which began to provide more serious space and attention as stated in Chapter IX on Curriculum, article 39 paragraph (2)
"the curriculum content of each type, path and level of education must contain three things, namely: (a) Pancasila education, religious education, and citizenship education”.
Furthermore, in Article 39 paragraph 2a concerning religious education, it is stated that
"religious education is an effort to strengthen faith and piety to God Almighty in accordance with the religion adopted by the students concerned by paying attention to the demands to respect other religions in the relationship of inter-religious harmony in society to create national unity”.11
After a long struggle in education politics, finally with the National Education System Law no. 2 of 1989, religious education was able to occupy the second grade after Pancasila education, followed by the birth of the National Education System Law no. 20 of 2003 which increasingly provides a more strategic space for Islamic religious education in schools and private educational institutions that are able to make Islamic Religious Education in the first grade and become a mandatory material that must be given. The implication of all that is the birth of derivative laws that regulate in more detail about religious studies and the existence of Islamic educational institutions, including Islamic
11 "Article 1 Religious Education, Religion and Islamic Religion. Pdf," TT
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boarding schools, as in Government Regulation no. 55 of 2007 concerning Religious Education and Religious Education and PMA No.Apart from various kinds of political dynamics of Islamic religious education in Indonesia in seeking enthusiasm in the process of learning and teaching Islamic Religious Education, the author invites to relive the word of Allah SWT in the letter Ali 'Imran verse 19 which reads:
... ُم َلَْسِ ْلْا ِهّٰللا َنْيِِّدلا َّنِا
Meaning: Verily, the religion (which is pleased) with Allah is Islam.
This verse is also known as the verse of monotheism, where Allah SWT confirms that the religion that He has blessed is Islam, so to achieve a perfect level in Islam, of course, one must learn about Islamic teachings, then actually the subject of Islamic Religious Education in schools and madrasas must really be taught. compiled with systematic and measurable planning, implementation and evaluation and runs dynamically because it will lead to true happiness in the world and the hereafter. In line with this explanation, Imam Ahmad also narrated the words of the Prophet Muhammad which reads:
ْيَلَعَف اَمُهَدا َرَأ ْنَم َو ،ِمْلِعْلاِب ِهْيَلَعَف َة َر ِخلآا َدا َرَأ ْنَم َو ،ِمْلِعلْاِب ِهْيَلَعَف اَيْنُّدلا َدا َرَأ ْنَم ِمْلِعلِاب ِه
Meaning: Whoever wants the world, then let him master knowledge. Whoever desires the Hereafter, let him master knowledge. Andwhoeverwho wants both (the world and the hereafter), let him master knowledge." (HR Ahmad).
The Messenger of Allah since fourteen centuries ago has willed this to mankind how important knowledge is, especially Islamic religious knowledge, because without being based on religious knowledge, there will be opportunities for humans to make mistakes and commit despicable acts in life. The entry of Islam into the archipelago in the sixth century AD is recognized as a major contribution to this nation, especially in the education sector.
And some of the factors behind it include:
1. Da'wah and education are character and spirit thatownedby Islam, then bytherebyIslam seeks to fight ignorance and change the human condition from an age of ignoranceonbrilliant age of science. With this character, Muslims are also trying to build an education system through Islamic education. The things that motivate Muslims to build educational institutions, among others, are based on the teachings of Islam, namely building andadvanceEducation includes charity for followers of the Islamic religion who will not break up even though they have died.
2. The existence of a vision and mission that is interconnected between teaching and learning activities with the teachings of Islam which gives birth to education that has
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the character of humanismtheocentricmake Islamic teachings acceptablewornby society.123. Islam sees education as the most strategic means to elevate human dignity in various fields of life. As the word of Allah SWT in Surah Al-'Alaq verses 1 – 5 which is very closely related to educational issues:
َر َو ْأ َرْقِا َۚ قَلَع ْنِم َناَسْنِ ْلْا َقَلَخ ََۚقَلَخ ْيِذَّلا َكِِّب َر ِمْساِب ْأ َرْقِا ْمَل اَم َناَسْنِ ْلْا َمَّلَع ُِۙمَلَقْلاِب َمَّلَع ْيِذَّلا ُُۙم َرْكَ ْلْا َكُّب
ْمَلْعَي
Meaning: Read with (say) the name of your Lord who created!, He created man from a clot of blood, Read! Your Lord is the Most High, who teaches (humans) with a pen, He teaches people what they do not know.13
The verse above begins with the word Iqro! (read), then in essence to be able to gain knowledge, humans are told to take the path of education and Allah SWT has given humans the ability to write and read in order to learn the sciences that exist on this earth, because writing is useful for storing and spreading messages. and knowledge to others.TeachingnormativeidealThis provides motivation and awareness of Muslims to have a unitcomponentcomplete education. The holy verse contains at least five aspects of education, namely:
1. Aspects of the process and methodology; Iqro (read) is a process of gathering information to find a method to analyze and verify the information held,
2. Aspects of educators, then in this case areRabbul Alaminwho has all knowledge as a teacher who imparts knowledge to his students through the intermediary of the angel Jibril As,
3. Aspects of students, namely the Messenger of Allah and all mankind on this earth, 4. The aspect of facilities and infrastructure, which is represented by the word qalam
(pen), through the sharpness of the pen is able to penetrate and spread knowledge in all directions, andfinal
5. Aspects of the curriculum, namely the night ya lam, all things that are not yet known by humans.
Characteristics of Islamic Religious Education in the era of globalization emphasizes the search for knowledge, mastery and development based on worship to Allah SWT, hence the term life long education in Islamic education.14 In responding to the challenges of the era of Islamic religious education, it must have a paradigm that focuses on the realization of
12 Abuddin Nata, Kapita Selecta Islamic Education (Angkasa, 2003).
13 The Qur'an and Translation of the Ministry of Religion 2019, ST
14 Zulkifli Lubis and Dewi Anggraeni, “The Paradigm of Islamic Religious Education in the Era of Globalization Towards Professional Educators,” Online Journal of Al-Qur'an Studies 15, No. 1 (31 January 2019): 133–53, https://Doi.Org/10.21009/Jsq.015.1.07.
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students who have superior character, have leadership spirit as role models in society, are intelligent, creative and democratic.The author finds facts in the field which are certainly a challenge for Islamic Religious Education today which are divided into three points:
1. Pre-service teacher
Islamic education
Choosing a profession to be an educator is a noble task in the view of Islam, especially science thattaughtrelating to Islam, of course, even more noble, he will become a charity that will continue to flow even though the teacher has died. How many teachers continue to teach sincerely even thoughwageswhat is received is still far from what it should be, this is because the teacher feels that teaching is a calling from the soul, so the teacher will remain calm with his profession. But on the other hand there are also those who feel that being an educator is not their goal or because of circumstances and there is no other choice so they have to choose a major in Islamic religious education due to economic limitations and places that make it impossible to choose to study outside the city, then when they graduate and become Teachers are not wholehearted in carrying out their profession and only carry out teaching duties.
When the author had the opportunity to fill a class of students majoring in Islamic Religious Education at a private campus, the author got acquainted with the students in the class and asked the students to introduce their names and mention their last education before entering campus, the author found that around 40% of the students in the class came from graduates of general education (SMA), there are even those who are not very good at reading and writing the Qur'an, do not know the definition of hadith, what is fardhu 'ain science, and so on. From here the author feels worried and indecisive, how will Islamic Religious Education in the future if the prospective scholars still do not equip themselves with sufficient Islamic religious knowledge,
2. Subjects
Islamic education
The state of the COVID-19 pandemic which has shaken this country enough to make all subjects limited in the learning process, is no exception for Islamic religious education subjects, at the end of 2021 covid-19 had weakened until schools and other educational institutions could meet face-to-face again, but At the end of January 2022 the number of Covid-19 once again showed an increase with a new variant called
"Omicron" making schools and campuses that previously had planned face-to-face
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teaching and learning again to choose online or with limited meetings and the author had collected the following data What was obtained at the high school level in North Barito Regency during the COVID-19 pandemic:a) SMA Negeri 1 Muara Teweh
Lesson hours forIslamic educationin one week is 2 hours of lessons with a time of 2 x 45 minutes. This is of course felt very, very lacking in terms of time to provide Islamic religious knowledge for students, students must be good at sorting between study time and play outside school while attending religious studies thatheldinformallyin societyand this is not done by all students, only students who have the initiative and support of parents who want to learn Islamoutsideschool.
b) Madrasah Aliyah, Muara Teweh State
At MAN it is the same, the time for each subject is limited to 2 x 45 minutes, be it Arabic, Fiqh, Qur'an Hadith, Aqidah Akhlak and History of Islamic Culture. The portion of Islamic religious education is more in madrasah educational institutions, but this is still lacking and must work harder in teaching and methods so that students are equipped with sufficient religious education.
c) Yasin Muara Teweh Islamic Boarding School
At this institution the Covid-19 situation did not make the leadership of the lodge make many changes to the lesson hours, everything went as usual because the students were already isolated from the world outside the cottage, so that the prevention of the spread of the virus was more controlled and what needed to be improved was the recommendations from the Covid-19 task force. related5M, so learningIslamic educationcan still be givenin accordancewith the existing Islamic boarding school curriculum.
3. Parental support
Support from families, especially parents, is highly expected from students, it is like additional energy in the spirit of learning, but not a few children who want to enter religious education institutions or have decided to choose to enter religious education institutions are not supported by their parents. There are also those who enter Islamic
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boarding schools because they are forced to because they are not accepted in other schools, so that learning religious knowledge will be difficult because of the wrong intentions.Several places in the last five years many parents have started to open their minds to enter their children into integrated Islamic schools or Islamic boarding schools, this is because parents are starting to worry about the development and association of children today, parents are worried in case the child is trapped in a relationship that is far from Islamic norms. So sending their children to Islamic boarding schools or integrated Islamic schools is considered a wise enough solution to save the moral crisis of the nation's children, because Islamic boarding schools have now also started to include general lessons in their curriculum so that parents feel at ease that their children get general knowledge while also getting general knowledge. Islamic religious science.
Islamic religious education in today's era actually has a great opportunity to fill the moral void of modern humans. Islamic religious education is the right solution in facing various challenges today. However, to be able to answer all of this, it requires educators who are reliable and have qualified qualities supported by strong management and infrastructure, so Islamic religious education will remain in existence, and can turn challenges into opportunities.
CONCLUSION
Namely, parents are open-minded to provide good education for their children, especially moral education, including by registering their children in Islamic religious education institutions. When reliable human resources have been formed by mastering the basics of Islamic teachings and able to master IT, God willing, Islamic Religious Education will be able to answer the challenges of the times and will be able to turn challenges into opportunities and the existence of Islamic Religious Education will continue to be maintained.
REFERENCES
The Qur'an and Translation of the Ministry of Religion 2019, ST
