Grand Design Kurikulum Pendidikan Islam di Indonesia Menuju Generasi Emas 2045
Abstract
Islamic education plays a central role in building a generation with character, excellence and global competitiveness. In order to welcome the Golden Generation 2045, a grand design of Islamic education curriculum is needed that is oriented towards strengthening Islamic values, integrating science, and adapting to the challenges of the times. This curriculum must be able to answer the challenges of globalization, digital transformation, and socio-cultural changes. This grand design emphasizes the importance of a holistic and integrative approach that combines spiritual, intellectual and moral education. The main focus is to form learners who not only have academic competence, but also social skills and Islamic character. In addition, the curriculum must be designed to be adaptive to technological developments and innovations, strengthen project-based learning, and integrate the values of religious moderation (wasathiyah). The implementation of this grand design requires collaboration between educational institutions, government and society, as well as strengthening the role of teachers as agents of transformation. With this approach, Islamic education is expected to produce a golden generation that actively contributes to national and global development, and is able to maintain Islamic identity in facing future challenges
References
Achmadi, T. A., Anggoro, A. B., Irmayanti, I., Rahmatin, L. S., & Anggriyani, D. (2020). Analisis 10 tingkat soft skills yang dibutuhkan mahasiswa di abad 21. TEKNOBUGA: Jurnal Teknologi Busana dan Boga, 8(2), 145-151. https://doi.org/10.15294/TEKNOBUGA.V8I2.29049
Al-Faruqi, I. R. (1982). Islamization of Knowledge: General Principles and Work Plan. Herndon: International Institute of Islamic Thought.
Ali, N., & Noor, S. (2019). Pendidikan islam multikultur: Relevansi, tantangan, dan peluang. Jurnal Hadratul Madaniyah, 6(1), 24-42.
Alim, N., Tasrim, I. W., & Syahrul, S. (2021). Persepsi Generasi Milenial Terhadap Model Pendidikan Islam Berbasis Keterampilan Abad 21. Shautut Tarbiyah, 27(2), 160-184. https://doi.org/10.31332/STR.V27I2.3033
Amin, M. (2014). Islam Nusantara: Dari Ushul Fiqh Hingga Paham Kebangsaan. Bandung: Mizan. https://doi.org/10.21831/jppfa.v1i1.1052
Arbi, A., Hanafi, I., Hitami, M., & Helmiati, H. (2019). MODEL PENGEMBANGAN PARADIGMA INTEGRASI ILMU DI UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA DAN UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM MALANG. Profetika: Jurnal Studi Islam. https://doi.org/10.23917/profetika.v20i1.8943
Arif, S. (2017). PENDIDIKAN MULTIKULTURAL. BAHAS. https://doi.org/10.30957/edusiana.v4i1.3
Arifin, A.H. (2013). Implementasi Pendidikan Multikulutral dalam Praksis Pendidikan di Indonesia.
Awaru, A.O. (2017). MEMBANGUN KARAKTER BANGSA MELALUI PENDIDIKAN BERBASIS MULTIKULTURAL DI SEKOLAH.
Aziz, A. (2013). Paradigma Integrasi Sains Dan Agama Upaya Transformasi Iain Lampung Kearah UIN. Al-Adyan: Jurnal Studi Lintas Agama, 8(2), 67-90. https://doi.org/10.24042/AJSLA.V8I2.587
Azra, A. (2000). Pendidikan Multikultural. Jakarta: Kompas.
Azra, A. (2020). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Milenium III. Jakarta: Prenada Media Group.
Badrudin, B. (2017). KONSEP PENDIDIKAN MULTIKULTURAL.
Banks, J. A. (2009). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 3-30). Hoboken, NJ: John Wiley & Sons.
Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. New York: Routledge.
Banks, J. A. (2019). An Introduction to Multicultural Education (6th ed.). Boston: Pearson.
Bappenas. (2019). Visi Indonesia 2045. Jakarta: Kementerian Perencanaan Pembangunan Nasional.
Bawden, D. (2008). Origins and Concepts of Digital Literacy. In C. Lankshear & M.
Bennett, C. I. (2011). Comprehensive Multicultural Education: Theory and Practice (7th ed.). Boston: Pearson.
Daud, A., Aulia, A. F., Novitri, N., Hardian, M., & Rimayanti, N. (2021, November). Pengembangan Soft Skills pemuda Riau menuju pemuda dengan kompetensi Abad 21. In Unri Conference Series: Community Engagement (Vol. 3, pp. 383-390). https://doi.org/10.31258/unricsce.3.383-390
Faozan, A. (2020). Moderasi Beragama Dalam Pendidikan Agama Islam Untuk Masyarakat Multikultur. Hikmah: Journal of Islamic Studies, 16(2), 219-228. https://doi.org/10.47466/HIKMAH.V16I2.170
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York: Teachers College Press.
Gorski, P. C. (2010). The challenge of defining multicultural education. Retrieved from EdChange Multicultural Pavilion.
Gunawan, R. D., Badarussyamsi, B., & Musa, M. (2022). Strategi Guru Pendidikan Agama Islam Dalam Menanamkan Nilai-Nilai Pendidikan Multikultural. Journal Of Educational Research, 1(1), 23-40.
Hasanah, U., & Sukri, M. (2023). Implementasi Literasi Digital Dalam Pendidikan Islam: Tantangan dan Solusi. Equilibrium: Jurnal Pendidikan, 11(2), 177-188. https://doi.org/10.26618/equilibrium.v11i2.10426
Jalal, F. (2020). Optimalisasi Pendidikan untuk Menyongsong Bonus Demografi. Jurnal Kependudukan Indonesia, 15(1), 1-12.
Jalwis, J., & Habibi, N. (2019). Konstruk Pendidikan Multikultural (Studi Urgensi Integrasi Nilai-nilai Multikultural dalam Kurikulum Pendidikan). Tarbawi: Jurnal Ilmu Pendidikan, 15(2), 233-247. https://doi.org/10.32939/TARBAWI.V15I02.453
Jamil, S. (2022). Teknologi dan pendidikan islam: Peluang dan tantangan dalam era digital. Wistara: Jurnal Pendidikan Bahasa dan Sastra, 3(1), 122-126. https://doi.org/10.23969/wistara.v3i1.11239
Khoirunnisa, E., & Habibah, E. (2020). Profil Keterampilan Abad 21 (21st century soft skills) pada Mahasiswa. Iktisyaf: Jurnal Ilmu Dakwah Dan Tasawuf, 2(2), 55-68. https://doi.org/10.53401/iktsf.v2i2.20
Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, 8(1), 5-31.
Knobel (Eds.), Digital Literacies: Concepts, Policies and Practices (pp. 17-32). New York: Peter Lang.
Kuntowijoyo. (2006). Islam Sebagai Ilmu: Epistemologi, Metodologi, dan Etika. Yogyakarta: Tiara Wacana.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.
Lickona, T. (2009). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
Limbong, M., Firmansyah, F., & Fahmi, F. (2022). Integrasi Kurikulum Pendidikan Berbasis Multikultural. EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan, 5(4).
Lundeto, A. (2023). Perkembangan Pendidikan Islam Di Era Globalisasi: Tantangan Dan Peluang. Journal of Scientech Research and Development, 5(2), 15-29. https://doi.org/10.56670/jsrd.v5i2.154
Mahfud, C. (2016). Pendidikan Multikultural. Yogyakarta: Pustaka Pelajar.
Mahsun, A. (2013). Pendidikan Islam dalam arus globalisasi: Sebuah kajian deskriptif analitis. Epistemé: Jurnal Pengembangan Ilmu Keislaman, 8(2), 259-278. https://doi.org/10.21274/EPIS.2013.8.2.259-278
Mantau, B. A. K., & Talango, S. R. (2023). Pengintegrasian Keterampilan Abad 21 dalam Proses Pembelajaran (Literature Review). Irfani (e-Journal), 19(1), 86-107. https://doi.org/10.30603/ir.v19i1.3897
Marzuki. (2015). Pendidikan Karakter Islam. Jakarta: Amzah.
Muhadjir, N. (2018). Ilmu Pendidikan dan Perubahan Sosial: Teori Pendidikan Pelaku Sosial Kreatif. Yogyakarta: Rake Sarasin.
Najah, Z., & Lindasari, L. M. (2022). Pendidikan Islam: wajah baru menghadapi tantangan globalisasi. Ensiklopedia: Jurnal Pendidikan Dan Inovasi Pembelajaran Saburai, 2(01), 9-18. https://doi.org/10.24967/esp.v2i01.1522
Nata, A. (2018). Islam dan Ilmu Pengetahuan. Jakarta: Prenadamedia Group.
Nellalucky (2024). Perkembangan Teknologi Dalam Perspektif Pendidikan Agama Islam. SUMUR- Jurnal Sosial Humaniora. https://doi.org/10.58794/sumur.v2i1.602
Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education (7th ed.). Boston: Pearson.
Nugroho, C. A., & Kartawinata, A. (2023). Islam Wasathiyah Dan Modernisme dalam Tantangan Ideologi (Tinjauan Hermeneutik). INSANI: Jurnal Ilmu Agama dan Pendidikan, 1(2), 120-134. https://doi.org/10.70424/insani.v1i2.120-134
Nugroho, C. A., & Nursikin, M. (2024). Pemikiran Filosofis Pendidikan Ibnu Sina dan John Dewey Terhadap Pendidikan Humanis Perspektif Pendidikan Islam serta Pengaruhnya Terhadap Pendidikan Islam Modern. Jurnal Ilmu Pendidikan Islam, 24(03), 149-157. https://doi.org/10.36835/jipi.v24i03.4223
Palili, S. (2018). Perkembangan masyarakat dalam dimensi pendidikan berbasis multikultural. TARBIYATUNA (e-Journal), 11(2), 199-227. https://doi.org/10.36835/tarbiyatuna.v11i2.337
Copyright (c) 2024 C Adhi Nugroho, Mukh. Nursikin, Tri Sadono
This work is licensed under a Creative Commons Attribution 4.0 International License.
