Understanding The Reform And Innovation Of Islamic Education Management With An International Perspective

(Aqilah Nafisah (1222010023) / MPI Student / FTK / S1 Class 6D / UIN Sunan Gunung Djati Bandung)

The reform and innovation of Islamic education management with an international outlook emphasizes the importance of systemic, adaptive, and visionary renewal in facing global challenges. Islamic education must integrate universal values, modern technology, and quality-based management principles. In this era of globalization, Islamic education management is required to develop competitive systems that meet international standards and respond to the dynamics of the times. Innovation includes curriculum, leadership, policy, and institutional governance to produce graduates who are globally competitive while remaining rooted in moderate and inclusive Islamic values.

First, Basic Concepts of Global Education Reform Global education reform is a systematic process to improve educational systems to align with modern societal needs. These changes include standards, policies, and educational methods that reflect contemporary values. History shows that reform emerges from the need to expand access, address inequality, and improve learning quality. Figures such as John Dewey and Maria Montessori emphasized scientific and humanistic approaches. The core of this reform is to develop inclusive education that is socially relevant and responsive to global, economic, and technological changes.

Second, National Education Reform in Indonesia National education reform is a complex process aimed at increasing the effectiveness and efficiency of education to meet global demands. This reform includes problem identification, strategy formulation, and system renewal, including the replacement of Law No. 2 of 1989 with Law No. 20 of 2003. The government has also increased the education budget and implemented new policies, such as national education standards and teacher governance. This process requires a systemic and participatory approach so that education can empower society, improve the quality of graduates, and expand equitable access.

Third, Reform of Islamic Religious Education in Indonesia The reform of Islamic religious education requires a systemic paradigm shift from a top-down approach to a bottom-up one, emphasizing empowerment through learning experiences. This reform targets four layers of the system: learning experience, learning process, education system, and legislation. Renewal efforts are carried out through curriculum enhancement, formal recognition of madrasas, improving teacher quality, and integrating Islamic values into national education. This approach aims to make religious education a means of community empowerment, future-oriented, adaptive to globalization, and rooted in Islamic values.

Fourth, Islamic Religious Education Reform Model Through the Merdeka Belajar Program This reform model adopts the Merdeka Belajar (Freedom to Learn) concept to create an educational process that is joyful, innovative, and meaningful. Merdeka Belajar gives teachers and students the freedom in the learning process, allowing them to explore potential independently and creatively. Policy implementation includes the elimination of the National Exam, simplification of lesson plans (RPP), and involving students in curriculum determination. This model emphasizes education that is adaptive to individual needs, technology, and the challenges of the Industrial Revolution 4.0, while integrating Islamic spiritual values to shape competent and noble-charactered graduates.

From the material on "Understanding the Reform and Innovation of Islamic Education Management with an International Perspective," the conclusions are: 1) Global reform aims to respond to the challenges of the times with inclusive, humanistic approaches that are responsive to technological and social developments; 2)Emphasis is placed on improving systems, policies, and educational quality through new regulations and participatory approaches to achieve equitable and quality education; 3) Focuses on empowering, contemporary-relevant learning systems that remain grounded in Islamic values; 4) Provides freedom for teachers and students in a creative, flexible learning process based on Islamic spiritual values.

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*)This article is extracted from the Teaching Material Module of the International Islamic Education Management Course Part 12 by Prof. A. Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/85341) (Diakses tanggal 20 Mei 2025).