Reform and Inovation of Islamic Education Management with an International Perspective

(Written By: Nuraini Aristawati (1222010126)/MPI VI D/S1 UIN Sunan Gunung Djati Bandung)

In an era of globalization characterized by rapid technological advances and information mobility, Islamic education is required to transform into a system that is adaptive and highly competitive on the international stage. The management of Islamic education can no longer rely solely on traditional patterns, but must integrate modern principles such as efficiency, effectiveness, transparency, and accountability, which blend with Islamic values. Efforts for reform and innovation in managing Islamic educational institutions become a necessity to produce a superior, moderate Muslim generation that can compete globally without losing its religious identity. 

However, in its implementation, the reform and innovation of Islamic education management still face various challenges. These range from the low competency of human resources, limited infrastructure, to resistance to change often stemming from a conservative bureaucratic culture. This demands a systematic, collaborative, and research-based managerial strategy so that the transformation of Islamic education can truly progress sustainably and have a real impact on improving the quality of education in a holistic manner. 

First: The Basic Concept of Global Education Reform; Global education reform is a strategic response to the rapid changes of the times, such as globalization, the industrial revolution 4.0, and digital transformation. This reform aims to redesign the education system to be more inclusive, flexible, and competency-oriented for the 21st century. Its main focus is to create holistic learning that emphasizes creativity, collaboration, and digital literacy. In a global framework, education is not only an instrument of knowledge transmission but also a means of empowering individuals to become aware global citizens with values, ethics, and social responsibility. Global reform promotes an adaptive curriculum, technology as a facilitator, and progressive educational leadership. 

Second: National Education Reform in Indonesia; Education reform in Indonesia began after the 1998 reform, emphasizing decentralization of education, community participation, and improvement of teacher quality. Law No. 20 of 2003 on the National Education System became its main foundation. The government also launched various programs such as school accreditation, teacher certification, and the 2013 Curriculum. The focus of the reform is to equalize access to education, improve the quality of learning, and strengthen character education. Nevertheless, its implementation still faces challenges such as disparities between regions, lack of learning innovation, and weak integration of local and global values in the education process. 

Third: Reform of Islamic Education in Indonesia; The reform of Islamic education in Indonesia aims to address the challenges of the times without losing the essence of Islam. Transformation is carried out through modernizing the curriculum, enhancing the competencies of madrasah teachers, and strengthening religious moderation. Islamic education is not only taught as doctrine, but is also instilled as a value of life that is relevant to the contemporary social context. The government, through the Ministry of Religion, has designed policies for the revitalization of madrasahs and pesantrens to become superior and inclusive institutions. This reform effort also demands openness to modern learning methodologies without abandoning the roots of Islamic scholarly traditions.

Fourth: The Model of Islamic Education Reform Through Independent Learning; the Independent Learning policy initiated by the Ministry of Education and Culture presents a strategic opportunity to reform Islamic education. This approach gives teachers and educational institutions the freedom to design learning that is contextual, adaptive, and student-centered. In the context of Islamic education, Independent Learning opens up space for the integration of Islamic values and 21st-century competencies, such as critical thinking, collaboration, and digital literacy. This reform model encourages the use of interdisciplinary approaches, active learning methods, and authentic assessments. Thus, Islamic education becomes more meaningful and relevant to the real lives of students.  

Educational reform, both on a global and national scale, is a necessity in dealing with the increasingly complex dynamics of the times. Islamic education in Indonesia is also undergoing transformation through a more open, adaptive, and relevant approach, especially in order to cultivate a religious, moderate, and competent generation. Approaches like Merdeka Belajar serve as an entry point to strengthen the integration between Islamic values and global competencies, as well as to expand the space for pedagogical freedom that encourages the creativity of teachers and students in achieving more meaningful educational goals. 

However, the realization of this globally-minded Islamic education reform requires a strong synergy between government regulation, the readiness of educational institutions, and community participation. Classic challenges such as limited human resources, disparities in quality across regions, and resistance to change remain major obstacles. Therefore, reform is not sufficient merely at the level of concepts and policies, but must be supported by commitment, the courage to innovate, and transformative leadership that can navigate changes towards a superior and competitive Islamic education system at the international level. 

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