Islamic Education Management Reform and Innovation with an International Insight

(Muhamad Rizqi Sobari/MPI 6C/1222010103/S1 Student UIN Sunan Gunung Djati Bandung

In an ever-evolving era of globalization, education plays a vital role in determining the direction of a nation's progress. Educational reform, particularly in the context of Islamic Religious Education, is a crucial step to address the challenges of the times and meet the needs of global society. With a global orientation, reform and innovation in Islamic education management not only respond to national dynamics but also create space for collaboration, progressive thinking, and the strengthening of student character within a global context.

First, The Basic Concept of Global Education Reform; Global education reform is a historical and systematic effort to adapt educational systems to the evolving values and needs of society. Its main focus is to enhance social and economic well-being through improved quality, access, and equity in education. Countries such as the United States face serious barriers, including the legacy of racial and socio-economic segregation, which affects the allocation of educational resources and creates significant disparities---especially in early education. Children from communities of color, for instance, face limited access to high-quality preschool education, which ultimately affects their school readiness and long-term academic development.

Second, National Education Reform in Indonesia; Education reform in Indonesia is a long-term process that requires the involvement of various stakeholders. Its main goal is to increase the effectiveness and efficiency in achieving the national education goals outlined in the 1945 Constitution. However, this reform cannot progress solely through political jargon or slogans; it must be based on empirical research and real-world conditions. The government has undertaken several reformative actions, ranging from legislative revisions to increased education budgets, as a sign of its commitment to improving the national education system.

Third, Reforming Islamic Religious Education in Indonesia; Reform in Islamic religious education demands systemic changes that include students' learning experiences as well as national education policies. The government's policy history toward madrasahs has seen significant shifts, from formal legal recognition to full acknowledgment through the National Education System Law (UU Sisdiknas). Law No. 20 of 2003 explicitly recognizes religious education, including in curriculum development, student rights, and the national educational objectives. The renewal of Islamic education focuses on strengthening relevant curricula, promoting professional education management, and empowering communities in response to modern-day demands.

Fourth, A Model for Reforming Islamic Religious Education through Merdeka Belajar (Independent Learning); The Merdeka Belajar (Independent Learning) concept is one of the key innovations in Indonesia's national education reform, including in Islamic Religious Education. This model emphasizes enjoyable and meaningful learning freedom, encouraging creativity from both teachers and students. Major policies under this framework include the abolition of national exams, simplification of lesson plans (RPP), and a more inclusive and flexible school zoning system. Islamic Religious Education in this context aims to shape Muslim individuals who are not only spiritually devout but also critical, moderate, and socially responsible. The 21st-century learning approach---interactive, collaborative, and values-based---is the main method for delivering materials on faith (akidah), ethics (akhlaq), jurisprudence (fiqh), the Qur'an, and Islamic history in a comprehensive and engaging way.

Islamic Religious Education within the Merdeka Belajar framework is designed to shape students with strong spiritual character, noble morality, and a comprehensive understanding of Islamic teachings. The innovative and inclusive curriculum fosters a joyful learning atmosphere and encourages active participation. This policy replaces national exams with competency assessments and grants schools the freedom to evaluate and develop learning tailored to students' individual needs. Through the integration of Islamic values with 21st-century approaches, religious education becomes more than just a formal subject---it becomes the foundation of character for facing the challenges of a globalized world.)

This article is extracted from the Teaching Materials Module for International Islamic Education Management Course Part 13 by Prof. A. Rusdiana, M.M

Gambar : (Diambil oleh pribadi pada tanggal 2 Juni 2025)