By Zaini Nisa Fadilah
Class E / Semester 6 / 1222010206 / Undergraduate Student of Islamic Education Management / UIN Sunan Gunung Djati Bandung
Initiating educational reform means opening new discourse on how education systems respond to the changing times. Global education is required to be more adaptive, with relevant curricula, equal access, and a focus on job readiness. However, major challenges such as racial and economic inequality remain obstacles, as seen in the United States. Therefore, Islamic education needs to innovate in ways that are relevant to the global context to remain competitive and inclusive.
This essay aims to elaborate on the dynamics of Islamic education reform within both global and national contexts. The discussion includes: the basic concept of global education reform, Indonesia's national education reform, the reform of Islamic religious education in Indonesia, and the Merdeka Belajar (Freedom to Learn) model as a new approach. Each section highlights the essential role of policies and strategies in improving the quality of Islamic education.
First: The Basic Concept of Global Education Reform. We recognize that changes in education systems aim to align the needs of the era with the quality of human resources. This reform is driven by social inequality and the demands of globalization. However, its implementation in developed countries like the United States still faces structural problems, such as racial and economic disparities that begin in early childhood.
Second: National Education Reform in Indonesia. Describing Indonesia's national education reform, it is evident that this is a long-term and continuous process. The government strives to improve education quality through legal reform, increased funding, and management efficiency. This reform is expected to address the complex and evolving challenges of education.
Third: The Reform of Islamic Religious Education in Indonesia. Highlighting the reform of Islamic religious education in Indonesia, there is a bottom-up renewal approach emphasizing the relevance of learning experiences. This policy includes returning the authority of madrasahs to the Ministry of Religious Affairs, emphasizing the importance of religious education, and strengthening curriculum and school management based on community empowerment. This aims to make religious education more dynamic and solution-oriented.
Fourth: The Reform Model of Islamic Education through the Merdeka Belajar Program. Promoting the Merdeka Belajar model in Islamic education, this concept grants teachers and students the freedom in the learning process. Policies such as the removal of national exams (UN), simplification of lesson plans (RPP), and expanded school zoning reflect a paradigm shift in national education. In the context of Islamic Religious Education, this approach fosters students' character development through religious and moral values as the foundation of learning.
Internationally oriented educational reform guides the Islamic education system to become more adaptive and solution-based. Despite facing structural and cultural challenges, innovations such as Merdeka Belajar create space for positive change. This reform is not merely an administrative policy, but a moral movement to enhance human quality through relevant, contextual, and character-based education.
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