A REFLECTION IN THE INDUSTRIAL ERA: THE IDEA OF ISLAMIC EDUCATION

Abstract

The Industrial Revolution not only affects the social dimension but also the world of Islamic education. Some Muslim scholars have given their views on facing the challenges of this revolution, but their views are still considered not final because they forget three fundamental shortcomings. These include the weak adaptation of technology-based Islamic education, the many barriers to technology adoption in Islamic education, and the formulation of ineffective models in responding to the Industrial Revolution 5.0. Using a case study approach, we explored these pressing issues by reviewing some valid literature and relating them to existing phenomena in Indonesia. Our research provides some basic confirmation that human resources are still not fully capable of adapting to technology, so curriculum formulation in improving Islamic education is still relatively complex. We found several challenges as to why they have generally not adapted to technology, including the retention of traditional-based curricula in some Islamic education institutions, the lack of a technologically skilled workforce, limited access to technology, and resistance to change. We formulated a model that is crucial to meeting the challenges of the Industrial Revolution 5.0 in Islamic education. We emphasize the comprehensive integration of technology into the Islamic education curriculum so that the technology-based curriculum can create a dynamic model that is considered effective. The models we offer include project-based learning models that build knowledge through practical application of ideas related to the advancement of Islamic education, problem-solving-oriented learning models, collaborative learning models, and learning models favored by the millennial generation, such as video-based learning and animation.