Implementing Fazlur Rahman’s Contemporary Islamic Education Through Process Skills Learning: A Case in Indonesian Islamic Educations

In the view of many education experts, Islamic education in Indonesia is still lagging compared to general education in several aspects. One of the reasons for this is that Islamic education's orientation is only on religion. There are three of Wahid Hasyim's thoughts to advance Islamic education in Indonesia: education, curriculum, and learning methods. This renewal became a spur in advancing Islamic education in Indonesia at that time, and this is what made the writer interested in elevating Wahid Hasyim's thoughts on Contemporary Islamic education. The research method used in this study is the Library Research method, namely activities related to collecting library information and reading and processing research. This study aims to find the relevance of Abdul Wahid Hasyim's (Rational-Religious) thoughts on Contemporary Islamic education. As a result, the authors found the relevance of Wahid Hasyim's thoughts through descriptive analysis, namely the latest learning methods and modern educational curricula.

Islamic religious education in Indonesia has experienced a long journey influenced by various thoughts and contributions of great figures in Islamic history. This article examines the evolution of Islamic religious education in Indonesia with a focus on the thoughts of Ibn Sina as one of the great figures in the world of classical Islamic thought, and M. Natsir as a reformer of Islamic education in Indonesia in the 20th century. This study aims to analyze the contribution of the thoughts of these two figures to the formation and development of the Islamic religious education system in Indonesia, as well as how their ideas shape Islamic education patterns that are relevant to the social and cultural context of Indonesia. Ibn Sina, with his philosophical and scientific approach to education, has had a major influence on the intellectual tradition of Islam that is oriented towards science and spirituality. Meanwhile, M. Natsir played an important role in the modernization of Islamic education in Indonesia, emphasizing the importance of character and moral education through Islamic-based educational institutions. This study uses a historical and analytical approach to explore the traces of the thoughts of these two figures and their impact on the Islamic religious education system in Indonesia, which is expected to provide new insights in developing more dynamic and contextual religious education in the future.

Relation between �Nusantara Islam� and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong �bond� with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood.

This research explored the intellectual legacy of the Nizhomiah Madrasah and its impact on the development of Islamic education in Indonesia, particularly in relation to its curriculum. The purpose of this study is to analyze how the curriculum implemented in the Nizhomiah Madrasah contributed to the systematization and structuring of Islamic education and its influence on contemporary Islamic education in Indonesia. This research used qualitative approach with historical and comparative methods. It examines the historical texts, curriculum structure, and educational philosophy of the Nizhomiah Madrasah and compares them with current educational practices in Indonesia. Primary and secondary sources related to the Nizhomiah Madrasah were researched to understand its intellectual contributions and its role in shaping the curriculum of Islamic education. The results showed that the Nizhomiah Madrasah played an important role in integrating religious sciences with various fields of study, creating an academic model that encouraged a holistic approach to education. The madrasah curriculum that emphasizes Islamic sciences and general knowledge has influenced the development of Islamic education in Indonesia, especially in institutions that aim to integrate religious studies with modern disciplines. However, there is still a gap in the integration of these elements in Indonesian Islamic education today, with many institutions still separating religious and secular subjects. In conclusion, the legacy of the Nizhomiah Madrasah offers valuable lessons for the reform and development of Islamic education in Indonesia. The integration of religious and secular sciences, as implemented in the Nizhomiah curriculum, can help create a more balanced, inclusive and globally competitive Islamic education system. It is recommended that educational institutions in Indonesia consider implementing a similar integrated curriculum model to equip students with the skills and knowledge needed in the modern world, while maintaining their Islamic identity..

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

Islamic education in Indonesia faces the challenge of remaining relevant in the modern era while maintaining Islamic values. The thoughts of K.H. Ahmad Dahlan, an early 20th-century Islamic education reformer, offer a potential perspective to answer this challenge. What are K.H. Ahmad Dahlan's main thoughts on education? How are these thoughts relevant to the context of contemporary Islamic education? The purpose of this study is to analyze K.H. Ahmad Dahlan's educational thoughts and evaluate their relevance to contemporary Islamic education to provide insight into the development of Islamic education in the modern era. The research method used a qualitative method with a literature study approach and historical analysis. Data were collected from primary and secondary sources related to K.H. Ahmad Dahlan's thoughts and contemporary Islamic education literature. Research Results: 1. K.H. Ahmad Dahlan's main thoughts include the integration of religious and general knowledge, modernization of teaching methods, inclusive education, practical orientation, character education, and rationality in religion. 2. The thought has significant relevance to contemporary education, especially in the aspects of: a) development of integrated curriculum; b) application of active learning methods; c) emphasis on character education and soft skills; d) rational approach in understanding religion; e) responsiveness to the development of the times. The educational thought of K.H. Ahmad Dahlan is not only relevant but also visionary in the context of contemporary Islamic education. His ideas provide a conceptual framework for the development of a modern and progressive Islamic education system but still adhere to Islamic values. Further adaptation and development of his thought is needed to answer the specific challenges of the digital era and globalization.

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

: This research intends to conduct a cross-cultural analysis of humanistic education, by exploring fundamental concepts of Restorative Practices in the Australian education system and the parenting system within Islamic education (pesantren) in Indonesia, addressing three primary research questions: (1) What are the core concepts of restorative justice within the Australian education system and the parenting system in Islamic education in Indonesia? (2) How do restorative practices within these systems align with the principles of humanistic education? (3) What are the similarities and differences in restorative practices between the Australian education system and the parenting system in Islamic education in Indonesia? The research will be conducted using qualitative methods and descriptive analysis to get the data from various sources, including interviews with education practitioners, observations, and in-depth literature studies. The finding will provide an in-depth insight into the practices of humanistic education, with a particular emphasis on efforts to restore relationships in the formal education contexts in Australia and the nurturing environment within Islamic education (pesantren) in Indonesia. The outcomes of this research are expected to make a significant contribution to the understanding of restorative practices in education and after valuable insight into how culture influences humanistic education. It can be used to enhance educational practices in both countries and identify potential cultural collaborative opportunities in educational contexts.

The objectives to be achieved in the discussion of this thesis are: 1. Analyzing the concept of mental health al-Qur'an perspective. 2. Analyzing the concept of contemporary Islamic education in Indonesia. 3. Analyzing the relevance of al-Qur'an perspectives on mental health with contemporary Islamic education in Indonesia. In this study, the authors used a qualitative approach, an approach that emphasizes his analysis in the deductive and inductive inference process and in the analysis of the dynamics of the relationship between the observed phenomena. From this study, a descriptive data was obtained that illustrates the theory of mental health in the perspective of the Qur'an and its relevance to contemporary Islamic education in Indonesia. The results of this study are to improve the quality of human mentality through Contemporary Islamic education in Indonesia. Implementation is through good deeds such as prayer, dhikr, fasting, zakat, pilgrimage, and ruqyah. In terms of evaluation, it is necessary to introduce moral aspects. From the results of these studies obtained good human mental health through Contemporary Islamic education in Indonesia.

Renewing Islamic education in Indonesia is the main focus in facing changing times. This article explores the renewal of Islamic education from historical and contemporary perspectives, highlighting the background, methodology, results and thoughts of key figures. The research method uses a literature study and literature study approach, with data collection through electronic sources such as Google Scholar and digital libraries. The results of the research outline the concept of Islamic education reform, the background to the reform in the 19th and 20th centuries, and the influence of the reform on Islamic education in Indonesia. The main focus is on the thoughts of reformer figures such as Muhammad Abduh and Rasyid Ridha, who pushed back to the teachings of the Koran and Al-Hadith, the spirit of nationalism, and local factors. Renewing Islamic education in Indonesia includes the integration of digital literacy, critical thinking skills, improving infrastructure, and strengthening the values ​​of tolerance. This article also identifies approaches to renewing Islamic education, ranging from Western orientation to Islamic orientation and nationalism. Thus, the renewal of Islamic education in Indonesia is a continuous effort to improve the quality of education, strengthen Islamic identity, and prepare a generation that is ready to compete globally.

Pesantren (boarding school) of salaf is one of the prides of Islamic educations in Indonesia, because it is the first Islamic education in Indonesia and still survives nowadays by trying to adjust to the changing of times. But in the era of modernization, salaf pesantren often get a negative stigma and an unfavorable image in the public. Starting from the accusation of being a hotbed of terrorism, radical Islamic educational institutions, opposing nationalism, to the accusations as an institution that discredits women in terms of education, social and culture. These issues are quite hurting the feelings of Muslims who put their trust in the salafpesantren as an institution that gives birth toulama (muslim scholars). The aim of this studyis to reveal the role of the salafpesantrenin empowering women in the aspects of educational, social and cultural.At the same time this study is also explaining that the educational, social and cultural model of women in the salaf pesantren can be used as a solution to women's moral degradation and protection of women's rights without reducing and degrading women’s dignity and respect. The result of this study indicates that the educational component and the atmosphere of pesantren learning process which includes in-class and outside the classroom take a major role in balancing and aligning understanding of teaching material in classic texts that are considered gender biased.So, the understanding that reaches the students about gender issues is a detailed, complete and comprehensive understanding.

Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.

This research aims to determine the transformation of Harun Nasution's thinking in the context of Islamic education in the 21st century and determine the relevance of his thinking to Islamic education. The method used in this research is to use a type of library research. Library study is an activity for reading in the form of books, articles, dictionaries, or journals. The results of the research state that the renewal of Islamic education in Indonesia, namely: there is a renewal of the Indonesian Islamic higher education curriculum, a renewal of the academic traditions of Islamic higher education in Indonesia, the establishment of a postgraduate course at IAIN, the realization of the transformation of IAIN to UIN. Then, Harun Nasution's thoughts have high relevance in facing the challenges and opportunities of Islamic education in the 21st century. Its critical thinking and inclusiveness helps students develop analytical thinking skills and understand differences in an increasingly diverse society. In addition, an openness approach to change helps Islamic education adapt to changing times and technology.

Teaching methods in education are fundamental in achieving optimal learning outcomes. Active and effective learning methods can motivate students to develop their potential, starting from personality intelligence, morals or character, as well as social skills in society. The development of Islamic religious education in Indonesia is very famous. so that whenever and anyone who studies it will easily get various sources about Islamic education. Islamic education is very important in all times, especially the current era of globalization which is better known as the milenial era, the times of course have an influence on Islamic education in Indonesia, this raises new challenges in the world of education. In the current milenial era, there are so many technologies that facilitate the learning system, this is a challenge for us to utilize and manage technology for the sake of being wiser and useful for the development of Islamic education. because the teaching of Islamic education must develop according to the times without reducing Islamic traditions previous. The data collection process in this article uses a qualitative descriptive approach with literature methods and relative thinking which consists of finding, formulating, and identifying problems. The material obtained from the research results will be transcribed and analyzed. The results of this study obtained an effective and efficient method in delivering Islamic education materials, including using the conversational method (hiwar) of the Qur'an and Nabawi, the history of the Qur'an and Nabawi story, Amtsal Qur'ani and nabawi, exemplary, practice and habituation, ibrah or wisdom, targhib and tarhib that are adapted to the lives of the current milenial generation.

Indonesian Islamic education has long and rich history. In fact Islamic education is one of the most important aspects of legacy of Indonesian Islam. Despite changes in the Indonesian history, Islamic education continues to flourish, consisting now at primary and secondary levels of pesantren. Madrasah, and sekolah Islam. While at the tertiary level, Islamic education institutions consist of State Islamic Higher Education (PTAIN/Perguruan Tinggi Agama Islam Negeri) and Private Islamic Higher Education (PTAIS/Perguruan Tinggi Agama Islam Swasta). Both state and prove Indonesian Islam higher education institutions are the largest system in the whole Islamic world. In the last two decades, another significant development in PTAIN is the enlargement of its mandate through the creation of full-fledged Islamic Universities (UIN/Universitas Islam Negeri). With the historic transformation, the roles of Indonesian Islamic higher education is even becoming more and more important.