Modernization of Islamic Education in Bibliometric Review

This paper analyzes Mohammad Hatta's idea of modern Islamic education. Mohammad Hatta is not only known as a national figure and the first Indonesian vice president, but also a faithful, active individual in the field of Islamic education. He also expresses his idea regarding Islamic education in papers. Islamic education discourse still emerges as an important discussion topic today. This paper is the result of a qualitative study with literature review. The study aimed to discover Mohammad Hatta’s idea of modern Islamic education, which still emerges as a problem in today's Indonesian Islamic education. In this case, it is necessary to provide a representative, modern Islamic education in order to deliver ideal Muslim scholars. The study found that the construct of Mohammad Hatta’s idea on modern Islamic education was to create coherence between religion and modern science, comprising sociology, history, and philosophy. Such an idea is not merely an abstract, it was applied through the establishment of Sekolah Tinggi Islam (Islamic College) in 1945 as a modern Islamic higher education.

The current article seeks to demonstrate the possibility of modernizing Islamic moral education in a special part of Muslim lands namely South East Asia by adapting to the theory of autonomy (moral independence) based on the unique capacity of Islamic mysticism. The method of this research is qualitative. The purpose of the article is to prove that due to the wide mysticism found in the South East Asia region, such as Malaysia, there is a large capacity in this region for the develpopment of Islamic moral education and the acceptance of main pillar of autonomy namely freedom of the will, which is an important step in the modernization of Islamic education. The result of this article is that the freedom of the will means that the moral deed must be performed solely for the purpose of its duty and Islamic mysticism precisely explains such motivation for the mystic and thus becomes consistent with the theory of autonomy in this regard. Another result of this article is that South East Asia has the willingness of such a movement (modernization of Islamic moral education with autonomy’s acceptance). The summary of the article is that aligning the Islamic mysticism with the autonomy which symbolizes the modern education on the one hand and the intense mystical tendencies in the South East Asia regions on the other hand provide the proper grounds for both of education scholars and policy makers to begin the movement towards the modernization of education.

This study aims to describe the thoughts of modernizing Islamic and language education in the Era Society; 5.0 Harun Nasution's perspective. This research is qualitative with a literature study approach. The research data is in the form of thoughts on the modernization of Islamic education in Indonesia from the perspective of Harun Nasution. Sources of data were obtained from several books by Harun Nasution. Data collection techniques with documentation. While data analysis with data reduction, data presentation, and conclusion. The research results show that first, the modernization of Islamic education is a historical necessity, and its movement can be initiated in Islamic universities. Second, to strengthen the contribution of Harun Nasution's thought in modernizing Islamic education, he recommended two major agendas of change, namely academic tradition and institutional transformation. In the academic tradition, he emphasizes curriculum changes that are more dynamic and futuristic, as well as a philosophical and critical methodology of Islamic studies. Islamic and language education curriculum to always be dynamic and futuristic in welcoming the Era of Society 5.0. Meanwhile, the intended institutional transformation is the change from IAIN to UIN. Harun Nasution's big agenda for modernizing Islamic education is considered strategic to lead Muslims to become modern and rational human beings without leaving faith and Islam.

In recent years, calls for modernization have increased, with subjects being introduced from basic and secondary education levels to Islamic university institutions. This is particularly relevant for studies on Islamic education through Bibliometrics analysis. This current study aims to create a Bibliometrics research trend mapping with respect to the modernization of Islamic education. The study is empirical in the sense that it seeks to rely on the use of data in a bid to establish the number of articles on modernizing Islamic education that have been published in some countries around the world. In the study dataset, data analysis was done with the help of R-Tool Bibliometrics and displayed with Vosviewer. The relevant articles to the research of modernized Islamic education have contributed to Bibliometrics mapping with 197 relevant articles from 160 different journals in the period from 1965 to 2022 using Biblioshiny and VOSviewer. Among the leading authors who have written on this topic include Mukhibat, Hidayatulla Azra, and La Hadisi. The VOSviewer shows that most of the research trends were on the subject of Islamic education. The words "Indonesia," "Turkey," and "Egypt" in this illustration lead to the impression that most of the work in relation to modernization of Islamic education is done from these three countries. These findings highlight the key contributors and regional focus of research on modernizing Islamic education, providing insights for policymakers and educators working to align traditional Islamic values with contemporary educational frameworks. The study provides a foundation for future research exploring successful strategies to synthesize religious principles with modern pedagogical practices in diverse contexts. Received: 13 April 2024 | Revised: 22 May 2024 | Accepted: 24 July 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article, as no new data was created or analyzed in this study. Author Contribution Statement Hasan Asari: Conceptualization, Validation. Maisaroh Ritonga: Methodology, Data curation. Nursalimah Nursalimah: Writing - original draft. Betti Megawati: Writing - review & editing. Ruwaidah Ruwaidah: Investigation. Ronal Watrianthos: Software, Resources, Visualization.

In medieval times there were three major empires, namely the Ottoman Turkish, Safavid and Mughal Empires. The three kingdoms had their own focus and strategies in the field of education that are interesting to be reconstructed to be applied in the current era. This research uses the library research method. The important result of this research is the modernization of Islamic education as a result of the reconstruction of education during the three empires that can be applied to education in the present era. Modernization of Islamic education is important to do because it is considered as the right step in balancing Islamic education with the progress of the current era. Modernization of Islamic education needs to be done in order to provide changes in thinking in the field of Islamic education, improve the old education system into a new system in order to improve the quality of Islamic education. In Indonesia, judging from the history of Islamic education during the three great kingdoms, modernization of Islamic education can be done in several aspects, such as educational institutions, learning methods, curriculum, and graduate orientation.With the modernization of Islamic education, it is expected to produce graduates who have competence in the fields of religion and general science.

One of the main aspects of human life is education. This cannot be separated from life, starting from the human being in the womb until returning to the creator. Seeing that there is still Islamic education that does not achieve its goals and does not keep up with the times, therefore the leaders of Islamic education immediately act to resolve this. Mahmud Yunus is an Islamic education figure who seeks to renew Islamic education. In addition, another character who made updates was Azyumardi Azra. Based on this, the researchers are interested in making comparisons or comparisons of the thoughts of the two figures. Researchers will make comparisons or comparisons specifically in terms of modernizing goals, curricula and educational institutions with the research title "Modernization of Islamic Education in Indonesia (Comparative Study of Mahmud Yunus and Azyumardi Azra)”The type of research used in this research is library research, which is the process of systematically searching and compiling data obtained from various literatures, both from primary and secondary sources.The results of research on the modernization of Islamic education are: 1) According to Mahmud Yunus, it is trying to integrate religious knowledge and general science in Islamic education. 2) Azyumardi Azra argues that the modernization of Islamic education must follow the current developments. 3) The similarity of thoughts between Mahmud Yunus and Azyumardi Azra is that they want a combination of religious knowledge and general science and must adapt to the demands of an increasingly advanced era. 4) The difference between Mahmud Yunus and Azyumardi Azra's thoughts lies in the groupings divided by each character.

This article aims to describe the modernization of Islamic education through the thoughts of Fazlur Rahman, so as to know Fazlur Rahman's thoughts on the modernization of Islamic education and its relevance to the modernization of Islamic education in Indonesia. The research approach used is library research whose data is obtained from a study of the literature with a character's thinking approach. The results of his research that the modernization of Islamic education according to Fazlur Rahman is an effort made by Muslim leaders to change the way of thinking, movement, and so on to give birth to scientists who are integrative, creative, innovative, honest and fair in developing Islamic education in accordance with the times. happen. While its relevance to the modernization of Islamic education in Indonesia is the establishment of many schools and universities that implement scientific integration so as to give birth to students who have the maturity of thinking in dealing with problems in this modern era.

Abstract. In building a modern Islamic educational institution, planning is needed which is the key to effectiveness to carry out educational activities and improve the quality of education in order to achieve the goals expected in the Islamic educational institution. Modern Islamic education planning uses the system of modern educational institutions, but does not release the values of Islamic religious teachings. Education is the spearhead of success, so modern Islamic education needs planning to obtain results in accordance with the objectives. Because in planning there are expectations and also methods that will be used to achieve educational goals. The purpose of this article is to find out the role of planning in the development of modern Islamic education and matters related to planning in modern Islamic education. This research is qualitative research with a literature study approach through literature in the form of journals, books and scientific articles as the main object. Based on literature studies that planning in modern Islamic education is very important. The role of planning in modern Islamic education determines the progress of Islamic education in the future.

The problem of modernization of Islamic higher education in Indonesia has been long debated among experts. Some of them agree that Islamic higher education is left behind compared to general or non-Islamic higher education, whereas middle-class moslem society in Indonesia has increased. This article tries to explain the latest development of Islamic higher education in Indonesia and identify key issues that hamper the modernization of Islamic education. The data are collected from selected documents, articles, and recent research from experts. Modernization of Islamic higher educations can be done through strengthening institutions’ capacity, improving the quality of human resources, improving student activities, and upgrading research and publication especially in the field of applied sciences.

Modernization of Islamic education is one of the educational efforts to balance the current developments without having to abandon the basic principles of Islam. Modernization of Islamic education in madrasas is also a process of adjusting the education system to be in line with current educational developments. This study aims to analyze the forms, strategies, and challenges of modernizing Islamic education among madrasas. Modernization of Islamic education in madrasas is a response to changes in the times and increasingly rapid technological developments. This change not only touches on the curriculum aspect, but also concerns learning methods, the use of information technology, and improving teacher competence. This study uses a qualitative approach with a descriptive method. This approach was chosen because it is appropriate to describe in depth the process, challenges, and strategies of modernizing Islamic education that occur in the madrasa environment. The results of the analysis show that although many madrasas have innovated, there are still obstacles such as limited facilities, low digital literacy, and resistance to change.

Purpose of the study: This study aims to 1) analyze Nurcholish Madjid’s thoughts on the modernization of Islamic education, and 2) examine their relevance in developing contemporary Islamic schools. Madjid's concept integrates Islamic values with modern educational principles to create a system that is both adaptive and rooted in religious foundations. Methodology: This study employs a qualitative approach using a literature review method. Data were collected from Nurcholish Madjid’s writings, relevant Islamic education literature, and previous studies to provide a comprehensive analysis of his educational modernization framework. Main Findings: The findings indicate that Madjid’s thoughts on Islamic education modernization remain highly relevant today. His ideas advocate for an integrative curriculum, critical thinking-based pedagogy, and professional institutional management. Furthermore, his emphasis on rationality and openness in Islamic education supports a knowledge-based learning environment, enhancing both intellectual and spiritual development among students. Novelty/Originality of this study: This study highlights how Madjid's modernization framework contributes to contemporary Islamic education by bridging traditional religious teachings with modern educational methodologies. His ideas provide a foundation for developing Islamic schools that are globally competitive while maintaining their religious identity. This study also emphasizes the importance of transparency, accountability, and continuous educational reform in shaping a progressive Islamic education system.

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.

This paper explains the modernization of Islamic education through a case study of the Integrated Islamic School Network (JSIT) in North Sumatra. The shifting educational landscape and the rising demands of a globalized society propel the need for modernizing Islamic education in Indonesia. Traditional Islamic educational institutions like madrasahs and pesantren are complemented by integrated Islamic schools that balance religious teachings with contemporary academic knowledge. This transformation addresses the educational needs of Indonesia's large Muslim population while preserving Islamic values and identity. The emergence of these integrated schools indicates a significant shift towards a more holistic educational approach that includes both Islamic and secular curricula, reflecting the dual demand for spiritual guidance and competitive academic performance. This study explores the impact of the modernization of Islamic education through a network of Integrated Islamic Schools in North Sumatra, Indonesia. It investigates how these schools integrate traditional Islamic values with modern educational practices and how this affects educational outcomes and community perception. Employing a qualitative research design with a phenomenological approach, the study gathers in-depth descriptive data through interviews, participatory observation, and document analysis from multiple Integrated Islamic Schools. This method provides a comprehensive understanding of the educational transformations and their implications on students and educators. The results showed that JSIT North Sumatra has implemented various educational innovations, including using technology in learning, an integrated curriculum, and participatory teaching methods. This modernization process improves the quality of education in general and strengthens the integration of Islamic values in the curriculum and school activities. This study provides insights into how Islamic education can evolve to meet the needs of modern times without losing its Islamic essence.

The current situation is a modern era that cannot be released. Thus it certainly becomes a challenge for the current Islamic education system in developing its institution. Therefore, concrete efforts are needed in contextualizing conditions that are in accordance with the guidance of his time. Thus the management of Islamic education modernization with an environmental perspective of thinking with a pattern that refers to social change. This study is a field research with a qualitative approach in which the researcher tries to describe the research subject. Data collection methods, researchers used the method of observation, interviews / interviews and documentation. As for the analysis, researchers used a qualitative analysis of interactive models. The results of this study Management of Modernization of Islamic Education with Environmental Insight in Nurul Haramain Narmada Islamic Boarding School in West Lombok is through four aspects including: (1) Pesantren based on IT / Multimedia in the Literacy Aspect of Environment, (2) Waste Management with Appropriate Technology Approach, (3) ) Modernization of Education with Environmental Sanitation Aspects (4) Hidden Curriculum Approach for Personal Religious Studies. While the efforts made in implementing the Modernization of Islamic Education Management with Environmental Insights namely; (1) environmental care approach / eco-pesantren program (2) Haramain green management perspective (3) Improving environmental conservation management models (4) Applying volunteer spirit (Philanthropy). This study also concludes that the management of modernization of Islamic education with an environmental perspective on Islamic education is a framework for thinking with the model of locality development or the development of local communities from aspects of local wisdom. Such values are the principle of an approach in creating public awareness to preserve the environment and models in the approach to protecting the environment.

This research is a figure study research, the purpose is to produce a formulation of analysis of the biography, thoughts, and contributions of Sheikh Ali Hasan regarding the modernization of Islamic education in North Sumatra. The primary data source of this research is the intellectual works of Sheikh Ali Hasan Ahmad Ad-dary in the form of books, as well as the Islamic education institutions that were developed. The secondary sources of this research are the works of other people about him. The research stages include data collection, data verification, interpretation, and preparation of research reports on character studies. The data analysis used is content analysis. The research findings show that the educational modernization of Sheikh Sheikh Ali Hasan Ahmad Ad-dary's includes: developing a culture of literacy by producing forty-four written works covering the fields of Fiqh and Islamic Law, Hadith studies, Al-Quran studies, morals and theology, and even actual Islamic issues. In addition, he also pioneered the study of Hadith in North Sumatra and pioneered and developed higher education institutions in North Sumatra. The thought, role, and contribution of Sheikh Ali Hasan Ahmad Ad-dary in the modernization of Islamic education in North Sumatra is a historical fact that cannot be denied until now. Therefore, the study of "modernization of Islamic education carried out by Sheikh Ali Hasan Ahmad Ad-Dary in North Sumatra is very important to do, to find the relevance and contextualization of his thoughts in the present context