Reform and Innovation in Internationally-Oriented Islamic Education Management
Global education reform is an effort to transform the education system to better respond to the evolving needs of society and the challenges of the times. The main objective of this reform is to align educational values with social dynamics, address existing social inequalities, and improve the quality of democratic societies. However, in its implementation, education reform faces a number of obstacles. For example, in the United States, issues such as racial segregation, wealth disparity, and limited access to early childhood education present significant challenges.
In Indonesia, education reform is complex and long-term, requiring continuous innovation to achieve better quality education. The reform aims to improve the effectiveness of the education system by proposing strategic solutions based on real problems and school conditions. Some key policies in this reform framework include revising the education system, increasing the education budget, and strengthening the quality of educators.
Specifically, in the context of Islamic education, reform emphasizes the importance of systemic change through a bottom-up approach focused on learners' experiences. Madrasahs, as Islamic educational institutions, are given a more strategic role within the national education system. The renewal of Islamic education focuses on empowering learners, developing relevant curricula, implementing modern education management, and enhancing the social legitimacy of religious education within society.
One current model of Islamic education reform is implemented through the Merdeka Belajar (Freedom to Learn) policy. This concept aims to create a joyful, innovative, independent, and high-quality learning environment. The reform can be seen in changes to the national examination system, simplification of the Lesson Plan (RPP), implementation of a zoning system in student admissions (PPDB), and granting autonomy to schools in determining internal policies. Learning is encouraged to be more flexible, with diverse assessment methods and a participatory curriculum. Teachers are no longer the sole source of knowledge, but serve as facilitators guiding students toward independent learning.
In Islamic Religious Education (PAI), the focus is on strengthening character education through the development of spirituality, morals (akhlak), faith (akidah), Islamic jurisprudence (fikih), Islamic history, and 21st-century skills. This reform reflects a shift toward a more adaptive, collaborative, and relevant educational paradigm aligned with contemporary needs.
Thus, it can be concluded that global, national, and Islamic education reforms are all part of a broader transformation in the education sector, aimed at addressing social challenges, enhancing quality, and creating more meaningful and sustainable learning experiences.
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