Revitalizing Islamic Religious Education Curriculum in the Digital Era
A Philosophical Reflection of Sayyed Hossein Nasr and Yasraf Amir Piliang
DOI:
https://doi.org/10.59001/pjier.v3i2.547Keywords:
Curriculum, digitalization, Islamic Religious Education, philosophy of knowledge, spiritualityAbstract
Islamic Religious Education (IRE) in higher education continues to face serious challenges due to the dominance of normative-doctrinal approaches that are less adaptive to the complexities of the digital era. This study aims to formulate a transformational IRE curriculum based on the philosophy of knowledge that can address both the spiritual crisis and technological disruption. Employing a qualitative approach, the research applies an in-depth literature analysis of the works of Seyyed Hossein Nasr and Yasraf Amir Piliang, contextualized within the condition of IRE curricula in Indonesia. The findings reveal that Nasr’s concept of sacred knowledge provides a transcendental framework for strengthening spirituality, while Piliang’s critique of the culture of simulacra offers a critical lens to understand the impact of digitalization on education. Synthesizing these perspectives produces a transformational curriculum model that integrates religious, philosophical, and digital dimensions, while maintaining a balance between perennial values and contemporary needs. This study concludes that developing a transformational IRE curriculum is not only urgent but also strategic for enhancing the competitiveness of Islamic education in the global era. Its practical implication is that the curriculum should be directed toward integrating Islamic epistemology, digital literacy, and participatory pedagogical methods that foster both critical awareness and profound spirituality.
Pendidikan Agama Islam (PAI) di perguruan tinggi masih menghadapi tantangan serius akibat dominasi pendekatan normatif-doktrinal yang kurang adaptif terhadap kompleksitas era digital. Penelitian ini bertujuan untuk merumuskan konsep kurikulum transformasional PAI berbasis filsafat ilmu yang mampu menjawab krisis spiritual sekaligus disrupsi teknologi. Penelitian menggunakan pendekatan kualitatif dengan analisis kepustakaan mendalam terhadap karya Seyyed Hossein Nasr dan Yasraf Amir Piliang, yang kemudian dikontekstualisasikan dengan kondisi kurikulum PAI di Indonesia. Hasil penelitian menunjukkan bahwa pemikiran Nasr tentang pengetahuan sakral (sacred knowledge) menawarkan kerangka transendental bagi penguatan spiritualitas, sementara gagasan Piliang mengenai budaya simulakra memberikan lensa kritis untuk memahami dampak digitalisasi terhadap pendidikan. Sintesis keduanya menghasilkan model kurikulum transformasional yang mengintegrasikan dimensi religius, filosofis, dan digital, sekaligus menekankan keseimbangan antara nilai-nilai perennial dan kebutuhan kontemporer. Penelitian ini menyimpulkan bahwa pengembangan kurikulum PAI yang berorientasi pada transformasi tidak hanya mendesak, tetapi juga strategis bagi penguatan daya saing pendidikan Islam di era global. Implikasi praktisnya, kurikulum perlu diarahkan pada integrasi epistemologi Islam, literasi digital, dan metode pedagogis partisipatif yang menumbuhkan kesadaran kritis sekaligus spiritualitas mendalam.
References
Abdullah, M. A. (2017). Islam as a discursive tradition in Indonesia: Continuity and change. Al-Jami’ah: Journal of Islamic Studies, 55(1), 1–28.
Al-Attas, S. M. N. (1993). Islam and Secularism. Kuala Lumpur: ISTAC.
Al-Attas, S. M. N. (1995). Prolegomena to the Metaphysics of Islam: An Exposition of the Fundamental Elements of the Worldview of Islam. Kuala Lumpur: ISTAC.
Arif, M. (2020). Pendidikan Islam Transformatif: Menjawab Tantangan Zaman. Jakarta: Rajagrafindo Persada.
Azra, A. (2012). Pendidikan Islam: Tradisi dan Modernisasi Menuju Milenium Baru. Jakarta: Kencana.
Baudrillard, J. (1994). Simulacra and Simulation. Ann Arbor: University of Michigan Press.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longmans.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research (4th ed.). Thousand Oaks, CA: SAGE Publications.
Fairclough, N. (2003). Analyzing Discourse: Textual Analysis for Social Research. London: Routledge.
Freire, P. (2008). Pendidikan Kaum Tertindas (Terj. Utomo Dananjaya). Jakarta: LP3ES.
George, A. L., & Bennett, A. (2008). Case Studies and Theory Development in the Social Sciences. Cambridge, MA: MIT Press.
Han, B. C. (2017). The Burnout Society. Stanford, CA: Stanford University Press.
Huberman, A. M., & Miles, M. B. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
Livingstone, S., & Helsper, E. J. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671–696.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Muhaimin. (2011). Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah, Madrasah, dan Perguruan Tinggi. Jakarta: RajaGrafindo Persada.
Nasr, S. H. (1989). Knowledge and the Sacred. Albany: State University of New York Press.
Nasr, S. H. (1993). The Need for a Sacred Science. Albany: State University of New York Press.
Nasr, S. H. (1994). A Young Muslim's Guide to the Modern World. Chicago: Kazi Publications.
Nasr, S. H. (1997). Religion and the Order of Nature. Oxford: Oxford University Press.
Nasr, S. H. (2006). Islamic Science: An Illustrated Study. London: World Wisdom.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues (7th ed.). Boston: Pearson.
Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass.
Piliang, Y. A. (2003). Hiperrealitas: Kebudayaan dan Identitas dalam Era Postmodernisme. Yogyakarta: Jalasutra.
Piliang, Y. A. (2003). Hipersemiotika: Tafsir Cultural Studies atas Matinya Makna. Bandung: Jalasutra.
Piliang, Y. A. (2010). Semiotika dan Hiperealitas. Yogyakarta: Ombak.
Piliang, Y. A. (2011). Hantu-hantu Politik: Banalitas Kekuasaan dalam Era Post-truth. Yogyakarta: AurorA Books.
Piliang, Y. A. (2018). Dunia yang Dilipat: Realitas Kebudayaan Menjelang Milenium Ketiga. Bandung: Mizan.
Piliang, Y. A. (2018). Post-Realitas: Realitas Kebudayaan dalam Era Post-Truth. Yogyakarta: Aurora.
Postman, N. (1985). Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Penguin Books.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Selwyn, N. (2012). Education in a Digital World: Global Perspectives on Technology and Education. New York: Routledge.
Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. New York: Basic Books.
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: ASCD.
Zamroni. (2013). Paradigma Pendidikan Masa Depan. Yogyakarta: Bigraf Publishing.
Zarkasyi, H. F. (2015). Western Philosophy and the Foundation of Modern Secularism. Islamiyyat: The International Journal of Islamic Studies, 37(2), 5–16.
Zuhdi, M. (2015). Islamic religious education in the curriculum of the Indonesian education system. Journal of Indonesian Islam, 9(2), 267–286.
