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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al- SAMBASY: Jurnal Kajian Pendidikan
Nida Wahyu Sa’bani
Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto
Education

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REFORMASI KURIKULUM PENDIDIKAN ISLAM DI PERGURUAN TINGGI ISLAM INDONESIA PADA ABAD KE-20 Nida Wahyu Sa’bani; Qurrotu Aini; Rizka Prihatiningsih
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971444

Abstract

Islamic education in Indonesia has undergone a long journey in reforming its curriculum to remain relevant to the demands of the modern era. This study aims to examine the curriculum reform of Islamic higher education in Indonesia during the 20th century, encompassing its background, forms and processes of change, and its overall impact on Islamic education. A qualitative approach was employed using library research method through analysis of relevant written sources. The findings reveal that curriculum reform was driven by both internal and external factors, including dissatisfaction with the traditional and dichotomous education system, the influence of reformist Islamic thought from the Middle East, and pressures of modernization and globalization. The reform process unfolded gradually, characterized by a structural shift from a monodisciplinary curriculum toward integrated models of knowledge, culminating in the transformation of IAIN into State Islamic Universities (UIN). Various integration models were developed, including the Integration-Interconnection concept by Amin Abdullah, Wahdatul Ulum by UIN North Sumatra, and Unity of Sciences by UIN Walisongo. Pedagogical renewal accompanied the curricular changes, marked by a shift from teacher-centered to student-centered learning approaches. Key figures such as Harun Nasution and Azyumardi Azra, supported by national and international institutions, played decisive roles in driving these reforms. Curriculum reform has demonstrably improved graduate quality and broadened the orientation of Islamic education, although implementation challenges such as infrastructure disparities and resistance to change continue to require sustained attention.
DESAIN PEMBELAJARAN BERBASIS ICT UNTUK PENGEMBANGAN DESAIN PEMBELAJARAN BERBASIS METAKOGNISI (METACOGNITIVE LEARNING DESIGN) Idzar Laela Istiqomah; Asyhar Lailatul Rahma; Nida Wahyu Sa’bani; Riris Eka Setiani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.448

Abstract

The development of Information and Communication Technology (ICT) has brought significant transformation to the learning paradigm in modern education, particularly in supporting the creation of 21st-century learning that emphasizes critical, creative, collaborative, and independent thinking skills. The integration of ICT in the learning process is no longer seen merely as a medium for conveying information, but also as a strategic tool in building an interactive, flexible, and student-oriented learning environment (student-centered learning). One learning approach that is relevant to these demands is metacognition-based learning, namely the ability of students to be aware of, understand, control, and evaluate the thinking processes and learning strategies used during learning activities. This study aims to examine the implementation of ICT-based learning design in the development of metacognition-based learning. The study uses a qualitative approach with a type of library research through analysis of various scientific sources, such as academic journals, books, research articles, and relevant literature related to ICT, learning design, and metacognition. The results of the study indicate that ICT integration can support the development of students' metacognitive abilities through the stages of planning, monitoring, and evaluation in a more systematic and independent manner. The use of Learning Management Systems (LMS), e-learning, e-LKPD (learning materials), interactive multimedia, instructional videos, and digital learning applications has been proven to increase learning motivation, higher order thinking skills (HOTS), self-regulated learning, and students' reflective abilities. Furthermore, ICT-based learning designs and metacognition also encourage collaborative, constructivist, and problem-solving-oriented learning processes. Therefore, developing ICT based learning designs integrated with metacognitive approaches is a relevant and strategic learning innovation for improving the quality of learning processes and outcomes in the digital era.
Co-Authors Asyhar Lailatul Rahma Idzar Laela Istiqomah Qurrotu Aini Riris Eka Setiani Rizka Prihatiningsih