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All Journal Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Nur Hafizah
Institut Agama Islam Tafaqquh Fiddin Dumai, Indonesia
Religion Humanities Education Other

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Rekonstruksi Tamadun Melayu Abad ke-21: Model Pembangunan Berbasis Filsafat Ilmu dalam Ekosistem Teknologi Digital Nur Hafizah; Muhammad Rizal Akbar
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.793

Abstract

This article reconstructs 21st-century Malay civilization by formulating a development model rooted in the philosophy of science and designed to work within the digital technology ecosystem. The research uses a qualitative approach based on library research through conceptual-critical analysis, thematic synthesis, and ontology-epistemology-axiology relationship mapping to reorganize the assumptions, objectives, and mechanisms of civilization development in the digital space. The results of the research produced a four-pillar model: (1) a monotheistic view of nature and ethics of civility as value orientation; (2) knowledge management to maintain the validity, context, and authenticity of tradition while opening up innovation; (3) a digital-cultural ecosystem that includes data-based curation, archiving, and dissemination; and (4) fair, inclusive, and sustainable digital transformation policies. The main findings show that digitization without an axiological foundation risks promoting cultural commodification and fragmentation of authority, while the philosophy of science provides criteria for validity, wisdom, and public accountability for the production of civilizational knowledge. This model is operationalized through a cycle of diagnosis–design–coherence testing–evaluation with indicators: narrative quality, community participation, halal creative economic impact, and social resilience. Recommendations emphasize strengthening digital-ethical literacy, developing an open repository of Malay heritage, culturally sensitive AI governance guidelines, and multi-actor collaboration to ensure that technology becomes a lever for dignity, not just a machine for popularity
Kurikulum Outcome-Based Education (OBE) dan Implementasinya dalam Pendidikan Agama Islam Nur Hafizah; Zaitun Zaitun; Windayani Windayani
Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2026): Al-Amin: Jurnal Ilmu Pendidikan dan Sosial Humaniora
Publisher : LPPM Sekolah Tinggi Agama Islam (STAI) Al- Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/alamin.v3i2.803

Abstract

The application of Outcome-Based Education (OBE) in higher education is a requirement of academic quality assurance policy, including in Islamic Religious Education (IRE). However, the implementation of OBE in IRE still faces conceptual problems because the character of IRE as value and spirituality education is not fully in line with the measurable learning outcome approach. This study aims to analyze the concept of OBE curriculum and its implementation in Islamic Religious Education, as well as to formulate an OBE implementation model that is in line with the normative objectives of PAI. This study uses a qualitative approach with a library research method through thematic and conceptual analysis of OBE literature, Islamic Religious Education curriculum, and Islamic education epistemology. The results of the study indicate that the implementation of OBE in Islamic Religious Education tends to be formalistic and administrative, with a dominant emphasis on cognitive learning outcomes, while the affective, spiritual, and moral dimensions have not been optimally integrated. The research findings also confirm that PAI learning outcomes are multidimensional and long-term oriented, covering the formation of faith, morals, spiritual awareness, and social piety, so they cannot be fully reduced to quantitative indicators. Based on a synthesis of these findings, this study offers a value-based OBE-PAI implementation model that integrates the formulation of Islamic learning outcomes, reflective-transformative learning processes, and holistic formative assessment. This study recommends that the implementation of OBE in Islamic Religious Education be positioned as a pedagogical instrument that strengthens the meaningfulness of education and character building
Co-Authors Muhammad Rizal Akbar Windayani Windayani Zaitun Zaitun