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Umam, Asep Samsul
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Education Social Sciences

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REVOLUSI INDUSTRI 4.0 DAN MASA DEPAN PENDIDIKAN ISLAM TRADISIONAL Umam, Asep Samsul; Shohibuddin, Muhammad Rofi; Selamet
As-Sulthan Journal of Education Vol. 2 No. 1 (2025): Agustus
Publisher : As-Sulthan Journal of Education

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The Fourth Industrial Revolution has brought profound transformations to nearly all aspects of human life, including social, cultural, and educational spheres. The rapid advancement of digital technology, artificial intelligence, big data, and information automation demands educational systems to adapt swiftly, creatively, and innovatively. Within this context, traditional Islamic education, such as pesantren, faces significant challenges in maintaining its relevance and sustainability. This is largely due to its reliance on classical learning models, such as the study of kitab kuning (classical Islamic texts), the use of traditional methods like sorogan and bandongan, and oral knowledge transmission that involves minimal integration of modern technology. Without strategic responses to these shifts, traditional Islamic education risks being marginalized amid the fast-paced global development. Nevertheless, the Fourth Industrial Revolution should not be viewed solely as a threat, but rather as an opportunity to foster value-based innovation in Islamic education. By integrating more adaptive curricula, utilizing digital technology, and adopting innovative teaching methods while preserving Islamic identity, pesantren and other traditional Islamic institutions can remain relevant, resilient, and even competitive in the global arena. Therefore, the Fourth Industrial Revolution should be regarded not as the end, but as a critical momentum for the revitalization and renewal of traditional Islamic education.
PENGEMBANGAN KURIKULUM PAI DI RA AL-FADLILIYAH DARUSSALAM CIAMIS Umam, Asep Samsul; Oktaviani, Melly; Tantowie, Tanto Aljauharie
As-Sulthan Journal of Education Vol. 3 No. 2 (2026): Maret
Publisher : As-Sulthan Journal of Education

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This study aims to evaluate the implementation of the Islamic Religious Education (IRE) curriculum at RA Al-Fadliliyah Darussalam through field observations and comprehensive analysis of the curriculum's design, approach, objectives, materials, learning process, and evaluation. The results show that the implementation of the IRE curriculum at this RA has been carried out comprehensively and integratively, in accordance with the principles of early childhood education. The adopted curriculum design combines the Merdeka Curriculum, the CINTA-Based Curriculum, and pesantren characteristics, which focus not only on knowledge but also on the formation of morals and Islamic values.  The approach used is thematic-integrative and play-based learning, where religious values are internalized through daily routines, motor activities, games, stories, and projects. Flagship programs such as IQRA, prayer memorization, pesantren-based schools, and the adiwiyata curriculum demonstrate the institution's commitment to building religious character, love for the environment, and love for Indonesia. Overall, RA Al-Fadliliyah Darussalam has effectively implemented the PAI curriculum with consistent habits and a religious learning environment. Continuous evaluation also contributes positively to improving the learning design, so that this curriculum has had a positive impact on the religious and personal development of students.
Co-Authors Oktaviani, Melly Selamet Shohibuddin, Muhammad Rofi Tantowie, Tanto Aljauharie