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All Journal Journal of Humanities, Social Sciences, and Education Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan
Muh Iqbal Muhidin
Universitas Muhammadiyah Parepare
Humanities Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Outcome Based Education (OBE) di Perguruan Tinggi Andi Fitriani Djollong; Zulbina Zulbina; Mardiati M; Karmila Karmila; Rosiana Syahbaniar; Rudi Hartono; Muh Iqbal Muhidin
Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/sportika.v2i1.740

Abstract

The development of the Islamic Religious Education (PAI) curriculum in higher education continues to evolve in response to globalization, technological advancement, and the demand for 21st-century competencies. One widely adopted approach in curriculum development is Outcome-Based Education (OBE), which emphasizes graduate learning outcomes as the primary orientation of education. This study aims to examine the development of an OBE-based PAI curriculum in higher education through a systematic literature review approach. The research method employed a literature study by collecting relevant scientific sources, including journals, books, articles, and educational policy documents related to the implementation of OBE in higher education. A total of 21 literature sources were analyzed to ensure the transparency, validity, and rigor of the review process. Data were analyzed using descriptive qualitative techniques through data reduction, classification, and interpretation stages. The findings indicate that the implementation of OBE in the PAI curriculum contributes to improving learning quality by emphasizing students’ spiritual, academic, social, and professional competencies. Furthermore, OBE promotes student-centered learning and strengthens outcome-based assessment practices. However, the implementation of the OBE-based PAI curriculum still encounters several challenges, such as limited lecturer understanding, insufficient training, and difficulties in developing authentic assessment instruments. Therefore, institutional policy strengthening, lecturer capacity building, and the development of a systematic evaluation framework are required to ensure the effective and sustainable implementation of OBE in Islamic Religious Education (PAI) curriculum in higher education institutions. This study is expected to provide theoretical contributions and practical implications for curriculum development in Islamic higher education institutions practice.
Implementasi Total Quality Management (TQM) Dalam Pendidikan Islam: Strategi Mewujudkan Lembaga Pendidikan Yang Berkualitas Dan Berdaya Saing Rosmiati Ramli; Nur Aisyah; Yenni Yenni; Muh Iqbal Muhidin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 4 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i4.816

Abstract

Total Quality Management (TQM) is a management approach oriented toward continuous improvement to achieve customer satisfaction through the involvement of all organizational components. In Islamic education, the implementation of TQM is an important strategy for improving the quality of educational services, strengthening institutional management effectiveness, and enhancing competitiveness in the era of globalization and educational transformation. This article aims to analyze and synthesize the implementation of TQM in Islamic education and its strategic development for building high-quality and competitive educational institutions. This study uses a library research method by reviewing various scientific sources, including journals, books, proceedings, and relevant documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that the implementation of TQM in Islamic education is carried out through five main strategies: (1) orientation toward educational customer satisfaction, (2) quality-oriented leadership, (3) continuous improvement, (4) involvement of all school members in quality management, and (5) strengthening a quality culture based on Islamic values. These strategies not only enhance educational service quality but also strengthen teacher professionalism, learning effectiveness, and the development of students’ Islamic character. Therefore, TQM serves as an effective managerial approach to develop Islamic educational institutions that are excellent, adaptive, and sustainable in responding to modern educational challenges.
Tantangan Pendidikan Islam di Sekolah pada Era Disrupsi: Telaah Kritis terhadap Kurikulum, Kompetensi Guru, dan Karakter Peserta Didik Yenni Yenni; Rudihartono Rudihartono; Nur Aisyah; Muh Iqbal Muhidin; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.899

Abstract

The era of disruption is characterized by rapid technological change, social transformation, unlimited flows of information, and changing student characteristics. These conditions present complex challenges for Islamic education in schools because learning can no longer focus solely on the transfer of religious knowledge. It must also develop students who are adaptive, critical, morally grounded, and committed to Islamic values. This study aims to critically analyze the challenges of Islamic education in schools in the era of disruption by focusing on three main aspects: curriculum, teacher competence, and student character. This study employed a literature review method using a qualitative-descriptive approach. Data were obtained from scholarly journal articles, academic books, educational policy documents, and relevant research findings, particularly those published within the last five years. Data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis of relevant sources. The findings reveal five main issues. First, the Islamic education curriculum faces challenges related to relevance and flexibility in responding to technological changes and the competency demands of the twenty-first century. Second, Islamic Religious Education teachers’ competencies need to extend beyond pedagogical and professional competencies to include digital competence, information literacy, and digital pedagogical skills. Third, technological transformation may shift the orientation of Islamic education if it is not accompanied by the strengthening of Islamic values and spirituality. Fourth, students’ character faces challenges related to a crisis of role models, instant culture, disinformation, and changing patterns of social interaction. Fifth, strengthening Islamic education requires synergy among an adaptive curriculum, competent teachers, exemplary conduct, school culture, families, and the ethical use of technology. Therefore, Islamic education in the era of disruption must move from an informative learning paradigm toward a transformative, humanistic, digitally responsive, and character-oriented educational paradigm.
Co-Authors Amaluddin Amaluddin Andi Fitriani Djollong Karmila Karmila Mardiati M Nur Aisyah Rosiana Syahbaniar Rosmiati Ramli Rudi Hartono Rudihartono Rudihartono Yenni Yenni Zulbina Zulbina