Dinamika Peradaban Pendidikan Islam pada Masa Orde Baru (1966-1998 M) - Adinda Mutiara Estu Amalannira; Zulfi Mubaraq; Ahmad Kholil; Wardatul Asfiya (UIN Raden Mas Said Surakarta, 2026)
Abstrak: Kajian tentang Dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M) sangat penting untuk dikaji lebih mendalam. Hal ini karena kajian tersebut tidak pernah berhenti untuk selalu diperdebatkan. Tujuan tulisan ini ingin memahami 3 hal: Pertama, paradigma Dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M). Kedua, faktor internal dan eksternal yang mempengaruhi dinamika tersebut. Ketiga, implikasi positif dan negatif dinamika tersebut terhadap pendidikan islam. Metode yang digunakan penelitian kepustakaan dengan pendekatan Tinjauan Artikel/Paper Review berlandaskan teori Harold Lasswell, adapun pengumpulan data dengan cara pengumpulan data pustaka, membaca dan mencatat serta mengolah bahan penelitian dan dianalisis dengan teknik review (membaca, memahami, dan menyimpulkan atau mengomentari) atas suatu karya tulis ilmiah/ artikel yang telah dipublikasi di suatu penerbit jurnal/publisher. Hasil yang ditemukan 3 hal: Pertama, paradigma dinamika peradaban pendidikan islam pada Masa Masa Orde Baru-Reformasi (1966-1998 M) ada 3 bentuk: (1) pendidikan islam kurang diperhatikan (2) mendapat dukungan dari pemerintah (3) pendidikan islam masih dibatasi. Kedua, secara internal yang mempengaruhi Dinamika Peradaban Pendidikan Islam ada 3 faktor : (1) kualitas sumber daya manusia (2) keterbatasan sarana prasarana (3) kebutuhan masyarakat. Adapun secara eksternal yang mempengaruhi dinamika peradaban pendidikan islam ada 3 faktor: (1) tekanan ideologis (2) adanya sistem dualistik (3) kebijakan pemerintah. Ketiga, implikasi positif dinamika tersebut terhadap pendidikan islam ada 3 hal: (1) modifikasi madrasah (2) penyetaraan sistem pendidikan islam (3) meningkatkan mutu pendidikan islam. Sedangkan, implikasi negatif dinamika tersebut terhadap pendidikan islam ada 3 hal: (1) mutu pendidikan lebih rendah (2) penyempitan fokus (3) keterlambatan adaptasi. Kata Kunci: Dinamika, Pendidikan Islam, Masa Orde Baru Abstract: A study of the dynamics of Islamic education during the New Order-Reformation period (1966-1998 AD) is very important to examine in greater depth. This is because this study has never ceased to be debated. The purpose of this paper is to understand three things: First, the paradigm of the dynamics of Islamic education during the New Order-Reformation period (1966-1998 AD). Second, the internal and external factors that influence these dynamics. Third, the positive and negative implications of these dynamics on Islamic education. The method used is library research with an article/paper review approach based on Harold Lasswell's theory. while data collection was carried out by collecting library data, reading and taking notes, as well as processing research materials and analyzing them using review techniques (reading, understanding, and concluding or commenting) on scientific papers/articles that have been published in a journal/publisher. Three findings were discovered: First, there were three forms of the paradigm of Islamic education civilization dynamics during the New Order-Reformation period (1966-1998 AD): (1) Islamic education was neglected, (2) it received support from the government, and (3) Islamic education was still restricted. Second, internally, there were three factors that influenced the dynamics of Islamic educational civilization: (1) the quality of human resources, (2) limited infrastructure, and (3) community needs. Externally, there were also three factors that influenced the dynamics of Islamic educational civilization: (1) ideological pressure, (2) the existence of a dualistic system, and (3) government policy. Third, there are three positive implications of these dynamics on Islamic education: (1) modification of madrasahs (2) equalization of the Islamic education system (3) improvement of the quality of Islamic education. Meanwhile, there are three negative implications of these dynamics on Islamic education: (1) lower quality of education (2) narrowing of focus (3) delayed adaptation. Keywords: Succession; Pura Mangkunegaran; Mangkunegara IX.