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Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Published by IAI Al-Urwatul Wutsqo Jombang
ISSN : 22526099     EISSN : 27212483     DOI : https://doi.org/10.54437/juw
Core Subject : Religion, Education,
Religion Education
Focus: Urwatul Wutsqo focuses to provide readers with best understanding of Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics. Scope: Urwatul Wutsqo specializes in Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics.
Arjuna Subject : Umum - Umum
Articles 322 Documents
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Transformative-Transcendent Education Model: An Idea in Answering the Challenges of the Strawberry Generation Najihatul Fadhliyah; Faizah Munjata Salma
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3799

Abstract

The Strawberry Generation phenomenon describes a number of vulnerability characteristics in a segment of the youth population, such as giving up easily, lacking resilience under pressure, and tending to orient toward short-term pleasure. This condition highlights the critical need for education that not only develops intellectual potential but also builds moral and spiritual resilience. The purpose of this study is to promote the concept of transformative-transcendent education and its urgency in addressing the challenges posed by the strawberry generation. This study employs a library research method using content analysis of literature concerning Kuntowijoyo's prophetic values and the Quranic paradigm in Surah Al-Jumu'ah [62]: 2, as well as Søren Kierkegaard’s existentialism. The results of the synthesis demonstrate that the Quranic paradigm provides an epistemological orientation, prophetic values supply the principles of humanization, liberation, and transcendence, while Kierkegaard provides the direction for transformation from the aesthetic stage toward the ethical and religious stages. This synthesis yields a Transformative-Transcendent Education model that integrates Quranic recitation, self-purification, the teaching of knowledge and wisdom, as well as the values of humanization, liberation, and transcendence to foster individuals who grow intellectually, morally, and spiritually. In practice, this research can be implemented in the learning processes of formal, non-formal, and informal educational institutions
Reconstructing Islamic Education Curriculum Relevance: A Synthesis of K13, Merdeka Curriculum, and Love-Based Curriculum Faisal Amir Toedien; Zamsiswaya Zamsiswaya
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3801

Abstract

Curriculum transformation in Islamic education requires a broader understanding of relevance beyond policy change and curriculum replacement. This study aims to reconstruct the relevance of the Islamic education curriculum by examining the transformation of the 2013 Curriculum (K13), the Merdeka Curriculum, the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), and emerging technological and artificial intelligence challenges. The study employed a Systematic Literature Review (SLR) with thematic analysis of 34 scholarly and policy sources. Data were analyzed through identification, categorization, cross-source comparison, and synthesis to trace recurring patterns across curricular orientations. The findings reveal four interconnected dimensions of curriculum relevance. Competence, strongly reflected in K13, emphasizes knowledge, skills, attitudes, and character. Context, strengthened through the Merdeka Curriculum, highlights flexibility and responsiveness to learners and educational environments. Humanity, foregrounded in KBC, emphasizes love, empathy, dignity, diversity, and social harmony. Future readiness, emerging from technological and AI developments, requires adaptability, technological literacy, critical judgment, and ethical responsibility. These dimensions are cumulative and interdependent rather than separate or hierarchical. The study contributes an integrated conceptual framework that reconstructs curriculum relevance as the interaction of competence, context, humanity, and future readiness. This framework provides a conceptual basis for developing Islamic education curricula that remain contextually responsive, humanizing, technologically adaptive, and grounded in Islamic ethical and spiritual values.

Page 33 of 33 | Total Record : 322

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