Technology Integration in Islamic Education Curriculum Model: A Hermeneutic Study of Mahmud Yunus' Thought

Putri Regina Meiliya Sari, M Yunus Abu Bakar

Abstract


This study aims to explore the application of Mahmud Yunus' educational concepts in the context of modern Islamic education with a focus on technological integration. Mahmud Yunus emphasized the importance of integration between religious and general sciences as well as active and participatory teaching methods. In this study, Yunus' integrated curriculum approach is explored for application alongside modern technologies such as e-learning and learning apps. The research method uses qualitative analysis of existing educational literature and practices. The results show that technology can enrich the learning experience with dynamic and interactive methods, supporting curriculum integration that balances moral and academic values. However, significant challenges include dependence on technology and privatization of education that can threaten character and social values important in Islamic education. This research suggests the need for strict regulation of technology use, training for educators, and the development of Islamic value-based curriculum guidelines to ensure that technology supports, rather than replaces, the principles of Islamic education. In conclusion, technology should be carefully integrated to improve the quality of education without compromising the essence of Islamic education.

Keywords


Technology Integration; Islamic Education Curriculum; Mahmud Yunus' Thought

Full Text:

PDF

References


Abdulloh, Muhammad. (2020). “Pembaharuan Pemikiran Mahmud Yunus Tentang Pendidikan Islam Dan Relevansinya Dengan Pendidikan Modern.” Al Murabbi 5(2):22–33. doi: 10.35891/amb.v5i2.2109.

Ainissyifa, Hilda, and Abdul Kosim Nurseha. (2022). “Contextualizing Mahmud Yunus’ Islamic Education Concept in Madrasah Aliyah.” Jurnal Pendidikan Islam 8(1):87–100. doi: 10.15575/jpi.v8i1.19117.

Asror, Moh, M. Yunus Abu Bakar, and Ah Zakki Fuad. (2023). “Modernisme Pendidikan Islam Dalam Pemikiran Mahmud Yunus : Analisis Dan Relevansinya Dalam Peningkatan Mutu Pendidikan Islam Indonesia Era Society 5 . 0.” 8(1). doi: 10.25299/al-thariqah.2023.vol8(1).11693.

Badriah. (2022). The relevance of Mahmud Yunus's thought to Islamic education in the era of digital transformation. Ruhama: Islamic Education Journal, 5(2), 183–198.

Bakar, M. Yunus Abu. (2012). “Pengaruh Paham Liberalisme Dan Neoliberalisme Terhadap Pendidikan Islam Di Indonesia.” Tsaqafah 8(1):135. doi: 10.21111/tsaqafah.v8i1.22.

Dwi Iryanta Prihartana. (2022). “Peran Teknologi Dalam Pendidikan Islam.” Pendidikan Islam 6(1):38–53.

Farhan Syahendra, Okta. (2024). “Tantangan Dan Inovasi Pendidikan Islam Di Era Digital: Membangun Generasi Berkarakter Di Era Modern.” Jurnal Bintang Pendidikan DanBahasa 2(3):74–89.

Ferdian, Ferdian, and Weni Afriani. (2024). “Mahmud Yunus Dan Pemikirannya Dalam Ranah Pendidikan Islam.” Tarbawy : Jurnal Pendidikan Islam 11(1):11–21. doi: 10.32923/tarbawy.v11i1.3928.

Harahap, M. R., & Nasution, U. F. (2023). Konsep pendidikan Islam menurut Muhammad Yunus. Jurnal Pendidikan dan Konseling, 5(2), 92–100.

Hasanah, Uswatun, and Muhammad Sukri. (2023). “Implementasi Literasi Digital Dalam Pendidikan Islam : Tantangan Dan Solusi.” Equilibrium: Jurnal Pendidikan 11(2):177–88. doi: 10.26618/equilibrium.v11i2.10426.

Iskandar, E. (2017). Mengenal sosok Mahmud Yunus dan pemikirannya tentang pendidikan Islam. Potensia: Jurnal Kependidikan Islam, 3(1), 29–60.

Islam, S., & Jahan, N. (2018). Digitalization and Education System: ASurvey. International Journal of Computer Science and Information Security (IJCSIS), 16(1), 70–73.

Manan, Abdul. (2023). “Pendidikan Islam Dan Perkembangan Teknologi : Menggagas Harmoni Dalam Era Digital.” Jurnal Pendidikan Dan Kebudayaan 5(1):56–73.

Masyhudi, F. (2014). Pemikiran Mahmud Yunus tentang konsep pendidikan Islam. Jurnal Tarbiyah, 21(1), 96–118. ISSN: 0854-2627.

Miswar. (2024). Pemikiran pendidikan Islam Mahmud Yunus: Analisis kritis metode pengajaran. Jurnal Penelitian Pendidikan Indonesia, 1(2), 186–198.

Novita, Almi, M. Yunus, and Abu Bakar. (2021). “Konsep Pendidikan Esensialisme Dalam Pembentukan Karakter Siswa Pada Mata Pelajaran Pendidikan Agama Islam.” Dirasat:Jurnal Manajemen Dan Pendidikan Islam 7(1):12–22.

Nurza, Ashfira, Munawar Rahmat, and Fahrudin Fahrudin. (2019). “Konsep Pendidikan Islam Perspektif Mahmud Yunus Dan Implikasinya Terhadap Pembelajaran Pai Di Sekolah.” TARBAWY : Indonesian Journal of Islamic Education 5(2):174. doi: 10.17509/t.v5i2.16753.

Pokhrel, Sakinah. (2024). “Kemajuan Sains Dan Teknologidalam Pendidikan Islam.” Αγαη 15(1):37–48.

Rosidin, D. N. (2022). The Historical Relevance of Islamic Education Development inthe Disruption Era. International Journal of Social Science And HumanResearch, 05(05), 1963–1969. https://doi.org/10.47191/ijsshr/v5-i5-44

Terekhova, A. V. V. G. (2021). Digitalization of Education: Models and Methods. International Journal of Technology, 12(7), 291–319. https://doi.org/https://doi.org/10.14716/ijtech.v12i7.5343

Ummah, Masfi Sya’fiatul. (2019). “Konstruksi Kurikulum Islam Dalam Persppektif.” Sustainability (Switzerland) 11(1):1–14.




DOI: https://doi.org/10.30596/arrasyid.v4i2.22048

Refbacks

  • There are currently no refbacks.


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.