DARUL FATTAH GLOBAL ACADEMIC PROCEEDINGS (DF-GAP) Prosiding Seminar Nasional dan Internasional

This study aims to reconstruct the epistemology of the Islamic Religious Education curriculum through a philosophical synthesis between al-Muwāfaqāt by al-Shāṭibī and Iḥyā’ ‘Ulūm al-Dīn by al-Ghazālī with a Constructive Alignment approach to produce a coherent, transformative, and global competency-oriented curriculum framework based on Islamic values. The research method used is qualitative-descriptive with data collection techniques based on literature studies through document analysis, content analysis, and comparative document studies of national curriculum documents, Islamic Religious Education textbooks, and relevant classical turāth works. The results of the study have shown an epistemological discontinuity between learning outcomes, learning activities, and assessment instruments that have not fully reflected the integration of maqāṣid values ​​and the tazkiyat al-nafs process in educational practices.

Learning should provide students with opportunities to actively construct knowledge through their own cognitive processes. To achieve meaningful understanding and application, students should be encouraged to engage in problem solving, make independent discoveries, and develop their own ideas. This study aimed to develop a pesantren-based ethnopedagogical learning model that is valid, practical, and effective in improving university students’ critical thinking skills and learning independence. The study employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the define, design, develop, and disseminate stages. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the developed model achieved very high validity, including content validity (3.86), construct validity (3.87), Semester Learning Plan validity (3.86), teaching material validity (3.83), Student Worksheet validity (3.91), and critical thinking assessment validity (3.83). These findings demonstrate that the pesantren-based ethnopedagogical learning model is highly feasible for implementation and has strong potential to foster students’ critical thinking skills and learning independence within Islamic higher education contexts

This study aims to find a pattern for in-depth learning administration management for Islamic Religious Education teachers in the 21st century, especially in the administrative aspects of learning planning. This research is based on literature studies, using documentation techniques to find the necessary data from various digital and printed reference sources. Data analysis was conducted in two stages: first, analysis during data collection, and second, analysis after data collection was obtained, primarily to build a conceptual model for managing learning planning administration for Islamic Religious Education teachers. The results of the study found that the in-depth learning administration planning model can be based on the systematics contained in the in-depth learning guidelines from the Ministry of Primary and Secondary Education of the Republic of Indonesia, and analyzed through Ralph Tyler's curriculum development theory, which includes: First, determining learning objectives. Second, determining the learning experiences that students will gain. Third, organizing materials and learning experiences. The design of learning experiences and materials is then incorporated into the planning by teachers as an integral part of the learning steps. Fourth, determine learning evaluation techniques and instruments. This is developed by the teacher, not solely to measure cognitive achievement, but also psychomotor and affective aspects. This in-depth learning administration model can support the creation of meaningful Islamic Religious Education learning, fostering student awareness, and engaging learning

The development of digital technology, artificial intelligence, and post-humanism culture has brought major changes to the modern educational paradigm, including in Islamic education. Post-humanism poses new challenges in the form of shifting human values, weakening spirituality, moral crises, and changes in the relationship between humans and technology in the learning process. This article aims to analyze the challenges of Islamic education in the post-humanism era as well as formulate educational transformation strategies that are relevant to the needs of the 21st century. This study uses a literature review method with a descriptive-qualitative approach through the analysis of various scientific literature, academic articles, and relevant sources related to Islamic education, educational transformation, and post-humanism. The results of the study show that Islamic education needs to transform adaptively without losing the fundamental values of Islam, such as strengthening manners, spirituality, digital literacy, ethics in the use of technology, and the development of humanist learning based on Islamic values. In addition, educators are required to be able to integrate technology critically and wisely in the educational process in order to maintain a balance between the development of science and the formation of students' character. Thus, Islamic education in the post-humanism era not only functions as a means of knowledge transfer, but also as a medium to strengthen identity, morality, and humanity in the midst of global technological disruption.