Emerging Trends in Technology for Education in an Uncertain World

Proceedings of the 6th International Conference on Education in Muslim Society, (ICEMS 2020), Jakarta, Indonesia, 18-19 November 2020

Dwi Nanto, Maila D.H. Rahiem, Tita Khalis Maryati, Dwi Nanto, Maila D.H. Rahiem, Tita Khalis Maryati

• Publisher: Routledge
• Year: 2021
• ISBN:
  9781000510454
• Edition: 1
• Topic: Business
• Subtopic: Government & Business
• Index: Business

Presently, people are facing a condition called VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) where this condition is described as a turbulent, uncertain, complicated, unclear condition. The world of work and industry is changing quickly, driven by the development of technology, information and communication. Advances in computer technology, artificial, intelligence, robotics which is also called as the industrial revolution 4.0 eras, are of significant influence on environment and people. A time where humans must learn quickly, and an era where the future is unpredictable, where choices for various conditions are increasing and mindsets are changing.
The big challenge for educational institutions, especially Islamic educational institutions today, is how to prepare young peopleon various aspects of cognitive, mental, and spiritual preparedness to face the changing environment. Development in the real world is far more complex than what is learned in the classroom, so it is necessary to educate and transform curriculum that is directed in accordance with the demands of present times.
The 6th International Conference on emerging trends in technology for education in facing VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) is designed not only to share research, but also to offer recommendations to governments, educational institutions and other stakeholders to improve the quality of education through technology-based educational programs. The conference was held by Faculty of Education UIN Syarif Hidayatullah Jakarta. Scholars, researchers, policy makers, teachers, and students from various countries participated and worked together to discuss how to improve the quality of education in the Muslim community. Guided by UIN Jakarta, the 6th ICEMS of 2020 provided opportunities for various educational stakeholders especially in Muslim Communities around the world to share their creative and innovative works, opinions, and experiences in open academic forums.

Technology in math and science education

Islamization of science and its contribution to students' Islamic character building at Islamic universities in Indonesia and Malaysia

Nurbaiti & H.M. Suparta

Sekolah Pasca Sarjana, Universitas Islam Negeri Syarif Hidayatullah Jakarta

T.A. Syukur

Faculty of Education, Universitas Ibnu Khaldun

D. Nahartini

English Education Department, Faculty of Education, Universitas Islam Negeri Syarif Hidayatullah Jakarta

DOI: 10.1201/9781003219248-7

ABSTRACT: This study examined the contribution of the Islamization learning model of science to the student's Islamic character building in Islamic universities in Indonesia and Malaysia. This study employs a quantitative approach. Data were collected by using a survey questionnaire and analyzed by using the SPSS program. A total of a hundred students from 4 faculties in one university in Jakarta, Indonesia, and one university in Gombak, Malaysia have supported this study by answering the distributed questionnaire. The results showed that although there is a positive contribution of the Islamization learning model of Science to the student's Islamic characters building at Islamic universities in Indonesia and Malaysia for 10.40%, this number indicates that the contribution is quite low. Meanwhile, other variables which are 89.6% should call other researchers to do further research in identifying other possible variables that might give more significant influence.

Keywords: Islamization learning model of Science, students, Islamic Character Building, Islamic Higher Education, Indonesia, Malaysia

1 Introduction

Educational institutions have an important role in students’ Islamic character building. Thus, educational institutions have an obligation to develop student's Islamic character building, although, in fact, a number of students have characters that are contrary to Islamic teachings. Ningrum (2015) stated that there has been a decline in morale among adolescents.

Incorporating religious values into the general science learning process has been mentioned as one of the solutions toward morale declining among adolescents. Incorporating Islamic religious values in general science learning is known as the Islamization learning model of science. The student's Islamic character building can be developed through the Islamization learning model of science in Islamic universities with the aim of producing Islamic scholars that have broad scientific insight and good Islamic character.

So far, there is an assumption that there is a separation between general science and religious knowledge. Science and religion were accepted as two irreconcilable entities. Both have their respective areas, separate from each other, both in terms of formal material objects, research methods, criteria for truth and the role played by scientists. This difference is known as the Dichotomy of Science.

The dichotomy of science is the assumption of separating science and religion. The science dichotomy is identified as the emergence of problems in Islamic education and it is contrary to the true nature of science. Another expression that supports the science dichotomy is the assumption that religion and general science have different ways in terms of approach and experience.

However, Kuntowijoyo (2004) stated, science and religion not only need to be combined but even need to be unified. Kuntowijoyo's statement is also in accordance with Mehdi Gulšanī's (2004) theory which unites general science and religion. Furthermore, Hanifah (2018) also said that the Islamization of science has been implemented in several Islamic universities, even though they are still looking for the most appropriate form of learning for each educational institution.

The theory of the Islamization of science contradicts the theory of secularism pioneered by George Jacob Holyoake (13 April 1817–22 January 1906). This theory, according to Kasmuri (2014), there is a difference between world affairs and the hereafter. Thus, general science and religious knowledge ...