Problems of Islamic Education in the Reality of Muslim Society

Andi Jufri, Sabran Kamal, Andi Anderus

Abstract


This study investigates the complex structural, philosophical, and operational challenges confronting Islamic education within the contemporary reality of Muslim societies. Utilizing a qualitative research methodology based on literature review and content analysis, this paper systematically categorizes these core problems into three primary dimensions: the epistemological dichotomy between religious and secular knowledge, curricular stagnation lacking technological and critical-thinking integration, and institutional limitations regarding infrastructure, funding, and teacher professionalism. The findings indicate that these challenges stem from historical post-colonial legacies, socio-economic disparities, and rigid traditionalism in pedagogical practices. To overcome these crises, the paper argues for a strategic shift toward integrated education (integrasi-interkoneksi), pedagogical modernization, and policy reforms that harmonize Islamic ethical values with contemporary scientific demands, thereby repositioning Islamic education as an effective engine of societal transformation.

Keywords


Islamic Education; Epistemological Dichotomy; Educational Crisis; Curriculum Reform; Muslim Society

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DOI: https://doi.org/10.56114/edu.v5i3.13711

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