URBAN SOCIETY'S PERCEPTION OF ISLAMIC RELIGIOUS EDUCATION AND ITS IMPLICATIONS FOR CURRICULUM DEVELOPMENT IN THE ERA OF SOCIETY 5.0

S. S. Md Sawari, Ahmad Muflihin, Warsiyah Warsiyah, M. Madrah
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引用次数: 5

Abstract

Based on the Digital Civility Index (DCI), Indonesian internet users have the lowest Digital Civilization Index in Southeast Asia. This phenomenon is evident from the rise of fake news or hoaxes, hate speech, cyberbullying, discrimination, and even fraud. Modernization has also made people's lifestyles more consumptive. Indonesia is also a religious country with the largest Muslim population in the world. Indonesia is ready to face the coming era of what is known as the era of society 5.0. This article analyzes the public perception of urban society in Semarang city of the importance of religious education in their lives and how it is used as an aspect of curriculum development in the era of society 5.0. This research is qualitative research using a method of phenomenology. Data was collected from interviews, observations, and documentation. The results of this study indicate that contextualization of the Islamic religious education curriculum is needed to suit the needs of society in the era of society 5.0. Islamic religious education teaches students the physical dimension (shari'a) and the spiritual dimension (essential) so that Islamic religious education can foster spirituality for urban Muslim communities as a basis for values in everyday behaviour. Islamic religious education must instil the importance of monotheism and ethics in utilizing technology. The era of society 5.0 makes humans the centre (anthropocentric), while Islamic religious education instils the value that God is the centre (theocentric).  
社会5.0时代城市社会对伊斯兰宗教教育的看法及其对课程发展的影响
根据数字文明指数(DCI),印尼互联网用户的数字文明指数在东南亚最低。这一现象从假新闻或骗局、仇恨言论、网络欺凌、歧视甚至欺诈的兴起中显而易见。现代化也使人们的生活方式更具消费性。印度尼西亚也是一个宗教国家,拥有世界上最多的穆斯林人口。印尼已经准备好迎接即将到来的社会5.0时代。本文分析了三宝垄市公众对宗教教育在他们生活中的重要性的看法,以及如何将其作为社会5.0时代课程发展的一个方面。本研究采用现象学方法进行定性研究。数据收集自访谈、观察和文件。本研究结果显示,在社会5.0时代,伊斯兰宗教教育课程需要情境化,以适应社会的需要。伊斯兰宗教教育教导学生身体层面(伊斯兰教法)和精神层面(基本),因此伊斯兰宗教教育可以培养城市穆斯林社区的灵性,作为日常行为价值观的基础。伊斯兰教的宗教教育必须灌输一神论和伦理在利用技术方面的重要性。社会5.0时代以人类为中心(anthropocentric),而伊斯兰教的宗教教育则灌输了真主为中心(theocentric)的价值观。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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