Modernization and National Identity: Quantitative Insights into the Role of Islamic Education in Malaysia

Rachanda Ambya; Mohamad Erihadiana; Tedi Priatna; Tatang Muh Nasir

doi:10.35445/alishlah.v17i1.6611

Modernization and National Identity: Quantitative Insights into the Role of Islamic Education in Malaysia

Rachanda Ambya, Mohamad Erihadiana, Tedi Priatna, Tatang Muh Nasir

Abstract

Islamic education plays a crucial role in shaping national identity and fostering social cohesion in Malaysia. This study examines its significance in the digital era, focusing on curriculum integration and contemporary challenges. A quantitative approach was employed, with data collected from 145 respondents through surveys. Participants, selected using cluster sampling, included students, parents involved in educational policy, educators, and policymakers. Data were analyzed using one-sample t-tests and descriptive statistics. Findings indicate that Islamic education significantly contributes to moral value preservation, tolerance, and inclusivity, with mean scores exceeding 4.5. However, challenges persist in curriculum adaptation to technological advancements, teacher qualification improvements, and aligning content with societal expectations. Three key dimensions emerged: the role of Islamic education in shaping identity and cohesion, its integration with digital curricula, and public expectations regarding contemporary issues. While Islamic education supports national identity and inclusivity, addressing curriculum modernization and teacher training is essential. The findings align with Durkheim's social cohesion theory and Smith’s national identity theory, highlighting the need to balance traditional values with modern pedagogy. To enhance its impact, policymakers should revise curricula to include global issues such as sustainability and technological ethics while preserving traditional values. Strengthening teacher training and resource allocation is also crucial. Future research should incorporate mixed methods and longitudinal studies to enhance generalizability and address evolving educational challenges in a globalized context.

Keywords

Contemporary Issues; Curriculum Integration; Islamic Education; National Identity; Social Cohesion

References

Afifi, A. A., & Yufriadi, F. (2024). The Coexistence Of Kaum Mudo And Kaum Tuo : The Transformation Of Islamic Education In Minangkabau. 6(1).

Al-Razi, M. F., Madjid, A., & Khalil, A. H. M. I. (2024). Reconstructing the Islamic Education Paradigm in Indonesia. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 22(2), 294–310. https://doi.org/10.32729/edukasi.v22i2.1918

Alhamdi, A. S., Rofiq, M. A., Pamungkas, M. D., & Alhakim, D. A. (2024). Gudang Jurnal Multidisiplin Ilmu Perkembangan Pendidikan Islam Di Asia Tenggara. II(I), 99–104.

Ali Tutupoho, & Mohamad Ratmasa Serang, Ummi Duwilac, A. M. (2024). Pemanfaatan Digitalisasi Sebagai Alat Pemberdayaan Ekonomi Bagi Komunitas Rural Desa Passo, Kecamatan Baguala, Kota Ambon. 5(2), 494–500.

Bahroni, I. (2016). The Principle of Integrated Islamic Education. At-Ta’dib, 9(1), 1–22. https://doi.org/10.21111/at-tadib.v9i1.308

Bhaskara, P. E. I., & Prodi. (2024). Analisis Materi Sejarah Berbasis Kearifan Lokal. 5(2), 151–156.

Creswell, J. W. (2015). Penelitian Kualitatif & Desain Riset. Yogyakarta: Pustaka Pelajar.

Dacholfany, M. I. (2015). REFORMASI PENDIDIKAN ISLAM DALAM MENGHADAPI ERA GLOBALISASI: Sebuah Tantangan dan Harapan. 20(01), 173–193.

Hidayat, R., Nisa, K., Zaini, M., Safitri, D., & Astini, B. I. (2024). Realita Pendidikan Islam Di Indonesia Pasca Kemerdekaan: Perkembangan, Tantangan, Dan Prospek Masa Depan. QuranicEdu: Journal of Islamic Education, 4(2), 188–204.

Indarwati, Suyitno, M., Sari, F., Nugroho, R. S. N., Soehardi, D. V. L., Rahayu, I., & Arribathi, A. H. (2023). Isu-Isu Kontemporer Pendidikan Islam.

Jayanthi, R., & Dinaseviani, A. (2022). Kesenjangan Digital dan Solusi yang Diterapkan di Indonesia Selama Pandemi COVID-19. JURNAL IPTEKKOM Jurnal Ilmu Pengetahuan & Teknologi Informasi, 24(2), 187–200. https://doi.org/10.17933/iptekkom.24.2.2022.187-200

Lubis, M. A., & Sanjaya, B. (2022). the Existence of Integrated Islamic Education in Malaysia. INNOVATIO: Journal for Religious Innovation Studies, 22(1), 20–34. https://doi.org/10.30631/innovatio.v22i1.148

Munastiwi, E., & Marfuah, M. (2019). Islamic Education in Indonesia and Malaysia: Comparison of Islamic Education Learning Management Implementation. Jurnal Pendidikan Islam, 8(1), 1–26. https://doi.org/10.14421/jpi.2019.81.1-26

Munawar, Z., & Ishom, M. (2023). The Emergence of Student-Writers in Surakarta : Combating Religious Radicalism Among Youth in the Digital Age Badan Nasional Penanggulangan Terorisme ( BNPT ) has conducted a thorough analysis and identified that Soloraya is one of the regions serving as. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 11(1), 45–70.

Noorkhalis, M., Aslamiah, A., & Suriansyah, A. (2023). Implementation of Integrated Quality Management in Elementary Schools. International Journal of Social Science And Human Research, 06(01), 95–112. https://doi.org/10.47191/ijsshr/v6-i1-32

Nurmanita, T. S., Wiradharma, G., Prasetyo, M. A., Anam, K., & Rohmah, W. M. (2024). PENDIDIKAN MULTIKULTURAL DALAM MENGUATKAN IDENTITAS NASIONAL SISWA DI LUAR NEGERI : PERSPEKTIF GURU DAN SISWA DI. Paedagoria : Jurnal Kajian, Penelitian Dan Pengembangan Kependidikan, 15(4), 329–339.

Prasetya, R. A., Miftah, M., Sulistyaningrum, P. A., Wulandari, E., & Harfah, S. A. (2023). Multicultural Harmony in Islamic Education: Uncovering The Essence of Implementation in Education. Jurnal Kajian Islam Kontemporer, 14(2), 193–209. Retrieved from https://journal.unismuh.ac.id/index.php/pilar/index

Pratama, P. A. W., Bagia, W., & Telagawathi, N. L. W. S. (2019). Analisis Return On Training Investment pada Pelatihan Service Excellence dalam Unit Kerja Pemberian Kredit di Bank BPR. Journal Universitas Pendidikan Ganesha Jurusan Manajemen, 7, 104–116.

Purnamasari, I., & Noviani, D. (2023). Meningkatkan Mutu Pendidikan Islam di Arah Era Pembaharuan. 1(4), 53–63.

Rahim, H. A., & Ramli, S. (2015). Challenges of Islamic education in Malaysia in the era of globalization. Procedia - Social and Behavioral Sciences, 174, 169–175. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.01.636

Rahman, N. A., & Ismail, H. (2021). Adopting digital technologies in Islamic education: A systematic review of challenges and opportunities. Nazhruna: Jurnal Pendidikan Islam, 11(4), 95–110.

Rahoyo, S., Slahanti, M., & Heriawan, B. (2023). Peran Digitalisasi Desa Terhadap Pertumbuhan Ekonomi Di Desa Krandegan, Jawa Tengah. Kritis, 32(1), 1–23. https://doi.org/10.24246/kritis.v32i1p1-23

Said, M., & Abdullah, R. (2021). Exploring the impact of digital Islamic modules on students’ understanding of Islam. International Journal of Islamic Studies, 15(3), 67–82.

Shukri, S. (2023). Islamist Civilizationism in Malaysia. Religions, 14(2), 1–15. https://doi.org/10.3390/rel14020209

Siregar, R. F., & Pasaribu, M. (2023). Diaspora Pendidikan Agama Islam di Pusat Pendidikan Warga Negara Indonesia Klang Malaysia. Edukatif : Jurnal Ilmu Pendidikan, 5(4), 1747–1757. https://doi.org/10.31004/edukatif.v5i4.5524

Soleha, M. (2023). Islamic Education in the Era of Disruption. GIC Proceeding, 8(3), 2032–2040. https://doi.org/10.30983/gic.v1i1.172

Sulaiman Kurdi, M. (2021). Dampak Globalisasi pada Konten dan Mata Pelajaran Pada Kurikulum di Madrasah Ibtidaiyah: Tantangan Dan Peluang. CENDEKIA: Jurnal Ilmu Sosial, Bahasa Dan Pendidikan, 1(4), 32–59. https://doi.org/10.55606/cendikia.v1i4.1316

Sumardin, O. (2024). Gudang Jurnal Multidisiplin Ilmu Pentingnya Pendidikan Sejarah Dalam Pembentukan Identitas Bangsa. 2(12), 27–33.

Sutarsih, W., & Haryati, T. (2024). Peran Digitalisasi Sekolah Terhadap Mutu Pendidikan. LEARNING : Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 4(1), 136–143. https://doi.org/10.51878/learning.v4i1.2810

Syarifah. (2023). Nilai-Nilai Pendidikan Agama Islam Multikultural Pada Lembaga Penyelenggara Homeschooling ( Studi Kasus di lembaga penyelenggara Homeschooling Kak Seto ). AL-AFKAR : Journal for Islamic Studies, 6(3), 297–313. https://doi.org/10.31943/afkarjournal.v6i3.808.The

Twining, P., Butler, D., Fisser, P., Leahy, M., Shelton, C., Forget-Dubois, N., & Lacasse, M. (2021). Developing a quality curriculum in a technological era. Educational Technology Research and Development, 69(4), 2285–2308. https://doi.org/10.1007/s11423-020-09857-3

Yuliawati, Asnamawati, L., Herawati, I. E., Resti, S. N. E., & Nurmalia, A. (2023). Kajian Teori Modernisasi: Komunikasi Pendidikan Untuk Pembelajaran Mandiri di Era Revolusi Industri. Jote, 5(2), 309–320. Retrieved from http://journal.universitaspahlawan.ac.id

Yusof, R., Ibrahim, K., & Salleh, N. (2021). Contextualizing Islamic education for a multicultural society. Jurnal Pendidikan Dan Kebudayaan, 15(3), 113–126.

DOI: https://doi.org/10.35445/alishlah.v17i1.6611