[TPB ] Landasan Filosofis, Yuridis, Historis, dan Ruang Lingkup - Prof Yusuf Hanafi

Summary

Yusuf Hanafi delivers an insightful lecture to Padjajaran University students on Islamic Religious Education (PAI) in the digital era. He explores how technology, digital learning, and the rise of digital natives present both opportunities and challenges, including value shifts, secular trends, moral crises, and weakening social cohesion. Emphasizing the need for adaptation, he advocates collaborative, participatory, case-based, and interdisciplinary learning approaches. By balancing reason and revelation, and avoiding dogmatism and radicalism, PAI can remain relevant, fostering a knowledgeable, ethical, and tolerant generation capable of contributing to Indonesia’s progress by 2045.

Takeaways

• 😀 The digital era has transformed the world into an interconnected 'small village,' allowing real-time interaction across distances through technology and the internet.
• 😀 Students today are mostly digital natives (Gen Y/Z), while lecturers may be digital migrants (Gen X), creating generational and technological gaps in learning.
• 😀 Islamic Religious Education (PAI) faces challenges such as value shifts, secular trends, weakening religious institutions, and dependency on gadgets and social media.
• 😀 Digital learning has drawbacks including reduced face-to-face interaction, scarcity of credible knowledge, and the rise of moral crises like plagiarism and technology addiction.
• 😀 Modern PAI must adopt collaborative and participatory learning approaches rather than one-way, lecture-based teaching.
• 😀 Effective PAI learning strategies include case-solving methods, team-based projects, and project-oriented learning to foster active knowledge-building.
• 😀 Islamic education should move from monodisciplinary teaching to multi-, trans-, and interdisciplinary approaches to integrate religious knowledge with other fields.
• 😀 Balancing revelation and reason is crucial in Islamic education to prevent dogmatism and support rational understanding of faith.
• 😀 Avoiding purely theological and normative teaching helps prevent radicalism, judgmental attitudes, and anti-NKRI sentiments among students.
• 😀 The ultimate goal of modern PAI is to equip students to become superior, ethical, and knowledgeable contributors to society and Indonesia's future.

Q & A

Who delivered the lecture and what is his role?

The lecture was delivered by Yusuf Hanafi, who is the Secretary General of the Central Executive Board of the Indonesian Association of Islamic Religious Education Lecturers and a professor at Malang State University.

What is the main topic of the lecture?

The main topic is Islamic Religious Education (PAI) in the digital era, including its challenges and strategies to adapt to technological, social, and educational changes.

How does the speaker describe the current era in which students live?

He describes it as the era of the digital revolution, Industrial Revolution 4.0, and Society 5.0, where the world is interconnected, and technology and knowledge converge to reshape communication, learning, and professional opportunities.

What are the key challenges for Islamic Religious Education in the digital era?

Key challenges include value shifts (transvaluation), secular trends among youth, weakening of religious institutions, overreliance on gadgets and social media, reduced social cohesion, scarcity of credible knowledge, and moral crises such as plagiarism and technology addiction.

What are the negative impacts of digital learning mentioned in the lecture?

Digital learning can reduce the blessing of face-to-face teacher-student interaction, lead to the acquisition of false or unreliable knowledge, and contribute to moral crises such as plagiarism, copy-paste culture, and technology addiction.

How does the speaker suggest Islamic Religious Education should adapt to modern times?

PAI should adopt collaborative and participatory learning strategies, such as case methods, project-based learning, and team-based projects, while using multi-, trans-, and interdisciplinary approaches to integrate religion with other fields of knowledge.

Why is a multidisciplinary approach important in Islamic Religious Education?

It prevents dogmatic, judgmental, and radical attitudes by balancing revelation and reason, encouraging dialogue with natural sciences, social sciences, and humanities, and reducing the gap between religion and science.

What is meant by 'digital natives' and 'digital migrants' in the lecture?

'Digital natives' are students who have grown up with digital technology, while 'digital migrants' are lecturers or older generations who have adapted to technology later in life, creating a generational difference in technological familiarity.

What are the risks of teaching Islamic Religious Education in a monodisciplinary and normative way?

It can foster dogmatic thinking, radical attitudes, intolerance, judgemental behavior, and even anti-state or anti-NKRI (Indonesia) sentiments.

What ultimate goal does the speaker have for students taking Islamic Religious Education courses?

The goal is for students to become a superior, well-rounded generation that can integrate Islamic values with modern knowledge and contribute positively to the realization of a 'Golden Indonesia 2045'.

How has the paradigm of learning changed in higher education according to the lecture?

Learning has shifted from individual, content-based knowledge transfer to collaborative, activity-based learning where students actively build knowledge together using cooperative, problem-solving, and project-based methods.