Neo-Tarbiyah: Rekonsepsi Pendidikan Islam di Tengah Revolusi Industri 4.0
Keywords:
Islamic Education, Fourth Industrial Revolution, Education 4.0, Digital Pedagogy, Conceptual FrameworkAbstract
The Fourth Industrial Revolution has posed significant challenges to Islamic education, demanding not only the preservation of spiritual values but also a structural transformation aligned with technological advancements and 21st-century competencies. The conceptual gap between traditional pedagogical approaches and the demands of adaptive and participatory digital learning reflects the urgent need for a paradigm shift in Islamic education. This study aims to formulate the concept of Neo-Tarbiyah as a relevant, contextual, and transformative Islamic educational model in the digital age. Employing a narrative-conceptual review method, this article synthesizes contemporary literature on Islamic values integration, constructivist and critical pedagogy, and Education 4.0 to construct a new conceptual framework that unites spirituality with educational innovation. The main findings indicate that Neo-Tarbiyah bridges the gap between tradition and modernity by emphasizing flexibility, digital literacy, personalized learning, and value-based character development. This concept offers a critical contribution to the development of an Islamic educational system that is responsive to the dynamics of the Fourth Industrial Revolution while preserving the integrity of Islamic values. Therefore, Neo-Tarbiyah is proposed as a strategic foundation for curriculum reform, pedagogical transformation, and policy development in contemporary Islamic education.
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