The concept of muhammadiyah education renewal towards opportunities and challenges in the modern era
DOI:
https://doi.org/10.51468/jpi.v8i1.1297Keywords:
Concept of Islamic Reform, Muhammadiyah Education, Progressive Islam, ISMUBA Curriculum, AIK, Digital Literacy, Globalization, Critical Discourse AnalysisAbstract
This research aims to comprehensively analyze the opportunities and challenges of the concept of Muhammadiyah education reform in responding to changes triggered by digital transformation, globalization, and socio-cultural dynamics of contemporary Indonesian society. To achieve this goal, this study uses a qualitative approach by combining content analysis and Critical Discourse Analysis (CDA) Fairclough model. The data was obtained through the study of official Muhammadiyah documents, such as the Tanfidz Muktamar, the AIK-ISMUBA curriculum guidelines, the policies of the Dikdasmen Council, and the scientific literature indexed by Sinta and Scopus for the 2020–2025 period. The results of the study show that there are a number of strategic opportunities for strengthening the concept of Muhammadiyah education reform, including the optimization of the ISMUBA curriculum as an integrative framework for Islamic values and competencies in the 21st century, the development of a digital learning ecosystem based on blended and hybrid learning, increasing the digital literacy of teachers and students, and strengthening international networks through the internationalization program of PTMA. This opportunity affirms Muhammadiyah's position as a pioneer of modern Islamic education that is adaptive to technological developments and remains rooted in religious values. However, this study also identifies various structural, pedagogical, and cultural challenges, such as quality disparities between schools, low pedagogical-technological competence of some teachers, weak internalization of AIK values in school culture, funding inequality, and global popular culture penetration that affect students' religious identities. The conclusion of the study emphasizes that the reform of Muhammadiyah education is an ideological as well as a technical process that requires strengthening governance, teacher professionalism, research culture, and institutional capacity. Practical recommendations are presented to encourage more adaptive, measurable, and transformative renewal strategies.
References
Achmad, Abdul Kholid. “Reaktualisasi Pendidikan Al Islam dan Kemuhammadiyahan (AIK) sebagai Penguat Pendidikan Karakter.” Profetika: Jurnal Studi Islam 21, no. 2 (2020): 167–78. https://doi.org/10.23917/profetika.v21i2.13078.
al., Tobroni et. Risalah Islam Berkemajuan (Keputusan Muktamar Ke-48 Muhammadiyah Tahun 2022). Yogyakarta: PT Gramasurya, 2023.
Anggraeni, Ratna Dwi, dan Kemil Wachidah. “Exploring Digital Literacy Among Primary School Teachers.” INFORMATION SCIENCES 32, no. 1 (2025): 45–65. https://how.umsida.ac.id/index.php/how/article/view/111.
Aristyasari, Y. F. “The Opportunities and Challenges of Islam-Muhammadiyah in the Era of Globalization.” Al-Ishlah: Jurnal Pendidikan 15, no. 2 (2023): 1204–20. https://journal.staihubbulwathan.id/index.php/alishlah/article/view/3336.
Fairclough, Norman. Critical Discourse Analysis: The Critical Study of Language. Ke 2. London: Routledge, 2010.
Johnny Saldaña, Matthew B. Miles, A. Michael Huberman. Qualitative Data Analysis: An Expanded Sourcebook. Ke 3. California: CA: Sage, 2014.
Luthfi, Atabik, Dede Rosyada, Fery Rahmawan, Ahmad Mujib, dan Hasan Özalp. Educational Transformation in the Muhammadiyah Renewal Movement: Continuity of 21st Century Education. 16, no. 1 (2025).
Muhammadiyah, Pimpinan Pusat. “Tanfidz Keputusan Muktamar Satu Abad Muhammadiyah.” PP Muhammadiyah, 2010.
Mundofi, A. A. “Pengembangan Kurikulum ISMUBA dalam Meningkatkan Kualitas Pendidikan Muhammadiyah.” JASIKA 5, no. 2 (2024): 101–20. https://jasika.umy.ac.id/index.php/jasika/article/view/114.
Ondeng, Syarifuddin, Fathul Muin Zainuddin, Andi Ibrahim, and Syahruddin Usman. “Transformasi Pendidikan Islam Di Era Globalisasi Dan Modernisasi.” FAI UIM 3, no. 2 (2025): 35–43.
Rahmandani, F. “Digital Literacy Improvisation in Improving Teacher’s Pedagogical Competence.” Jurnal Pendidikan dan Pengajaran 58 (2025): 45–56. https://ejournal.undiksha.ac.id/index.php/JPP/article/view/83835.
Ridlo, M. “Al-Islam and Kemuhammadiyahan Curriculum in Muhammadiyah Junior High School.” Ta’dib: Journal of Islamic Education 29, no. 1 (2024): 45–62. https://doi.org/10.19109/td.v29i1.23797.
Suhadah, Suhadah, Fathurrijal Fathurrijal, Salwa Salwa, dan Geta Setiawati. “Family-Based Digital Literacy Management among Muhammadiyah Community Members in Mataram, Indonesia.” Jurnal Manajemen Komunikasi 10, no. 1 (Oktober 2025): 89–111. https://doi.org/10.24198/jmk.v10i1.57241.
Thahir, Putri Shafarina. “Muhammadiyah Goes International? Challenges and Opportunities.” Jurnal Muhammadiyah Studies 9, no. 1 (September 2024): 47–67. https://doi.org/10.22219/jms.v9i1.36120.
Wahab, Ahmad Ishom Pratama, Abdul Haris, dan Syamsurizal Yazid. “Progressive Islamic Education at Muhammadiyah At-Tajdid Islamic Boarding School in Blora.” Asian Journal of Islamic Studies and Da’wah 3, no. 1 (Januari 2025): 91–104. https://doi.org/10.58578/ajisd.v3i1.4607.
