The Transformation of the Prophetic Thinking Model in the Islamic Education Curriculum: Ulil Albab's Character Building Strategy in the Society 5.0 Era
Keywords:
Prophetic Education, Islamic Curriculum, Character Education, Ulil Albab, Society 5.0Abstract
Contemporary Islamic education faces critical challenges amid globalization and Society 5.0, including character deterioration, moral crisis, and dualism between secular knowledge and spiritual values. Empirical data indicates a significant character crisis among Indonesian youth, reflected in rising rates of bullying, moral decadence, and juvenile delinquency, alongside declining integration of humanistic and spiritual values in curricula. This study aims to: (1) analyze the epistemological foundations of prophetic thinking in Islamic education; (2) identify transformation strategies for curriculum, pedagogy, and institutional culture; (3) evaluate best practices from innovative madrasahs and pesantrens; and (4) formulate strategic recommendations for prophetic education in the Society 5.0 era. Using a systematic literature review, this study analyzed 52 selected articles from Google Scholar, DOAJ, Scopus, and Islamic university repositories (2018–2026). Findings reveal that prophetic education grounded in humanization (insaniyyah), liberation (tahrir), and transcendence (ta’alluh) effectively cultivates holistic character, producing ulil albab graduates capable of critical thinking, ethical decision-making, and social transformation. A Conceptual Model of Prophetic Education Transformation (CMPET) integrating curriculum reconstruction, exemplary pedagogy, character-based assessment, and community collaboration is proposed.
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