The Structural Tension Between the Rationality of Higher Education Professionalization and the Transformational Function of Islamic Religious Education
DOI:
https://doi.org/10.59944/amorti.v5i1.747Keywords:
Islamic Religious Education, General Compulsory Courses, Outcome Based Education, higher education professionalization, ethical transformationAbstract
This article examines the structural position of Islamic Religious Education (IRE) within the higher education curriculum in Indonesia and its implications for the transformational function of religious education in public universities. The study employs a qualitative library research approach through the analysis of higher education policies and curriculum structures. Primary data are derived from Law Number 12 of 2012 on Higher Education, Minister of Education and Culture Regulation Number 3 of 2020 concerning National Standards for Higher Education, as well as literature on Outcome Based Education (OBE), the professionalization of higher education, and Islamic education. The findings indicate that the placement of IRE as part of the MKWU. reflects the dominance of professionalization rationality in modern higher education. A curriculum structure based on learning outcomes prioritizes disciplinary competencies and professional skills over the formation of ethical orientation. Consequently, IRE remains outside the core disciplinary curriculum, occupies limited curricular space, and lacks integration with the development of students’ professional ethics. This article argues for the necessity of reorienting religious education through the integration of ethical dimensions into program learning outcomes and the development of an ethical ecosystem within higher education.
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