THE ROLE AND CHALLENGES OF ISLAMIC EDUCATION IN INDONESIA IN THE DISRUPTIVE ERA: THE ANALYSIS OF THE SYSTEM OF ISLAMIC EDUCATION CHARACTER IN INDONESIA

Various types of character education theories have swiftly developed, such as Thomas Lickona's notion of moral knowing, moral emotion, and moral deeds. The Presidential Regulation No. 87 of 2017 on Strengthening of Character Education has also spawned a slew of derivative theories. Some of the new results in character education are holistic-integrative and character-interconnected. However, character education, particularly Islamic education, continues to be a source of concern for all parties. The challenges of Islamic education are increasing with the sophistication of technology. The community's faltering use of technology is a major impediment to increasing Islamic education's principles. This study's research technique is descriptive-qualitative, utilizing literature reviews from a variety of scientific data sources. According to the findings and conclusions of this study, Islamic education in Indonesia plays both a function and a challenge in the age of disruption. Problems in the sphere of educational technology, the dichotomy of science, educational evaluation, subject matter delivery, and geographical challenges of Islamic education are among the challenges in Islamic education. Thus, to create a golden generation of Indonesia in 2045, Islamic education plays an important role in maintaining Islamic values, character values and noble character.

The Role and Challenges … 109 models 7 .
Materials and methods merge into a single entity that is impossible to separate. Students are not entirely in regular circumstances, but the diversity of students must also be taken into account. There are undoubtedly students with special needs in Indonesia and other nations. Online distance learning can help us enhance our technological skills. However, there are limitations such as a lack of social contact, the content presented, the technology employed, the distribution methods and the assessment tools used 8 .
A survey of 5,000 Chinese students found that online learning is utilized to expand knowledge in a favorable method to cope with it. If students see the covid-19 pandemic positively, then online learning using various methods has a highly favorable influence 9 . As a developing country, Indonesia must use technology as a learning tool. Materials and procedures are tailored to the needs of educational establishments. As boarding-based Islamic educational institutions, Islamic boarding schools must be able to make significant technological improvements.
It's noteworthy to note that not everyone agrees or has the same view when it comes to online teaching and learning. Age, independence, personal attitude, community character, and other factors must all be considered. One British researcher sought to assess lecturers' and students' experiences and perceptions of using social media in teaching and learning. There are three major themes: personal (experience and attitude), pedagogy (learning material demands), and institutional (institutional encouragement) 10 . These three fundamental characteristics may be found in any country, including Indonesia, where government policies encourage and demand. The independent learning (Merdeka Belajar) curriculum is one of the real examples in Indonesia.

C. Technology and Its Development in Islamic Education
In Islamic education, technology is a new phenomenon that cannot be avoided. Technology is one of the supporting components in the achievement of high-quality education. Various development strategies and models exist. For example, social media is used in the blended learning method for learning Tahsin Al-Qur'an. Tahsin is a way of studying the Qur'an in which the reading rules reflect a beautiful and exact voice 11 . 110 AKADEMIKA: Jurnal Pemikiran Islam Vol. 26, No. 01 Januari -Juni 2021 This blended learning system combines two types of learning, namely online and network-based learning. For learning tahsinul Qur'an, all students should learn in a face-to-face format. However, students can now do tahsinul Qur'an online using this technology.
The COVID-19 epidemic has driven every educational institution to adopt an elearning system. Student success has increased as a result of the shift to online learning, particularly in terms of technology utilization 12 . In the field of medical education, technology will play an increasingly significant role in the future 13 , particularly in the health sector, where it may help minimize the danger of disease spread 14 . Online learning, according to medical students at King Abdulaziz University, does not waste time; however, there are some factors to consider, such as training, electronic course design, intensive engagement, high motivation, and integrated learning 15 . The most difficult issue for healthcare students, particularly in the field of practice, is that they must be closely connected.
When the world is confronting the worldwide disaster of Covid-19, education policymakers support e-learning more aggressively. According to a survey of 183 nations, 80 percent of the transfer process in the digital world is influenced by globalization, which has a substantial impact on technology adoption in all emerging nations 16 , In the millennial era, an information technology-based education system has emerged as a new learning method. Distance learning courses with a range of current facilities are facilitated by the policies of general educational institutions and Islamic education in particular. Islamic educational institutions are presently putting more effort into measuring their students' achievement. Making learning products, rather than merely consuming them, is prioritized in Islamic education.

D. The Age of Islamic Education and Post-Covid 19 Pandemic
The epidemic cannot be predicted, because the Covid-19 pandemic is still going strong. COVID-19 may be prevented in some methods, including hand washing, using masks, keeping a safe distance, and so on. The government conducts vaccination campaigns to maintain a more flawless immune system.
Islamic education must be ready to face and take a stand during the COVID-19 pandemic and after it happened. The COVID-19 has been shown to have an effect on mental and psychological stress 18 in some nations, including Indonesia. The readiness of Islamic education has a role in maintaining educational stability. It must assist social groups with poor education, in addition to the effects of psychological pressure 19 . People in Bangladesh frequently experience depression, anxiety, and stress four months following the COVID-19 pandemic 20 , necessitating a rigorous preventive plan. Psychological variables have a significant impact on many aspects of life, including the economy, health, technology, and education. Religion has had a significant part in the formulation, calming, and treatment of the COVID-19 pandemic.
The Covid-19 phenomenon, according to Amin Abdullah, is a stressful event. The conflict between religious and scientific rationality has not been able to communicate effectively. Between religious and scientific actors, there is no place for productive, positive, and constructive communication. Religious leaders want conventions, culture, and traditions to continue as they have in the past. Meanwhile, scientists tend to forget about it all and even abandon a long-standing practice 21 . In post-covid-19 life, this appealing offer is required. To be able to address issues, many disciplines must be integrated, cooperated, and merged.
Talking about Amin Abdullah's multimodal, interdisciplinary, and trans disciplinary knowledge, it is expected at least to give a solution so that it can help individuals from blaming one other, especially in the realm of Islamic education. Scientists and religious experts must think out of the box to connect their respective fields of expertise with the subject of a current issue. If the two have communicated properly, removed subjectivity, and encouraged creative imagination 22 , they can work together in maintaining the difficulties of contemporary life. As a result, post-Covid-19 Islamic education, as a kind of science-religion partnership, is waiting for the larger society to accept it as a viable solution to a global catastrophe problem.

E. The Character of Islamic Education and the Challenge of the Millennial Era
The millennial, digital, and technological eras have lately been hot issues in modern education, particularly in Islamic education. There are major problems in Islamic education that cannot be ignored. In summary, a character is a must for everyone in the present digital world. The book Washaya al-abaa 'lil abnaa', for example, is one of the research's offerings, and it is appropriate for the contemporary digital era. Internalization of derived character values that have not been applied is a fresh topic of discussion. The educational idea of Ki Hajar Dewantara, namely communication between educational institutions, parents, and the environment, must be implemented. Teachers and parents should collaborate to give children with character education guidance 28 . Discipline 29 , faith, responsibility, independence, nationalism, and mutual collaboration, for example, are the driving forces behind family involvement in character education 30 . According to Mariah and Nurbaiti, parents must lead and monitor their children's usage of technology, as well as assess and give learning solutions 31 .
In the field of information technology (IT), there are at least ten quality indicators, one of which is high-speed internet 32 . The pandemic of COVID-19 has accelerated the use of information technology 33 34 . The upside to this forced situation is that everyone is attempting to learn how to use technology. On the other side, a lack of control over the use of technology has tainted the character of Islamic education. Students' broken attitudes and morals become the primary victims of technology.
Indonesia is a multi-ethnic country. Its variety is represented in a wide range of ethnic groups, races, cultures, local wisdom, religions, and other factors. To preserve the Republic of Indonesia's Unitary State, local wisdom, customs, and culture must be unified and wrapped in general character qualities such as noble character, excellent attitude, and good character 35 . As in the national figure RA Kartini, who possesses at least five characteristics, including unyielding/unafraid of failure, high literacy, and brave to be honest, tolerant, and religious 36 . As a result, it is reasonable that the President of the Republic of Indonesia issued Regulation No. 87 of 2017 on the strengthening of character education (PPK). The regulation's goal is to ensure that students in 2045 will be Indonesia's golden generation 37 .
Character education is divided into three components, according to Thomas Lickona: Character education has three aspects: First, it is the moral knowing. There are six aspects that become the orientation of moral knowing, such as: (1)  (2) will; and (3) habit 38 . The development of a character's values is distributed to the derivatives of its values. This needs a new paradigm in the form of a holistic-integrative and interconnected character 39 . Moral understanding,moral feelings,modesty,and repentance (takhalli,tahalli,and tajalli) are examples of religious character and love for the country that need habituation. Integrity (honesty-trust), love, responsibility, modesty, respect, social concern, tolerance, love of science, patience, hard effort, 114 AKADEMIKA: Jurnal Pemikiran Islam Vol. 26, No. 01 Januari -Juni 2021 independence, and social interactions are all created by these principles 40 . In the age of mental revolution, character building involves six stages: (1) habituation-cultivation, (2) moral knowledge, (3) moral love and feelings, (4) moral acting, (5) exemplary, and (6) conversion to execute takhalli, tahalli, and tajalli 41 .

F.
The Challenge of Islamic Education in Indonesia in the Era of Disruption 1.
The Challenges of Islamic Education in the Field of Education Technology The modern age is characterized by the utilization of information technology in the form of smartphone devices for educational purposes. The importance of excellent values in the learning process cannot be denied in Islamic education. Today's problem is that online learning can be done for any subject. In the meanwhile, students must be assessed directly on their attitudes. Direct interactions between teachers and students are still required for students to imitate the teacher's exemplary approach 42 . 2.
The Challenges of Islamic Education in the Dichotomy of Science The dichotomy of science is the dilemma or difficulty of Islamic education. Separation and compartmentalization of religion and general science still exist. Meanwhile, religious knowledge will not function properly in today's modern world without the assistance of advanced educational technologies 43 . Separation of knowledge, both general and religious science, will cause communication issues and conflicts. The challenge of Islamic education is that all knowledge will be more difficult if separated because the essence of each other is mutually reinforcing. 3.
The Challenge of Islamic Education in the Education Assessment In Islamic education, educational assessment is an important component in determining how far the learning process has progressed. Without a precise educational assessment, it will be difficult to properly shape the character of students. In this era of disruption, the challenge of Islamic education is still finding a pattern of evaluation for students depending on the degree of the education unit. Each educational institution, including formal, informal, and non-formal educational institutions, creates its own evaluation methods 44 . 4.
The Challenge of Islamic Education in the Material Delivery Process Many teachers do not deliver material to students more creatively and innovatively. According to Totok Suprayitno, the challenge of the disruptive period is that if a teacher presents content in a mediocre manner, which means that it is no different from a technological machine 45 . This task becomes a whip for all teachers, who must be able to make their own uniqueness in conveying subject matter with advanced technology. The subject material is available from a variety of technological sources, but educators must provide additional instruction in attitude and conscience from themselves. 5.
The Challenge of Islamic Education Geographically In Indonesia, the condition of Islamic education is still unevenly dispersed across the country. Lack of teaching resources in remote areas is a challenge for Islamic educational institutions in the era of disruption 46 . The uneven distribution of teaching resources in various locations has resulted in a disparity in Islamic education knowledge.

G. The Role of Islamic Education in Indonesia in the Disruptive Era
The development of emotional 47 and spiritual intelligence is fostered by Islamic education. To promote excellent attitudes and character in students, an exemplary attitude must be emphasized in Islamic education. Today, the teacher's responsibility in setting an example must be displayed, such as worshiping mahdhah and ghairu mahdhah throughout both study and social events. Respect for others, religious attitudes, caring attitudes for friends, caring for the environment, and other daily attitudes are always imparted in the school atmosphere.
One of the aims of education is to help students minimize their stupidity and enhance their intellect. Islamic education has the ability to quell stupidity. The number of educated people must rise, while the number of ignorant people must decrease and finally vanish. Students will be more effective and efficient in achieving a higher quality of life as an outcome of the Islamic education process. Islamic education transforms students' personalities to make them outstanding and ready for community life.
In the learning process of Islamic education, a modern approach must be applied 48 . The importance of Islamic education in upholding Islamic principles and noble character must be highlighted. Noble character and the process of character development are at the core of Islamic education. As a result, its importance can be demonstrated in the maintenance of Islamic principles, which are best promoted by students.

H. Conclusion
Islamic education in Indonesia during disruption era has several challenges, including the challenges of Islamic education in the face of sophisticated technology, the dichotomy of science, educational assessment (assessment), delivery of material, and geographical location. The purpose of Islamic education in Indonesia at this period