INSAN PROBLEM SOLVER: MENAFSIR ULANG HAKIKAT MANUSIA DAN RELEVANSINYA BAGI PENDIDIKAN ISLAM ERA DIGITAL

Abstrak

Artikel ini mengkaji konsep insan problem solver dalam perspektif Pendidikan Islam di era digital melalui penafsiran ulang hakikat manusia sebagai entitas spiritual-intelektual yang bertanggung jawab sebagai khalifah. Di tengah pesatnya transformasi digital yang membawa peluang sekaligus tantangan—seperti kesenjangan akses teknologi, degradasi moral, dan ketimpangan kompetensi—pendidikan Islam dituntut untuk beradaptasi tanpa kehilangan identitasnya. Dimaana seharusnya dunia pendidikan menjadi pusat tempat tumbuhnya manusia-manusia pencerah dari masalah, namun kenyataanya malah sebaliknya sekolah menjadi tempat-tempat timbulnya berbagai masalah, sperti cyberbullying, kekersan seksual, pergaulan bebas, premanisme dan lainnya. Maka penelitian ini bertujuan menganalisis integrasi nilai-nilai Islam dengan literasi digital serta mengembangkan strategi pendidikan yang membentuk peserta didik menjadi problem solver yang berkarakter. Melalui pendekatan kualitatif dengan analisis teks keagamaan dan literatur empiris, penelitian mengidentifikasi tiga masalah utama: (1) dominasi metode tradisional, (2) keterbatasan integrasi nilai Islam-teknologi, dan (3) kesenjangan infrastruktur, serta menawarkan solusi melalui kurikulum Digital Problem-Based Learning, inovasi pembelajaran berbasis proyek-AI, dan peningkatan kompetensi guru. Temuan menunjukkan konsep ini relevan secara teoretis-praktis untuk menciptakan pendidikan Islam holistik yang memadukan spiritualitas dan penguasaan teknologi, dengan implikasi kebijakan berupa pemerataan infrastruktur dan pelatihan guru guna membentuk ekosistem pendidikan inklusif

This article examines the concept of insan problem solver (human as problem solver) within Islamic education in the digital era through a reinterpretation of human nature as a spiritual-intellectual entity entrusted with the responsibility of khalifah (stewardship). Amid rapid digital transformation that presents both opportunities and challenges—including technological access disparities, moral degradation, and competence gaps—Islamic education must adapt while preserving its core identity. While educational institutions should ideally serve as centers for developing enlightened problem-solvers, contemporary schools paradoxically become breeding grounds for various social issues such as cyberbullying, sexual violence, promiscuity, and juvenile delinquency. This study aims to analyze the integration of Islamic values with digital literacy and develop educational strategies to cultivate students as ethical problem-solvers. Using qualitative methods with religious textual analysis (Quran, Hadith, and scholarly works) and empirical literature review, the research identifies three key issues: (1) dominance of traditional teaching methods, (2) inadequate integration of Islamic values with technology, and (3) infrastructure disparities. The proposed solutions include implementing a Digital Problem-Based Learning curriculum, project-based and AI-enhanced learning innovations, and teacher competency enhancement. Findings demonstrate the concept's theoretical-practical relevance in creating holistic Islamic education that synergizes spirituality with technological mastery, with policy implications for digital infrastructure equalization and teacher training to establish an inclusive educational ecosystem.