Expanding The Challenge of 4th Industrial Revolution: The Role of Islamic Education Teachers as Agent of Change

Abstract

Industrial revolution 4.0 (IR 4.0) has a significant impact particularly on the aspect of the economic gap between society and the erosion of humanity and justice values. Hence, human capital should be adequately prepared from physical, mental and spiritual aspects. However, the rise in social phenomena and the various issues of moral collapse in Muslim societies, especially in Malaysia, are increasingly alarming. This situation seems to suggest that there is a shortage in the human development aspect despite various efforts being made including requiring Islamic education subjects in the school curriculum. Hence, the role of Islamic education teachers is no longer limited to educating the school even to be extended to the members of society so that human capital can bear the challenge of IR 4.0 in line with the educational goals outlined in the national education philosophy. The study aims to review the role of Islamic education teacher (GPI) role as an agent of change in society from the perspective of developmental education that is as a changer, problem solver, process assistant, and resource liaison. Overall study findings, GPI's role as an agent of change is moderate. This result is expected to give input to the GPI itself to identify what steps and strategies are needed in uplifting Islamic education towards generating knowledgeable, believable and righteous generation capable of meeting the challenges and explosions of the IR 4.0.