Islamic Education Reform in Indonesia: An Analysis of the Thought of Mahmud Yunus and Buya Hamka

Abstract

Reforming Islamic education in Indonesia is a crucial step in facing modernity without sacrificing Islamic principles. This article aims to analyze the Islamic education of two Indonesian figures, Mahmud Yunus and Buya Hamka, and their intellectual contributions to the modernization of Islamic education. This study uses a qualitative methodology with a desk study approach, analyzing relevant literature and primary research from the two figures. Buya Hamka, on the other hand, promoted Islamic education that focused on character development, morals, and a balance between intellectual and spiritual aspects. The discussion shows that, despite their differing perspectives, Mahmud Yunus and Buya Hamka consistently succeeded in creating a moderate, contextual, and Islamic educational paradigm that met the needs of Indonesian society. The results show that Mahmud Yunus contributed significantly to the reform of Islamic education through the development of a structured education system, the integration of religious and general science curricula, and the renewal of learning methods.