ORIENTATION AND FORMULATION OF ISLAMIC EDUCATION PHILOSOPHY LEARNING MATERIALS IN HIGHER EDUCATION IN THE CONTEXT OF THE DISRUPTION ERA

: This study aims to analyze the formulation of educational philosophy learning materials in Islamic religious tertiary institutions in the context of disruption. This research focuses on two things, namely, the learning orientation of educational philosophy and the formulation of Islamic educational philosophy material in the context of the era of disruption. The research was conducted at the STAI Serdang Lubuk Pakam and was carried out for six months. This study uses qualitative research methods using narrative studies. The data sources for this research consisted of informants in the study, namely Islamic education philosophy lecturers, documents, namely lecturer material and learning plans, and library sources from previous research results. The study results reveal that the learning orientation of Islamic education philosophy is to provide students with the ability to understand the essence of Islamic education by studying the philosophical concepts of Islamic teachings originating from the Al-Qura'n and Hadith. The formulation in the context of the era of disruption is related to the essence of humans, nature, educators, students, curriculum, methods and evaluations that are adapted to the needs of modern society. Namely forming graduates who have deep thoughts and can analyze various elements or components related to Islamic education critically


INTRODUCTION
Universities have an important role in giving birth to a young generation with character and competitiveness. Therefore the nature and competitiveness of a nation can be measured by the character and competitiveness of the younger generation. (Moscardini et al., 2022). For this role, higher education institutions need to get intense and continuous attention to give birth to the age they aspire to. (Giroux, 2018). In this regard, it is common in various theories that students are agents of change. This means that on students' shoulders, there is a burden to change a situation that is not good for the better.
Many even say that the agent of change is the progress of a nation's civilization. (Liu et al., 2022).
Change many things influence it to happen. However, many experts classify it into two things: society's needs and the demands of the times. (Muslim, 2022). As time goes by, of course, the community has increasing needs than before, and to be able to meet these needs, higher education institutions must also be able to prepare human resources to meet society's increasing demands. As time goes by, it also makes many demands here and there; it is influenced by the development of science, knowledge, and technology, which is increasing daily. Based on these two change factors, learning in higher Education needs to get adjustments. (De Wit & Merkx, 2012).
Higher Education, as a provider of human resources, must be able to balance the dynamics of change in all sectors, such as economic, industrial, technological, social, and also religious, and adopt these changes into curriculum changes so that they are relevant to the ideals of giving birth to a generation of young people with character and competence. (Sujudi & Komariah, 2020). In essence, high adaptability and competitiveness are the main prerequisites that need to be possessed by today's young age to become agents of change. Balancing the dynamics of these changes is not only the students' task but also the lecturer's main task as the main actor in forming the student's character. (Sufirmansyah, 2018).
About the dynamics of change, the world is currently facing an era of disruption. The age of disruption is a period of massive innovation and change. This enormous innovation can change various systems from old to new patterns. This era changed fundamental things regarding people's views and behaviour towards markets, industry, culture, and multiple processes caused by innovation and the development of increasingly advanced digital technology. (Lubis, 2019). The era of disruption has a significant impact on life, especially in terms of uncertainty about the strategies people are trying to achieve. (Syakdiyah et al., 2019). Because the period of disruption demands a variety of innovations that are not only concerned with aspects of competence but also with aspects of convenience and comfort for everyone. (Fadilurrahman et al., 2021). Therefore, higher education institutions are expected to create a generation that can be creative and innovative in creating a variety of opportunities that enable them to be competitive in life. (Dwiningrum, 2018).
Higher education institutions must be responsive to this change, learning is no longer just mastering certain materials or competencies, but learning must be a place for students to forge themselves with experiences that lead them to the ability to innovate. (Parellada & Bertrán, 1999). The curriculum structure available in higher education must lead to integrated competencies. Optimizing the tri dharma of higher education, namely education, research, and community service, must be carried out by considering this era of destruction. (Anwar et al., 2020).
One of the abilities that will be achieved from integrating the tri dharma of higher education is the ability to think critically. This ability will be a provision for students to identify and formulate problems and find solutions to these problems. (Rusadi et al., 2019). Because in the era of disruption, students are not only expected to be able to understand a problem but to provide solutions to problems from concepts or theories they have learned in class. (Anwar et al., 2020). One subject that gives students the ability to think critically is the philosophy of Islamic education.
Courses that are more dominant in the use of reason and mind in examining concepts related to education must certainly be directed in line with the demands of the current era of disruption.
In the context of philosophy, students must be able to understand education in the context of the era of disruption from an ontological, epistemological, and axiological perspective. (Bhat, 2019). Thus students will be able to understand educational problems that are currently emerging amid everyday life and be able to use their minds and minds to be able to solve these problems. (Yasin & Jani, 2013 (Cahyadi, 2019). Even the wealth or breadth of student knowledge is also measured by their ability to master learning material. (Arum, 2006  (1) helping students to be productive; (2) helping students to be competitive; (3) helping students to be better prepared to face the world of work, and three quotes from the head of the study program, namely: (1) to be able to produce work; (2) to be able to work according to their field; (3)