Available online at: http://journal.uinsgd.ac.id/index.php/kp Khazanah Pendidikan Islam, Vol. 4 No. 3: 135-145 DOI: 10.15575/kp.v4i3.22441 * Copyright (c) 2022 Mariam Ulpah This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Recieved: November 8, 2022; Revised: December 29, 2022; Accepted: December 30, 2022 The Exploration of Islamic Educational Reform and Colonialism Impact on Contemporary Islamic Higher Education: Evidence from Indonesia and Tunisia Mariam Ulpah Universitas Islam Internasional Indonesia, Indonesia E-mail: mariam.ulpah@uiii.ac.id ABSTRACT Many historians and scholars have embraced the concept of ""tradition vs modernity,"" arguing that Islamic educational institutions play a minor role in Muslim civilization's intellectual development. Despite the fact that portrayals of Islamic educational institutions, such as madrasas, as legacies of medieval antiquity are still popular in public discourse, numerous historians, philosophers, and scholars have debated this concept over the years. This research is a comparative study to explore the modern Islamic educational reform in Islamic higher education in Tunisia and Indonesia. As well as its contribution to development. The purpose of this study is to answer what are the explorations of educational reform in Indonesia and Tunisia's higher education? What is both countries' contribution to the development of Islamic education? The study was conducted using a qualitative method with an historical approach. The historical books of colonialism in Indonesia and Tunisia were used to collect data for the exploration of Islamic educational reform in Islamic higher education. Data also includes journals, articles, books, news, and international data that are relevant to the theme. The findings of the study show that modern reform is impacted by the colonial system in Indonesia, which allowed faith-based schools to take control of the schools. Islamic higher education in Indonesia is growing with modern ideas and has a dualistic system. While in Tunisia, of the French colonial type, they tried to get rid of all Islamic education because many Islamic higher education or madrasas were gotten rid of. As a result, following the end of colonialism, Islamic higher education in Tunisia now consists of just one and only Zaitunah University as part of Islamic civilization. This paper expects that by providing insight into colonial-era transformations, current and future generations of educators will recognize their significance and help to reintegrate an Islamic worldview, epistemology, and ethics into higher education development. Keywords: Islamic Educational Reform, Islamic Higher Education, Colonialism, Development, Indonesia, Tunisia. ABSTRAK Banyak sejarawan dan cendekiawan menganut konsep ""tradisi vs modernitas,"" dengan alasan bahwa lembaga pendidikan Islam memainkan peran kecil dalam perkembangan intelektual peradaban Muslim. Terlepas dari kenyataan bahwa penggambaran lembaga pendidikan Islam, seperti madrasah, sebagai warisan abad pertengahan masih populer dalam wacana publik, banyak sejarawan, filsuf, dan cendekiawan telah memperdebatkan konsep ini selama bertahun-tahun. Penelitian ini merupakan studi banding untuk mengeksplorasi reformasi pendidikan Islam modern di pendidikan tinggi Islam di Tunisia dan Indonesia. Serta kontribusinya terhadap pembangunan. Tujuan dari penelitian ini adalah untuk menjawab apa saja eksplorasi reformasi pendidikan di Indonesia dan pendidikan tinggi Tunisia? Apa kontribusi kedua negara terhadap perkembangan pendidikan Islam? Penelitian dilakukan dengan menggunakan metode kualitatif dengan pendekatan sejarah. Buku-buku sejarah kolonialisme di Indonesia dan Tunisia digunakan untuk mengumpulkan data guna penjajakan reformasi pendidikan Islam di perguruan tinggi Islam. Data juga mencakup jurnal, artikel, buku, berita, dan data internasional yang relevan dengan tema. Temuan penelitian menunjukkan bahwa reformasi modern dipengaruhi oleh sistem kolonial di Indonesia yang memungkinkan sekolah-sekolah berbasis agama mengambil alih sekolah. Pendidikan tinggi Islam di Indonesia berkembang dengan pemikiran modern dan memiliki sistem dualistis. Sedangkan di Tunisia, tipe kolonial Prancis, mereka berusaha menghapus semua pendidikan Islam karena banyak pendidikan tinggi Islam atau madrasah yang disingkirkan. Akibatnya, setelah