Pergeseran orientasi pendidikan dan krisis multidimensi yang melibatkan anak didik memberi dorongan berbagai pihak untuk segera menata ulang ruh pendidikan. Di era global, pendidikan karakter kian menggema pasca Kementerian Pendidikan dan Kebudayaan mencanangkan program Penguatan Pendidikan Karakter (2017) di sekolah dan madrasah. Kini, pemikiran pendidikan karakter Ki Hajar Dewantara perlu ptransfrormasi agar relevan pada jamannya.
Penelitian ini bertujuan untuk menggali pemikiran pendidikan karakter Ki Hajar Dewantara, struktur fundamental pendidikan karakter Ki Hajar Dewantara dan urgensi transformasi pendidikan karakter beliau di era global saat ini. Metode yang digunakan kualitatif pustaka dengan pendekatan intelectual engagement. Teknik analisis data menggunakan teknik analisis kualitatif deskriptif.
Hasil penelitian ini menunjukkan bahwa filosofi Pendidikan Islam transformasi pendidikan Ki Hajar Dewantara di era metaversi ini sangat intensif dalam membangun pendidikan budi pekerti, memang benar prestasi akademik dan keahlian berbagai bidang sangat penting namun pondasi karakter atau moralitas harus segera tertanam kuat pada anak didik sejak dini. Ciri khas filosofi pendidikan Ki Hajar Dewantara yaitu ajaran Among System. Karakteristik pendidikannya adalah saling asah, asih asuh. Kearifan lokal pendidikan di Nusantara sesuai dengan filosofi Ki Hajar Dewantara dalam semboyan: ing ngarsa sung tuladha, ing madya mangun karsa, tutwuri handayani. Filosofi hidupnya: lawan sastra ngesti mulya dan suci tata ngesti tunggal. Tujuan pendidikan beliau yaitu membangun manusia Merdeka, Salam Bahagia, Tertib dan Damai. Corak filosofi pendidikan yang dibangun Ki Hajar Dewantara adalah nasionalis, humanis, dan religius. Filsafat Pendidikan Islam beliau terpengaruh pemikiran tasawuf: syariat, hakikat, tarekat dan makrifat.

ABSTRACT:
The shift in educational orientation and the multidimensional crisis involving students have encouraged various parties to immediately reorganize the spirit of education. In the global era, character education has become increasingly popular after the Ministry of Education and Culture launched the Strengthening Character Education program (2017) in schools and madrasas. Now, Ki Hajar Dewantara's character education thinking needs to be transformed so that it is relevant today
This study aims to explore the thoughts of Ki Hajar Dewantara's character education, the fundamental structure of Ki Hajar Dewantara's character education and the urgency of his character education transformation in the current global era. The method used is qualitative literature with an intellectual engagement approach. The teory that used is Derrida's deconstruction theory. The data analysis technique used qualitative descryptive analysis technique.
The results of this study indicate that Ki Hajar Dewantara's philosophy of Islamic education in this global era is very intensive in building character education, it is true that academic achievement and expertise in various fields are very important but the foundation of character or morality must be firmly planted in students from an early age. The hallmark of Ki Hajar Dewantara's educational philosophy is the Among System teachings. Characteristics of education are asah, asih, asuh. The local wisdom of education in the archipelago is in accordance with the philosophy of Ki Hajar Dewantara in the motto: ing ngarsa sung tuladha, ing madya mangun karsa, tutwuri handayani. His philosophy of life: lawan sastra ngesti mulya - suci tata ngesti tunggal. The purpose of his education is to build independent, happy, orderly and peaceful people. The style of educational philosophy built by Ki Hajar Dewantara is nationalist, humanist, and religious. His philosophy of Islamic education was influenced by Sufism thinking: syariat, hakikat, tarikat and ma’rifat.