Integrating Javanese Philosophy into Islamic Education: A Case Study of Mikul Dhuwur, Mendhem Jero (Uplift the Dignity, Bury the Secret)

The Islamic religious education curriculum is an important component of the education system in countries with a majority Muslim population. It should reflect Islamic principles, but also incorporate modern elements to meet the broader demands of education. In this regard, the philosophy of positivism has played an important role in the development of the Islamic religious education curriculum. This research aims to outline the influence of positivism in the development of Islamic religious education curriculum, and discuss the implications and challenges that may arise. This research uses a qualitative method with a literature study taken from various sources, both print and electronic media, books and electronic journals. There are primary and secondary sources in the form of published scientific works with a high credibility index. data analysis is taken from a literature review by means of researchers collecting data, and complete information from various data collection procedures and with a specified time. The data collected is analyzed using descriptive methods to reveal the facts of the incident written in statements derived from the data sources studied. All data obtained related to the philosophy of positivism and science, the Islamic education curriculum is collected and analyzed which is then associated with its role in the development of the Islamic education curriculum so as to produce a description in accordance with the purpose of writing this article. In conclusion, the influence of positivism philosophy in the development of Islamic education curriculum has brought benefits in pursuing a more rational and evidence-based education. However, it should be kept in mind that religious values and spiritual aspects should also remain a focus in the development of this curriculum. A balance between the positivistic approach and religious values is the key to achieving a comprehensive and relevant Islamic religious education.

The civilization of Islamic schools within the educational curriculum in the digital era has depicted the advancement of Islamic education in the digitalization of education. The discussion regarding the curriculum of Islamic education in the context of the new Islamic school civilization in the digital era is an intriguing context to observe. This study argues that the emerging civilization of Islamic schools in the curriculum of Islamic education in the digital era has indeed provided innovation and contributed to technology-based Islamic education in Muslim schools. This study raises the question of how the form of the new civilization of Islamic schools is evolving within the curriculum of education in the digital era. To answer this question, the study employs qualitative research with a media approach for in-depth research analysis. The findings of this study demonstrate that the new civilization of Islamic schools in the curriculum of Islamic education not only imparts religion-based education but also teaches Islamic education based on the digitalization of technology and science. This study recommends the importance of conducting interviews on digital-based Islamic education in other schools to gain a more reflective and subjective understanding of the meaning of the new civilization of Islamic schools in the curriculum of Islamic education in the digital era.

This study aims to reveal how big the role learning PAI for autistic children in school inclusion, in SD IT Zahira School Medan. In this research that became the outline of the issue is how the concept of Islamic religious education for persons with autism in school Inclusion Zahira School Medan. How the implementation of (the learning process) Islamic religious education for autistic children in school Zahira. What are the factors that support and hinder the implementation of Islamic religious education for autistic children in school Zahira terrain. The research was conducted using a descriptive qualitative approach. Engineering data collection done by observation the role (participant obcervation), in-depth interviews (indepth interview), documentation. Data analysis techniques by means of data processing and data analysis. Checking the credibility of the data using the persistence of observation, triangulation, peer, checking and checking of members. The results obtained from this research is all the components associated with the instructional Islamic education for autistic children should be tailored to the abilities and needs of an autistic child, including: (1) curriculum of Islamic education in schools inclusion in accordance with the public school curriculum, but the school inclusion is entitled to perform the modification. Learning methods and media that are used with customized material that is being taught, while the evaluation process the evaluation was done, post test and evaluation of the end of the semester. (2) the curriculum of Islamic religious education is a learning method, KTSP often used is the cermah, memorizing, faqs, group work, demonstrations and practice, while the media commonly used learning is visual media. The material taught includes Qur'an, aqidah, Fiqh, morals, and the date. (3) factor endowments: competent teachers, supervising teachers; the addition of the Islamic religious education lessons; facilities and infrastructure and the game can sharpen the brain. Factor inhibitor: an autistic concentration and mood often fickle

This study aims to explore the extent to which the principle of gender equality has been integrated in Islamic Religious Education textbooks at the elementary school level. The focus of the analysis is on the representation of the roles of men and women in the teaching materials used in the independent curriculum. The main data in this study are six Islamic Religious Education and Budi Pekerti textbooks for Grades 1 to 6, published by the Center for Curriculum and Bookkeeping, Research and Development, and Bookkeeping Agency, Ministry of Education and Culture of the Republic of Indonesia. These books include Islamic Religious Education and Ethics for Primary School Grade 1 by Muhammad Nurzakun and Joko Santoso in 2021, Islamic Religious Education and Ethics for Primary School Grade 2 by A. Zainal Abidin and Siti Kusrini in 2021, and Islamic Religious Education and Ethics for Primary School Grade 3 by Moh. Ghozali and Erwin Wasti in 2022, the book Islamic Religious Education and Ethics for Primary 4 by Ahmad Faozan and Jamaluddin in 2021, the book Islamic Religious Education and Ethics for Primary 5 by Soleh Baedowi and Hairil Muhammad Anwar in 2021, and the book Islamic Religious Education and Ethics for Primary 6 by Nazirwan and Kholili Abdullah in 2022. This research uses a qualitative method with content analysis of the text and illustrations of Islamic Religious Education textbooks. The results of this study show a consistent pattern of gender bias, where male characters are dominant in religious and social roles, while female characters tend to be passive and limited to domestic roles. So then it is necessary to reformulate the content of the textbook to be more responsive to gender, in order to realize a fair Islamic education in accordance with the value of rahmatan lil 'alamin.

Information and communication technology development in the last few decades has transformed many aspects of human life, including education. Digital transformation has brought challenge and opportunity to education systems in the world. In Indonesia, Islamic education has a crucial role in building character and morals of the younger generation. The Islamic religious education curriculum is often considered less responsive to the dynamics of technological change. Digital transformation in Islamic education provides many opportunities to increase the efficiency, effectiveness and quality of Islamic education. Some of these opportunities are the use of technology in learning, data management and curriculum development. This research aims to describe curriculum development for Islamic religious education in the digital era. The study used a library research method, in this case author collected various literatures related to the topic of discussion, namely the Islamic Education curriculum in the digital era. The research aims to evaluate the effectiveness of implementing technological approaches in curriculum development. The results of this study indicate that technology integration in Islamic education can improve the quality of learning, if implemented with careful planning and proper support. The research also identified some challenges, such as the digital gap and lack of teacher training, and social cultural influence. The long-term goal of this research is to provide policy recommendations that can support the development of a more inclusive and effective technology-based curriculum.

Islamic education has a broader goal than simply transferring knowledge, namely forming morals and spirituality that are in accordance with religious teachings. The concept of tarbiyah, which means educating, nurturing and nurturing, emphasizes the formation of Islamic character through a curriculum based on the Koran and Al-Hadith. This research aims to understand and evaluate the implementation of the tarbiyah concept in the Islamic religious education curriculum in madrasas. Through a qualitative descriptive approach, data was obtained from interviews, observations and documentation involving several madrasa teachers. The research results show that the tarbiyah concept is integrated through learning methods and daily activities that reflect Islamic values. Even though there are challenges in its implementation, such as limited time and lack of support from the environment outside the school, regular evaluations of the effectiveness of tarbiyah show that this approach is effective in shaping students' Islamic character. This research provides an important contribution in understanding how the Islamic religious education curriculum can form individuals who have noble character, faith, and are ready to face the challenges of the times as God's caliphs on earth.

Evaluation of the Islamic education curriculum is an activity to determine the level of progress of students in an educational process that can be used as a reference and indication to revise or develop the Islamic religious education curriculum. While the evaluation results become a reference for the development of the Islamic education curriculum, namely an activity to create an Islamic religious education curriculum through a process that combines one component with another in order to realize a better Islamic religious education curriculum in the future. This study aims to examine and analyze the implementation of evaluation and development of the concept of Islamic education curriculum as an academic rationalization in high school. This research uses a qualitative method of phenomenology type whose unit of analysis is Daar El-Azhar High School. The data collection uses observation and interviews as well as documents, with the analysis of the research data using data reduction, display model and conclusion drawing. The results of the research findings found that the implementation of Islamic education curriculum evaluation in senior high schools has been based on academic rationalization in the form of: formative and summative assessments, supervision of the learning process, peer assessment learning communities and measuring the level of satisfaction with stakeholders. The implementation of Islamic education curriculum development in senior high schools has been based on academic rationalization in the form of: detailed learning modules, diverse teaching material sources, specific Islamic education subjects and extracurricular Islamic education. The Islamic religious education curriculum in senior high schools according to the development results, in the form of; specific teaching modules, taking teaching material sources from package books, reference books, journals, the internet, classical and modern books and specific Islamic religious education subjects, namely; Qur'an hadith and aqidah akhlak and tafsir, fiqh and Islamic history and Arabic.

Islamic religious education in Indonesia plays an important role in shaping the character and morals of the younger generation. The Islamic religious education curriculum not only teaches religious knowledge, but also aims to form students who are able to practice Islamic values in their daily lives. This article explores the role of curriculum in the development of Islamic religious education values in madrasah and Integrated Islamic Schools (SIT). Through a literature study and descriptive qualitative research method, this study investigates how the concept of tarbiyah, i.e. comprehensive education and character building, is integrated in the Islamic religious education curriculum. Primary data was obtained through interviews and observations with participants from madrasahs. The results show that despite challenges in its implementation, such as adaptation to contemporary Islamic values and adjustment to students' learning styles, the curriculum succeeds in shaping students' characters with integrity and commitment to religious values. This article contributes to understanding the importance of Islamic religious education in shaping a young generation that is ready to face the challenges of the times by holding fast to religious values.

Character education has become the main focus in education in Indonesia, including at SD IT Muhammadiyah Ukui which implements national learning based on the curriculum set by the government, as well as the Islamic education curriculum from Muhammadiyah that emphasizes enlightened Islamic character education. In the context of learning Malay Riau Culture (BMR) at SD IT Muhammadiyah Ukui, character education is related to children's moral character and embodied in "tunjuk ajar", which teaches religious, social, and cultural values of Riau society. This study aims to explain and describe character education in the BMR subject at SD IT Muhammadiyah Ukui when viewed from the Essentialism perspective. The method used in this study is literature review and direct observation at SD IT Muhammadiyah Ukui. The results of the study show that character education in BMR learning at SD IT Muhammadiyah Ukui is carried out through a combination of national curriculum, Islamic education from Muhammadiyah, and local Malay Riau cultural content. In this combination, the aim of the education unit is to create children who have good moral character, are Islamic, and have a global perspective. In addition, SD IT Muhammadiyah Ukui also implements routine habits, one of which is the implementation of the "buku amal yaumiyah" as a form of school in controlling children's daily worship at home. The implication of the Essentialism approach in learning BMR at SD IT Muhammadiyah Ukui is the development of character education that refers to the essence of humans as creatures who have essential nature and potential for optimal development. Therefore, learning BMR at SD IT Muhammadiyah Ukui not only emphasizes academic aspects but also prioritizes the development of students' characters in moral, spiritual, and social aspects. Thus, the Essentialism approach in learning BMR at SD IT Muhammadiyah Ukui contributes significantly to the development of character education in students.AbstrakPendidikan karakter telah menjadi fokus utama dalam pendidikan di Indonesia, termasuk di SD IT Muhammadiyah Ukui yang menerapkan pembelajaran nasional dengan berdasarkan kurikulum yang ditentukan oleh pemerintah, serta kurikulum pendidikan Islam dari Muhammadiyah yang mengedepankan pendidikan karakter Islam yang berwawasan tercerahkan. Dalam konteks pembelajaran Budaya Melayu Riau (BMR) di SD IT Muhammadiyah Ukui, pendidikan karakter berkaitan dengan budi pekerti anak dan tertuang dalam tunjuk ajar, yang mengajarkan nilai-nilai agama, sosial, dan budaya masyarakat Riau. Penelitian ini bertujuan untuk menguraikan dan mendeskripsikan pendidikan karakter pada mata pelajaran BMR di SD IT Muhammadiyah Ukui ditinjau dari aliran Esensialisme. Metode yang digunakan dalam penelitian ini adalah studi pustaka dan observasi langsung di SD IT Muhammadiyah Ukui. Hasil penelitian menunjukkan bahwa pendidikan karakter pada pembelajaran BMR di SD IT Muhammadiyah Ukui dilakukan melalui perpaduan kurikulum nasional, pendidikan Islam dari Muhammadiyah, dan muatan lokal budaya melayu Riau. Dalam perpaduan ini, cita-cita satuan pendidikan adalah menjadikan anak yang berbudi pekerti yang baik, Islami dan berwawasan global. Selain itu, SD IT Muhammadiyah Ukui juga menerapkan pembiasaan rutin, salah satunya adalah penerapan buku amal yaumiyah sebagai wujud sekolah dalam mengontrol ibadah harian anak di rumah. Implikasi dari pendekatan Esensialisme dalam pembelajaran BMR di SD IT Muhammadiyah Ukui adalah pengembangan pendidikan karakter yang mengacu pada hakikat manusia sebagai makhluk yang memiliki hakikat yang esensial dan potensi untuk berkembang secara optimal. Oleh karena itu, pembelajaran BMR di SD IT Muhammadiyah Ukui tidak hanya mengedepankan aspek akademis, tetapi juga mengutamakan pengembangan karakter peserta didik dalam aspek moral, spiritual, dan sosial. Dengan demikian, pendekatan Esensialisme dalam pembelajaran BMR di SD IT Muhammadiyah Ukui memberikan kontribusi yang penting bagi pengembangan pendidikan karakter pada peserta didik.

In a diverse and increasingly globalized education system, inclusive and multicultural Islamic education is becoming increasingly important. This study aims to explore the development of an inclusive Islamic Religious Education (IRE) learning model for students from diverse religious and cultural backgrounds. The purpose of the study is to identify and evaluate the application of multicultural approaches in Islamic education to foster tolerance, respect for diversity, and social harmony. The research method employed is a literature review, which examines various scholarly sources on inclusive and multicultural education, focusing on the integration of cultural diversity within the Islamic education curriculum. The study found that current models often fail to address the diverse needs of students, particularly at the elementary school level, where students' character development is crucial. Additionally, while multicultural education has been emphasized in higher education, its application in elementary schools remains underexplored. The research suggests that Islamic education, when designed to include multicultural principles, can significantly contribute to building a tolerant and inclusive society by fostering mutual respect among students of different backgrounds. The study concludes that the development of a more inclusive Islamic education model is essential, as it can help create a learning environment that supports cultural diversity and encourages peaceful coexistence. Further research is necessary to address the challenges in implementing these educational strategies in diverse classrooms, and to provide practical guidelines for educators and policymakers to foster inclusivity in Islamic education. Highlights: Multicultural integration within Islamic Religious Education supports tolerant social attitudes among students. Elementary-level implementation faces structural constraints related to pedagogy and educator preparation. Curriculum alignment with cultural and religious diversity remains limited in current educational practice. Keywords: Tolerance, Multicultural, Cultural Diversity, Inclusive Islamic Religious Education

The importance of innovation in the Islamic education curriculum to improve the character and ethics of students. Innovation in Islamic education is a must in facing the various challenges faced by the younger generation in the modern era. By applying innovation, Islamic education can become more relevant, interesting and effective in shaping the character and ethics of students. Some of the innovative approaches discussed in this research include a holistic approach in character and ethics learning, integration of Islamic values in every aspect of the curriculum, use of technology in learning ethics and morality, utilization of Islamic digital applications and platforms, and experiential learning. Through the application of these innovations, it is expected that students can experience a fun, active and in-depth learning experience about ethical values in Islam. The conclusion shows that innovation in the Islamic education curriculum is the key to forming a young generation that has good morals, noble character, and is able to face various challenges in life with full confidence and moral awareness. Keywords: Islamic Education Innovation, Curriculum, Character and Ethics

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries.

The Islamic religious education curriculum needs to balance this by developing the existing curriculum by utilizing technology and science to be used as more efficient methods and media. In discussing the development of Islamic education curriculum and also the decision of the Minister of Religion regarding the curriculum in madrasas. This is related to several aspects such as the nature of the Islamic religious education curriculum, the development of the Islamic religious education curriculum according to the figures, and the theoretical basis for the development of the Islamic religious education curriculum. The development of the Islamic religious education curriculum is an important component in the world of education which refers to the preparation and planning of learning, the learning process or implementation, and also the evaluation of learning to assess whether or not a lesson has been achieved in an institution in particular or in general. By studying the development of Islamic religious education curriculum according to experts and leaders and used properly to develop an Islamic religious education curriculum that is appropriate and effective in achieving the goals of Islamic religious education.

The Islamic religious education curriculum model in the 21st century underwent significant changes, especially in the massive 21st century by collaborating between the education curriculum and technology. This fact is based on the many researches that have been published with an emphasis on the Islamic religious education curriculum model. In line with the above situation, the researcher will conduct an in-depth analysis of several research results. The focus of this research problem is how to model the Islamic religious education curriculum in the 21st century. The research uses a qualitative method with a systematic literature review approach. Sources of research data using search results on Google Scholar, Publish and Perlish and Garuda Ristekbrin with a vulnerability of the last 5-7 years with the keywords "Islamic religious education curriculum design", "education curriculum development and design" and "Islamic religious education curriculum in the 21st century" specifically the study criteria selected by the researcher, including; curriculum design, Islamic religious education curriculum design, education curriculum in the 21st century. The results show that some research results of Islamic education curriculum want to give a new color without losing the initial foundation, by designing Islamic religious education curriculum which aims to increase faith and piety to Allah, and make students have a culture of noble character which is collaborated with the development of information technology in the 21st century. Thus, the core design curriculum presented by Murray Print can be a foundation through direct understanding and practice, so that students can absorb lessons optimally. So that the creation of two paths of education, namely vertical (relationship with God) and horizontal path (relationship with humans).

The rapid advancement of artificial intelligence (AI) in the 21st century has spurred intense ethical debates worldwide, yet the prevailing discourse remains an ethics monoculture dominated by Western secular frameworks. This paper addresses that imbalance by proposing a novel Islamic AI ethics framework and providing a systematic mapping of Islamic principles to AI governance challenges. We demonstrate that Islamic ethics not only reinforces global principles like fairness and accountability but also introduces a critical dimension of spiritual accountability (amānah, the concept of divine trust) often absent from secular models. A qualitative, comparative methodology is applied: we review both mainstream AI ethics and Islamic ethical thought, then analyze four Muslim-majority country case studies (UAE, Saudi Arabia, Malaysia, Pakistan). Findings: Islamic ethical precepts show broad convergence with global AI ethics – for example, Islam’s emphasis on justice aligns with fairness in algorithms, and the Islamic right to privacy complements data protection norms. More strikingly, Islamic ethics frames responsible AI as a moral duty and form of worship, embedding accountability before God as a motivator for ethical AI. The case studies illustrate how these nations integrate ethical AI guidelines with cultural and religious values – from the UAE’s voluntary AI Ethics Principles to Saudi Arabia’s Shariah-referenced data laws, Malaysia’s new AI Office (NAIO) balancing multicultural norms, and Pakistan’s National AI Policy aspiring to “ethical, inclusive” AI. The discussion highlights the potential of Islamic ethics to enrich the pluralistic dialogue on AI governance, ensuring technological innovation proceeds with moral responsibility, cultural inclusivity, and robust oversight (to prevent mere “ethics-washing”). We conclude with recommendations for policymakers – an Islamic AI governance framework – including the drafting of an Islamic AI Ethics Charter and the institutionalization of ethics oversight, suggesting that a cross-cultural approach to AI governance can promote globally beneficial, human-centric innovation while fulfilling the Islamic principle of stewardship (khilāfah).