Islamic Curriculum Research Articles

Revolutionizing Islamic Curriculum in Enabling Sustainable Futures through SDGs

This study aims to explore and enhance the integration of the United Nations Sustainable Development Goals (SDGs) into Islamic education curricula, which is rooted in values such as justice, stewardship, and social welfare. Despite the global recognition of education as a key driver for sustainable development, the incorporation of SDGs into Islamic education remains underdeveloped. Through qualitative analysis and phenomena studies in Indonesia, Nigeria, Pakistan, and Saudi Arabia. Data were collected based on literature descriptions from national and international research results. This study identifies examples of successful SDGs integration and challenges that still exist, including resistance to change, resource constraints, and lack of understanding of the SDGs. The findings contribute to the development of a framework for embedding SDG content within Islamic curricula, advocating for active learning methods and collaboration with international organizations to exchange best practices. This research not only bridges the gap between Islamic principles and SDGs but also provides a foundation for more effective and sustainable implementation in Islamic educational institutions globally.

Executing the School Literacy Movement Program within Islamic-Based Excellence Schools

This qualitative study investigates the habituation phase of literacy movement programs in Indonesian elementary schools, particularly focusing on Islamic-based approaches. Through literature review of 10 relevant references from 2017 to 2020, the efficacy of pre-reading reflections in improving morning literacy skills is analyzed. The findings underscore the potential of this approach for broader implementation, emphasizing its significance in diverse educational settings, especially those with Islamic orientations. Highlights : Islamic-based approach: Analyzing the effectiveness of Islamic-oriented strategies in enhancing literacy skills among elementary school students. Pre-reading reflections: Investigating the impact of 10 pre-reading reflections on morning literacy skills during the habituation phase. Diverse educational settings: Highlighting the potential for broader implementation of tailored literacy programs, especially in schools with Islamic curriculums. Keywords: literacy movement, elementary schools, Islamic curriculum, habituation phase, qualitative research

School Principalship Leadership and Management in Integrated Muslim Schools in South Africa: An Investigation

ABSTRACT This research focused on strategies for effective leadership and management in integrated Muslim schools. A qualitative approachwithin a phenomenological design was utilized to encapsulate qualitative data on the strategies for effective leadership and management in integrated Muslim schools. Non-probability sampling methods were employed, and in-depth, semi-structured interviews were used as the primary method to capture the data from the participants. The main findings from this research identified invaluable insights into the nature of integrated Muslim schools from a historical perspective, the governance, bodies of membership and registration of these schools and the existing leadership and management portfolio. The research established that the school principals presiding over leadership and management of integrated Muslim schools have a dichotomous portfolio of leadership and management, that is, the secular curriculum and the Islamic curriculum. Thus, they have dichotomous leadership and management tasks, primarily toward their employers and as a religious duty. Furthermore, it was established that these leadership and management duties are not detailed, which results in role ambiguity and overlapping between the leadership and management role on the one hand and the governance role of school principals on the other.

Harmonisasi Al-qur’an dan Hadist dalam Kurikulum Pendidikan Islam

Islamic curriculum refers to education that is based on Islamic teachings and values. This curriculum not only focuses on acquiring academic knowledge, but also incorporates Islamic religious teachings into every aspect of education. Islamic education emphasizes the importance of morality, ethics and Islamic values ​​in one's life. The Islamic curriculum also covers various subjects such as the Qur'an, Hadith, fiqh (Islamic law), aqidah (beliefs), Islamic history, and Islamic ethics. The main aim of the Islamic curriculum is to make students have strong religious knowledge, skills, and character in accordance with Islamic teachings. Therefore, in writing this article the author wants to explain the relationship between the Koran and Hadith in the Islamic education curriculum. In the process of writing articles, the author uses a method in the form of previous literature research which involves reviewing relevant articles in book journals and other reliable sources. From this research, the author can conclude that the Al-Quran and Hadith will always be in harmony when discussing education, where the main or core aim of Islamic education is to educate, shape human character and morals.

POLA PENDIDIKAN MULTIKULTURAL DI SEKOLAH DASAR ISLAM TERPADU BUAH HATI SINTANG

Special schools with a unique vision, curriculum and educational environment are very attractive to people in choosing education for their children. Sekolah Dasar Islam Terpadu Buah Hati Sintang is one of the attractions of the school with the greatest interest among the Sintang Muslim community. The aim of this research is to describe the pattern of multicultural education that occurs in Integrated Islamic elementary schools that combine two curricula. This research uses one case study research with qualitative data collection techniques. Data validity applied a process of triangulation of techniques and sources with inductive conclusion drawing. The research results show: (1) Sekolah Dasar Islam Terpadu Buah Hati Sintang has two curricula; the National curriculum and the Islamic curriculum, (2) The multicultural pattern developed is an expression of the integration of Malay and Javanese culture (mixed culture) but is patterned and developed in a strong Islamic spirit, (3) The curriculum process requires teachers and students to fulfill the dimensions and values of Islamic education as a whole, including Syakhsiyyah Islamiyyah, Tsaqofah Islamiyyah and Life Sciences. In order for the multicultural education dimension to take root in the educational process at Integrated Islamic Primary Schools, it is necessary to strengthen holistic pedagogy and peace education by combining 21st century skills capacities so as to increase the spirit of unity, brotherhood and solidarity at the internal and external levels of the educational unit.

Manajemen Kurikulum Pendidikan Islam

The aim of writing this work is to try to describe and analyze the concept of Islamic education curriculum management. In literature review research on Islamic education curriculum management, the first step is to identify relevant theoretical sources, including books, journal articles and official documents. Data sources include scientific literature, documents related to management, as well as interviews with Islamic education experts and management practitioners. Data collection techniques include online literature searches, document studies, and interviews, while data analysis can be carried out qualitatively or descriptively. The result of this work is that the curriculum as a plan for all activities that support the achievement of educational goals still has an important role, at least in coloring the personality of students. Starting from covering educational curriculum management which plays a role, especially in Islamic education curriculum management. Islamic curriculum management plays a very important role in determining the success or failure of implementation and whether the curriculum is good or bad, which will influence educational outcomes. Curriculum management is related to planning, implementation, and evaluation or control of the curriculum. If you can see it as a whole, educators (teachers) will be able to understand to what extent the curriculum is able to build critical awareness of students or even not at all. Therefore, it is very necessary to understand the management of the Islamic education curriculum textually and contextually so that educators can apply the curriculum in learning, especially in learning Islamic Religious Education in educational institutions.

Management of Educational Curriculum Development from a Koranic Perspective in Improving the Morals of Students at Al-Washliyah 18 Tembung

The Islamic curriculum not only describes a series of knowledge that must be taught by educators (teachers) to students, but also all educational activities that are deemed necessary because they have an influence on students in order to achieve the goals of Islamic education. Among the educational activities that are considered urgent are instilling the values ​​of discipline and character education in children. This research: Management of the Islamic education curriculum is a necessity that must be carried out as an effort to increase the success of Islamic education. Because management essentially involves optimizing the work of school/madrasah institutions systematically and systemically to become the educational goals to be achieved which are colored with Islamic nuances. Based on this idea, it is necessary to carry out and implement educational curriculum management from a Koranic perspective in improving the morals of students at Al-Washliyah 18 Tembung.

INITIATING PAULO FREIRE'S PERSPECTIVE ON THE EDUCATIONAL PARADIGM IN THE INDEPENDENT LEARNING CURRICULUM AND ITS RELEVANCE TO ISLAMIC EDUCATION IN MADRASAH

This research explores Paulo Freire's perspective on Islamic education and its relevance to the Islamic curriculum in madrasahs in prioritizing moral and ethical values. This report uses a comprehensive approach to analyze Freire's 1972 book, "Pedagogy of the Oppressed" and highlights the importance of Freire's paradigm in Islamic education in Indonesia, especially in madrasah. This paradigm emphasizes the importance of student involvement, active participation, and participation in learning, in line with the objectives of the Islamic curriculum to create critical, creative, and responsible individuals in the 21st century. Integrating Islam into Freire's paradigm can also improve character, morals, and religious values in education. It emphasizes dialogue, participation, and contextual engagement in learning, fostering a sense of responsibility for developing skills and values relevant to the social and cultural context. It is hoped that applying the Freire paradigm and Islamic education in Indonesian education, especially in madrasahs, will lead to a more comprehensive, inclusive, and meaningful education.

Implementation Of Curriculum Policy Edutechno Islamic Preneurship In Aceh

Referring to Law Number 44 of 1999 concerning Aceh's privileges, Aceh Qanun Number 11 of 2014 article 5 paragraph 2 which explains that the national education system in Aceh is organized in an Islamic and integrated manner to achieve educational goals, Aceh Qanun Number 9 of 2015 article 19 paragraph 1 which explains that the Aceh government has the authority to formulate an Islamic curriculum at the PAUD, SD, SMP, SMA, SMK and SLB levels, and the Aceh government has the authority to implement the national curriculum at the secondary education and special education levels, so the Aceh government launched a curriculum called Edutechno Islamic Preneurship. This research is located at SMK Negeri 3 Lhokseumawe and aims to determine the policy content of the Islamic Edutechno Preneurship curriculum and to determine the supporting and inhibiting factors for its implementation at SMK Negeri 3 Lhokseumawe. Currently the national curriculum has not been integrated with the Islamic-based concept of Aceh's local wisdom, therefore it is deemed necessary to conduct research to analyze the policy content of the Islamic Edutechno Preneurship curriculum. This research is qualitative research using observation, interviews and documentation methods. The results of the research show that the Islamic Edutechno Preneurship curriculum is implemented well at SMK Negeri 3 Lhokseumawe but still needs improvement in the aspects of socialization, supervisory supervision, Islamic-based books and continuous improvement of human resources. The conclusion of this research is that the Islamic Edutechno Prenership curriculum needs to be implemented comprehensively within the Aceh Education Department in order to create vocational students who have skills and have noble character and uphold Islamic Acehan values.

Sex Education in Islamic Curricula: The Saudi Context

The current study aims to identify female Islamic studies teachers’ attitudes towards including sex education concepts and to ascertain how many such concepts are included in the Islamic studies and Islamic culture textbooks for general education at elementary, intermediate, and higher levels in Saudi Arabia. The study also explores how Islamic studies teachers’ perspectives regarding sex education statistically relate to their academic background, years of experience, and level of education. The study uses a descriptive methodology and administers a questionnaire to 450 female Islamic studies instructors and a content analysis card to the texts on Islamic studies and culture. The survey concluded that the applicants favoured the inclusion of sex education as it was taught in Saudi Arabia's general Islamic studies courses. However, the sex education concepts in Islamic studies textbooks are inadequate, and there are very few chapters on the subject. No distinctions were found based on academic standing, but there were differences due to years of experience and educational level. KEYWORDS Islamic studies textbooks, Islamic culture, puberty and intimate body parts, female teachers’ attitudes, rights and responsibilities, sexual intercourse

Islam in education: how marginalizing Islamic curriculum from Egypt's national education has contributed to religious extremism

This study investigates the impact of marginalizing religious curriculum in the public-school system on the tolerance levels among Egyptian youth. Unlike previous research associating religious instruction with radicalization, this study offers new perspectives on the detrimental effects of marginalizing religious education in fostering tolerance. It argues that a balanced religious education can prevent the radicalization of young individuals by extremist groups. The central question is whether education significantly influences the radicalization process. The argument suggests that the secularization of education has intensified interest in Islam, leading to polarization fueled by radical factions with pre-existing objectives. Using a qualitative methodology, specifically a case study design, the research conducted interviews with 57 participants from the national school background. Findings reveal that marginalizing Islamic curricula has adverse effects on promoting tolerance among youth. The study aims to provide education officials with insights into the negative consequences of marginalizing religious curricula, emphasizing the need for a nuanced approach to religious education within the broader educational framework. Recognizing and addressing these consequences can contribute to building a more tolerant and cohesive society

MENGEKSPLORASI IMPLEMENTASI KEPEMIMPINAN ADAPTIF DI SEKOLAH ISLAM TERPADU

This article intends to analyze the implementation of adaptive leadership principles in SD Islam Terpadu Al Adha Kuningan. The era of disruption is a time of changes in the system of human life including education. Adaptive leadership is a leadership style that is considered relevant to be applied in an era of disruption that is difficult to predict. The application of adaptive leadership is reflected in the implementation of key principles, namely the application of context understanding, the principle of long-term thinking, the principle of commitment to continuous change, and the principle of continuous learning. The method used is a case study. The results showed that SD Islam Terpadu Al-Adha Kuningan has implemented the principle of understanding the context reflected in the concept of establishing a school formed from the results of identifying community needs. In addition, understanding the context is also reflected in the school's process of compiling its Islamic curriculum. The principle of long-term thinking has also been implemented in SD Islam Terpadu Al-Adha Kuningan which is reflected in the development of long-term vision, action plans and improving the quality of the school team's abilities. The principle of commitment to sustainable change has also been implemented in SD Islam Terpadu Al-Adha Kuningan which is reflected in the loyalty of teachers and staff who still survive at SD Islam Terpadu Al-Adha. Furthermore, there is a school program that seeks to strengthen a sense of kinship in schools. Meanwhile, Al-Adha Kuningan Integrated Islamic Elementary School on the principle of continuous learning has not been fully implemented. This is reflected in the development of learning is still student-oriented. Keywords: Disruption; Adaptive Leadership; Principles of Adaptive Leadership

ANALYSIS OF ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT AND ITS IMPACT ON TEACHING METHODS IN BAN BANGPU YARING PATTANI ELEMENTARY SCHOOL, THAILAND

The objective of this study is to analyze Islamic religious education learning management at Ban Bangpu Yaring Pattani Public Elementary School in Thailand. Utilizing a qualitative descriptive study and a case study approach, this research focuses on the perspectives of the school principal, teachers, and students. Data were procured via interviews, observations, and document analyses, which were subsequently interpreted qualitatively using the Huberman and Miles model. Our findings show that the Islamic religious education curriculum management at Ban Bangpu Yaring Pattani Public Elementary School undergoes several stages: (1) The planning of the curriculum begins with an emphasis on the Islamic curriculum at the basic education unit level, a SWOT analysis, the establishment of a curriculum development team for Islamic religious education, curriculum development, revision based on feedback, approval by the local Department or Office of Basic Education, followed by implementation. (2) The implementation of the Islamic religious education learning lacks innovation due to a majority of the teachers being senior staff. Their limited skills in utilizing new technology result in a reliance on traditional learning management models. As a consequence, the learning process fails to fully engage students and teachers struggle to keep pace with modern teaching styles. Notwithstanding, the teachers excel in dedicating ample attention to the students. (3) The evaluation of student learning outcomes has been conducted by teachers to determine the students' mastery of basic competencies in elementary school. The assessment of student learning occurs at the end of each basic competency using predefined indicators based on the minimum competency criteria value, conducted in four stages: classroom, school, regional, and national levels. This study underscores the need for more innovative approaches in Islamic religious education and training in new teaching methods for senior teachers to better engage students and match up with the dynamics of the modern world.

Perbandingan Pendidikan Madrasah di Thailand dan Filipina

Madrasas are educational institutions that combine the national curriculum with the Islamic curriculum. Madrasa education is an alternative to advancing education in the midst of the times. In various countries, especially in Muslim minority countries in the Southeast Asian region, for example Thailand and the Philippines, madrasas are educational institutions that enable people to get an education, if they cannot afford to go to public educational institutions. Madrasas were once considered inferior in terms of their education system, but this did not solely apply to all madrasas, or more precisely, the education system in madrasas has now undergone modernization so as to allow for a better quality of education with combined scientific dualism, namely religion and science. general. Therefore, this paper aims to discuss, describe, and analyze the madrasah education system in the Southeast Asian region, in this case in Thailand and the Philippines. The research uses qualitative research methods with a library research approach. Madrasah education in basic Thailand starts from the ibtidaiyah level, then continues with mutawassitha, and continues at the final level, namely tsanawiyah. Meanwhile in the Philippines, there are madrasah madrasas, regular madrasah madrasas, and integrated madrasas. Regular madrasah diniyah have levels of education similar to the madrasah education system in Thailand.
 Keywords: Islamic Education, Madrasah Education, Thai Islamic Education, Philippine Islamic Education, Southeast Asian Islamic Education

Implementation Of The Islamization Curriculum In Islamic Religious Higher Education (PTKI) Development In Indonesia As An Effort To Integrate Science In The Perspective Of Maqasid Al-Shari'ah

In the present period, Islamic education has significant difficulties. The challenge born in this era is to withstand the exposure of western secularism. PTKI as the axis of higher-level religious education must be able to apply the model of Islamization of education at the university level. In order to apply the Islamization curriculum in higher education, Abdul Hamid Abdul Sulayman a person who is much influenced by Syed Qutub's ideas, is attempting to establish islamization curriculum at the International Islamic University Malaysia (IIUM). With this implementation, AHAS as a policy actor hope to produce Muslim scholars who have a universal perspective of Maqasid Al-Shariah. Meanwhile in Indonesia itself the biggest potential of Muslim world needs to elaborate more regarding to the impelementation of islamization curriculum in PTKI. Using library study this research had been conducted. This research found that PTKI plays an education strategy following the roots of Islamic Curriculum (Isamic-National-International Curriculum). The curriculum has the potential to raise a generation of Muslims capable of using their faith to help solve humanitarian problems through the Maqasid Al-Shariah method. Furthermore, this education model will reform PTKI so that it may generate scholars who are specialists in religious sciences, as well as experts in religious sciences and general sciences. Keywords: PTKI Curriculum, Integration Science, Maqasid al-Shariah.

Digital Pesantren: Revitalization of the Islamic Education System in the Disruptive Era

This study aims to identify the system of Islamic education faced by the Pesantren during the period of upheaval. This study is a preliminary qualitative study aimed at analyzing various literature on the critical issues of Pesantrens during the period of disruption. The data obtained in this study were collected using documentation methods and subsequently validated using source triangulation techniques. Data analysis was conducted in three stages: data reduction, presentation, and conclusion formulation. The study revealed the following. (1) Pesantrens will activate the Islamic education system by expanding the scope of the santri through extracurricular activities according to the interests and talents of the santri. Pesantrens will focus on all areas of life (Internet of Things), big data, and artificial intelligence for information gathering and knowledge transfer. (2) The Role of Pesantrens in an era of disruption following Advances in Science and Technology. Islamic education still depends on three terms – tarbiyah, ta’lim, and ta’dib – and the use of each has many implications. The role of science and technology can be fulfilled through innovation, teaching methods and media. (3) The digital needs of a disruptive age in Pesantrens can make accessing information and knowledge easier for the santri. Changes in Islamic education will be examined, particularly the medium of instruction, teaching methods, and the Islamic curriculum in the digital age. (4) Solves the problems of the system of Islamic education in Pesantrens by adapting and restructuring it to the social requirements and challenges of the digital age based on Islamic principles. The strategies of the project are: improving Pesantrens based on values, improving the human resources of Pesantrens, improving the material and technical base of Pesantrens and the development of Pesantren curricula

Islamization of Science Ismail Raji Al Faruqi in Forming Curriculum Integration at PTKI

Islamic scholarship was born out of concern for modern Western science that deviated from the spirit of the Renaissance which initially aimed to humanize humans, instead, there was dehumanization and secularization. Islamic scholarship also intends to respond to the idea of the Islamization of science, which is seen as a textualization, that is, to make Western sciences in harmony with Islam. The objectives of this study is to: Know the biography of Ismail Raji Al Faruqi as a Muslim scholar; 2). Knowing the Islamization of Science Ismail Raji al-Faruqi; 3). Knowing the thoughts of Ismail Raji Al-Faruqi's Islamic education curriculum. Islam Ismail Raji Al-Faruqi (1921 – 1986 A.D.), was born in Jaffa, a city on the Palestinian coast (now Israel). Al-Faruqi was born on January 1, 1921, to a distinguished family and upheld the teachings of Islam, Al-Faruqi grew up in Palestine and inherited the strong character of the Palestinian Arab tradition that persistently fought for his nation to liberate it from Israeli occupation. So that his mind is firmly bound to Palestine and experiences firsthand the tragedy felt by the Palestinian people. Al-Farruqi, once a governor in Palestine, was also a visiting Professor in various countries, al-Faruqi had been educated in various countries, including Palestine itself, America, Canada Egypt al-Faraqi was killed in his home with his wife Louis Lamya and two children in 1986. Islamization is al-Faruqi's solution to change the education system in accordance with Islamic ideals that Muslims have long abandoned and the system and education system adopted by Muslims from the West is one that endangers the Islamic spirit by separating revelation from reason. The concept of the Islamic curriculum that Al-Faruqi wanted was a curriculum that developed the traditional system (Islam) and the modern system (West) by adjusting the vision of Islam. Al-Faruqi aims to blend both the Islamic system and the Western system and eliminate the shortcomings of both systems.

Empowering Students through Autonomous Education: A Case Study of Muhammadiyah Schools

The Implementation of Education In Autonomous Muhammadiyah Schools. The implementa-tion of education in autonomous muhammadiyah schools. This study aim to describe the inde-pendence of implementation education in Muhammadiyah schools. This study uses a qualitative method. The subjects of the study consisted of elementary school committee members, school principals, teachers, staff, and Muhammadiyah junior high school students in Sleman district. Da-ta collection using interviews and documentation. Data analysis using descriptive techniques. An independent description of implementation education in Muhammadiyah schools that is not found in other schools: applying the Islamic curriculum; integrating Islamic and Muhammadiyah values in teaching and learning activities. Muhammadiyah schools are mostly established from the waqf land belonging to Muhammadiyah and also the result of independent procurement by Muhammadiyah. The existence of company-owned business entity, such as: mart, cattering, coat (school shuttle service), and other, whose management is based on information and technology to increase school income. Teachers and staff meet qualifications and competencies; quantity, and linearity. Facilities are also complete to support learning.

Overview of the conceptual framework for assessing the quality of curriculum in teaching Islamic studies in Nigeria secondary schools

The paper is on the conceptual framework for judging quality curriculum in teaching Islamic studies in Nigeria Secondary School system. It defines curriculum, quality curriculum, objectives of Islamic studies curriculum, and the teaching process in Islamic studies which include traditionalism, progressivism, Western philosophy, and an eclectic approach that takes both traditional and progressivist perspectives on education into account. The paper also discusses quality curriculum in Islamic studies, criteria for judging curriculum quality in Islamic studies, and characteristics of a quality curriculum. The paper recommends that Islamic studies teachers should endeavor to effectively utilize the criteria for judging curriculum quality to ensure that standards are met and that multiple processes or approaches of teaching Islamic studies should be employed by the teachers in the classroom, Learning experiences that would promote the moral upbringing of learners should form the bedrock of Islamic curriculum in the school system, Islamic studies teachers should be conversant with the Islamic studies curriculum for effective assessment, quality teaching and easy assimilation by learners.

EXECUTION STRATEGIES OF ISLAMIC GOVERNANCE: THE CASE OF TÜRKIYE (2010-2020)

Academics conducted in-depth analyses and critical research on the Justice and Development Party (Adalet ve Kalkınma Partisi, (AK PARTI) government's Islamisation projects. However, little research has been conducted to understand the execution processes of Islamic governance in Türkiye from a genuine administrative perspective. This research tries to fill this gap. For this purpose, it discusses the conceptual framework of Islamic governance for theoretical guidelines. Then, it discusses the execution strategies adopted by the AK PARTI government. The study identified that the AK PARTI government followed mainly six strategies in Islamising Turkish governance: (1) developing public institutions; (2) developing Islamic educational institutions; (3) curriculum reforms; (4) major financing; (5) empowering Islamic bureaucracy, and (6) managing Islamic Da‘wa. These six strategies are largely implemented through two channels: the Directorate of Religious Affairs and the Imam Hatip Schools. The Imam Hatip High School, a vocational high school with a modern and Islamic curriculum established to prepare preachers and Imams, is operated by the Ministry of National Education. The AK PARTI administration gave importance to these schools to produce a religion-oriented generation. This has gained international attention as an alternative model for Madrasas in Muslim nations. However, this study concludes that Türkiye has a long way to go before achieving genuine Islamisation in society. The AK PARTI government should decentralize da‘wa by focusing local enterprises on disseminating authentic Islamic messages and expanding the participation of numerous state institutions in the Islamisation process. This is a qualitative study depending on primary and secondary sources. Primary sources include government reports and documents, websites of the pertinent government institutions and ministries, and national and international dailies. The secondary sources include referred books, journal articles, and scholarly research. The analysis focuses on the period 2010-2020 because it was from 2010 that the AK PARTI government mainly initiated Islamisation projects to generate an Islamic society based on Islamic values.