Principles of Islamic Religious Education Curriculum Development

Authors

  • Nuni Norlianti Universitas Kutai Kartanegara Tenggarong, Indonesia
  • Siti Rabiatul Aliyah Universitas Kutai Kartanegara Tenggarong, Indonesia
  • Habib Zainuri Universitas Kutai Kartanegara Tenggarong, Indonesia

DOI:

https://doi.org/10.71039/istifham.v2i3.71

Keywords:

Curriculum Development, Islamic Religious Education, IRE, Curriculum Principles

Abstract

This journal examines the fundamental principles that guide the development of Islamic Religious Education curricula. It highlights the importance of integrating core educational principles such as relevance, efficiency, effectiveness, flexibility, and sustainability, which are essential for creating a curriculum that addresses intellectual achievement and fosters moral and ethical character development in students. The study emphasizes the significance of theological values, primarily derived from the Qur'an and Sunnah, as the foundation for constructing an Islamic Religious Education curriculum that aligns with Islamic teachings. Additionally, the journal explores various philosophical foundations, including essentialism, perennialism, existentialism, and progressivism, that contribute to a diverse approach to the educational process, catering to students' individual needs. In response to the challenges of modern times, it stresses the necessity of adapting the curriculum to the advancements in science and technology while maintaining its religious essence. Ultimately, the research argues for the continuous development and application of a curriculum that integrates relevant educational theories and philosophies, ensuring a well-rounded generation that intellectually and morally excels. The findings suggest that the successful implementation of these principles will result in an effective and sustainable Islamic Religious Education curriculum that can meet the evolving needs of students while fostering strong religious values and ethical conduct

References

Abdullah, M. (2020). Manajemen Pendidikan Kontemporer: Konstruksi Pendekatan Berbasis Budaya dan Kearifan Lokal. CV Cendekia Press.

Ayatullah, H. (2024). Konsep Ekologi Dalam Al-Qur’an Dan Implementasinya Di Pondok Pesantren Al Ashriyyah Nurul Iman, Bogor. Institut PTIQ Jakarta.

Eva, S. F., Rika, F., & Wijaya, S. (2024). Pengembangan kurikulum dan pembelajaran abad 21 eva siti faridah dkk[1] (1) (Issue June).

Fauzulhaq, M. H. (2017). Konsep Teologi Dalam Perspektif Seren Taun Di Kesepuhan Cipta Mulya. Jaqfi: Jurnal Aqidah Dan Filsafat Islam, 2(1), 74–87.

Hasan, K. (2023). the Four Pillars of Education By Unesco and the Metaverse: Repositioning Islamic Education. Bidayah: Studi Ilmu-Ilmu Keislaman, 14(1), 85–105. https://doi.org/10.47498/bidayah.v14i1.1928

Jarni, U. S., & Sugiran. (2023). Impelementasi Asas-Asas Pengembangan. Jurnal Manajemen Dan Pendidikan Islam, 02(07), 286–304.

Kholik, N. (2020). Terobosan Baru Membentuk Manusia Berkarakter di Abad 21: Gagasan Pendidikan Holistik al-Attas. EDU PUBLISHER.

Nurdiyanto, N., Jamal, J., Isnaini, N. A., & Yulianti, F. (2023). Landasan Filosofis-Teologis dalam Kurikulum Pendidikan Agama Islam. Al-Mikraj Jurnal Studi Islam Dan Humaniora (E-Issn 2745-4584), 4(1), 889–912.

Othman, M. S., & Kassim, A. Y. (2016). Elemen kemahiran berfikir aras tinggi (KBAT) di dalam amalan pengajaran guru Pendidikan Islam menurut Imam Ghazali. Jurnal Sultan Alauddin Sulaiman Shah, 3(2), 80–91.

Qolbi, S. K., & Hamami, T. (2021). Impelementasi Asas-asas Pengembangan Kurikulum terhadap Pengembangan Kurikulum Pendidikan Agama Islam. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1120–1132. https://doi.org/10.31004/edukatif.v3i4.511

R. Sari, A. S. (2024). Konsep Kurikulum Pendidikan Islam Perspektif Ahmad Tafsir. Fakultas Pendidikan Agama Islam, Universitas Islam Sumatera Utara.

Sadewa, M. A. (2022). Meninjau Kurikulum prototipe melalui pendekatan integrasi-interkoneksi Prof M Amin Abdullah. Jurnal Pendidikan Dan Konseling (JPDK), 4(1), 266–280.

Suharman, "Enhancing Pedagogical Competence: Evaluating Islamic Religious Education Practices in West Aceh". Al-Ishlah: Jurnal Pendidikan, 16 (3) 2024. https://doi.org/10.35445/alishlah.v16i3.5365

Suharman, Khairuddin Hasan, “Analisis Instrumen Evaluasi dan Hasil Belajar Pendidikan Agama Islam Siswa SMAN 1 Woyla dalam Pembelajaran Jarak Jauh”. Journal of Research and Thought on Islamic Education, 6 (2) 2023. https://doi.org/10.24260/jrtie.v6i2.2803

Syamsudin, M. R. R. (2023). Asas Filosofis Dalam Pengembangan Kurikulum Pendidikan Agama Islam. Jurnal Tarbiyah Islamiyah, 8(2), 576.

Taufik, A. (2019). Pengembangan Kurikulum Pendidikan Islam. EL-Ghiroh, 17(02), 81–102. https://doi.org/10.37092/el-ghiroh.v17i02.106

Turi, D., Panekan, K., Magetan, K., Bahroni, S., Tarbiyah, F., & Ilmu, D. A. N. (2019). Pendidikan islam berb asis masyrakat “kampung nu” desa turi kecamatan panekan kabupaten magetan (studi kasus di “kampung nu” desa turi kec. panekan kab. magetan). 1–74.

Widyastari, F., & Solong, N. P. (2023). Model Pengembangan Kurikulum PAI. Ar-Risalah: Jurnal …,2(1), 134–148. https://ejournal.iaingorontalo.ac.id/index.php/Ar-Risalah/article/view/812

Downloads

Published

2024-12-31

How to Cite

Norlianti, N., Aliyah, S. R., & Zainuri, H. (2024). Principles of Islamic Religious Education Curriculum Development. ISTIFHAM: Journal Of Islamic Studies, 2(3), 206–214. https://doi.org/10.71039/istifham.v2i3.71

Issue

Section

Articles

Most read articles by the same author(s)