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All Journal IQRO: Journal of Islamic Education Walada: Journal of Primary Education
Musta'in
Universitas Islam Negeri Mataram
Education Social Sciences Other

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Analysis of Curriculum Development Models and Approaches in the Perspective of Modern Education Muhammad Efendi; Akhmad Syahri; Musta'in
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.10546

Abstract

This study aims to analyze curriculum development models and approaches from a modern educational perspective and their contribution to improving the quality of learning. The study used a qualitative approach with library research through the review of various relevant literature sources, such as scientific books, journal articles, and previous research results. Data analysis was conducted descriptively and analytically by reviewing, comparing, and synthesizing various concepts of curriculum development models and approaches. The results show that curriculum development models in modern education, such as rational, interactive, and systemic models, remain relevant but need to be integrated and adapted to dynamic learning needs. Meanwhile, curriculum development approaches that include competency-based, constructivist, experience-based, and integrative approaches emphasize active, contextual, and learner-centered learning. The integration of these models and approaches has been proven to improve the quality of learning, especially in the development of critical, creative, collaborative, and communicative thinking skills. However, the implementation of curriculum development in modern educational practices still faces various challenges, such as limited teacher competency, minimal supporting facilities, and resistance to change. Therefore, strategic efforts are needed to improve educator capacity, strengthen education policies, and optimally utilize learning technology. Thus, curriculum development is expected to produce a learning system that is adaptive, innovative, and relevant to the demands of modern education.
INTEGRASI NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM KURIKULUM MERDEKA: ANALISIS KONSEPTUAL BERBASIS LITERATUR Ahmad Sammul Khairi; Akhmad Syahri; Musta'in
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.491

Abstract

This study aims to analyze the integration of Islamic Religious Education (PAI) values within the Merdeka Curriculum through a literature-based approach. The research employs a qualitative method using library research combined with conceptual analysis of relevant scholarly sources. The data were collected from accredited journal articles, academic books, and policy documents published between 2020 and 2025, and analyzed using thematic analysis. The findings reveal that the integration of PAI values in the Merdeka Curriculum represents a transformation toward value-centered education, in which values are not merely taught but holistically internalized through meaningful learning experiences. Value integration occurs across various aspects of learning, including through the Pancasila Student Profile Strengthening Project (P5), and is supported by the strategic role of teachers as agents of value transformation. Furthermore, the integration also includes the reinforcement of religious moderation, emphasizing tolerance and inclusivity. However, the implementation still faces several challenges, including limited teacher pedagogical competence, the absence of systematic integration models, and the gap between curriculum design and classroom practice. Therefore, it is necessary to develop more applicable value-based learning models and enhance teachers’ competencies to effectively implement value integration.
Co-Authors Ahmad Sammul Khairi Akhmad Syahri Muhammad Efendi