<![CDATA[The appropriateness of learning materials to students’ developmental stages constitutes a central consideration in curriculum design, including in the teaching of Islamic Cultural History (Sejarah Kebudayaan Islam / SKI) in madrasahs. Despite its importance, scholarly discussions of the SKI curriculum have predominantly centered on its normative foundations and structural composition, while relatively little attention has been paid to the extent to which its content corresponds to the developmental characteristics of learners at different educational levels, particularly Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA). This study seeks to examine the appropriateness of SKI curriculum content at the MTs and MA levels in relation to students’ developmental needs and capacities. Employing a descriptive qualitative approach, the study draws on library research and document analysis of the SKI curriculum, relevant regulatory frameworks, and scholarly works on the teaching of Islamic history in madrasahs. The findings indicate that SKI materials at the MTs level primarily emphasize foundational knowledge, chronological understanding, and the introduction of key events and figures in Islamic history. At the MA level, by contrast, the curriculum is broader in scope and deeper in content, with greater emphasis on analysis, reflection, and the cultivation of higher-order thinking skills. Overall, the curriculum demonstrates a general alignment with students’ developmental stages; however, several limitations remain, particularly in the contextualization of content, the depth of analysis, and the use of assessment strategies that foster critical understanding. This study contributes to the discourse on Islamic education by offering an analytical perspective on the relevance of SKI curriculum content across levels and by proposing directions for more contextual, differentiated, and historically grounded instructional practices.]]>
