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All Journal Kasyafa: Jurnal Pendidikan Agama Islam al-Wadhih: Journal of Islamic History and Civilization
Sheila Rosalia
Program Studi Pendidikan Agama Islam Universitas Islam Negeri Antasari Banjarmasin
Religion Humanities Education Social Sciences

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Critical Review of the Islamic Cultural History Curriculum in MTs and MA: Analysis of Material Depth, Level Continuity, and Learning Assessment Reza Setya Rachman; Syaifuddin Sabda; Sheila Rosalia
al-Wadhih: Journal of Islamic History and Civilization Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alwadhih.v2i1.40

Abstract

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.
Reconstruction of the PAI Assessment Taxonomy: Synergy of Three Domains and the Contextual Grid of the Independent Curriculum Sheila Rosalia; Dina Hermina; Reza Setya Rachman
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.166

Abstract

Assessment in Islamic Religious Education (PAI) has often overemphasized the cognitive domain, neglecting the affective and psychomotor dimensions that are fundamental to the character formation of students. This study aims to reconstruct the assessment taxonomy in PAI through a synergistic approach integrating the cognitive, affective, and psychomotor domains, while designing a contextual assessment blueprint based on the Merdeka Curriculum. The method employed is qualitative research using a library research approach, through the review of primary and secondary sources including books, scientific journals, and relevant curriculum documents. Data were analyzed descriptively and analytically. The findings indicate that effective PAI assessment requires the integrated synergy of all three taxonomic domains: the cognitive domain encompasses understanding Islamic concepts, the affective domain covers the internalization of values and attitudes, and the psychomotor domain includes the practice of worship and moral conduct. A contextual assessment blueprint based on the Merdeka Curriculum is capable of accommodating all three domains proportionally and in alignment with the contemporary needs of students. This study contributes to the development of PAI assessment instruments that are more holistic, authentic, and character-based.
Co-Authors Dina Hermina Reza Setya Rachman Syaifuddin Sabda