Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Al-Mudarris : Jurnal Ilmiah Pendidikan Islam
Zaitun Qamariah
State Islamic University of Palangka Raya, Palangka Raya
Religion Education

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Revealing the Silent Curriculum in EFL Syllabus Design at Islamic-Based Schools Nur Annisa Fitri; Nur Aini Shofiya; Nayla Sa’adah; Gita Anggreani; Rahmatul Zahra Maulida; Addilla Nailul Muna; Zaitun Qamariah
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11008

Abstract

This study examines the phenomenon of silent curriculum in the design of English as a Foreign Language (EFL) syllabi in Islamic-based schools. It investigates how the limited integration of Islamic values within EFL materials affects students’ moral and spiritual identity formation. Drawing on a structured literature review and qualitative content analysis informed by an Islamic epistemological perspective, the study analyzes journal articles, curriculum documents, and EFL, textbooks published between 2010-2025. The findings identify three main interrelated mechanisms through which the silent curriculum operates: the dominance of Western cultural representation, the exclusion of Islamic epistemological perspectives from pedagogical discourse, and the omission of faith-responsive values in language task design. Collectively, these mechanisms contribute to identify dissonance and weaken the alignment between English instruction and the ethical objectives of Islamic education. To address this structural imbalance, the study purpose a conceptual framework for an Islamic-values-embedded EFL syllabus that integrates culturally contextualized content, epistemic inclusivity, and faith-responsive task design as organizing principles. By reimagining syllabus development through an Islamic epistemological lens. This study contributes to critical language pedagogy and curriculum studies while offering a coherent foundation for future empirical research on identify formation and communicative competence in Islamic educational contexts.
Integrating Tarbiyah and Akhlaq in EFL Curriculum for Holistic Muslim Learner Development Putri Rahayu Sulistiowati; Safarina Hidayati; Fara Dila; Intan Nuraini; Dewi Wijaya Putri; Nicha Chairunnisa Azahra; Zaitun Qamariah
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10700

Abstract

The teaching of English as a Foreign Language (EFL) in Islamic educational institutions frequently adopts pedagogical materials developed within Western cultural contexts, which often reflect value-neutral or secular perspectives. While such materials may support linguistic competence, they may also implicitly transmit cultural norms that are not always aligned with the ethical and spiritual orientation of Islamic education. From the perspective of Islamic educational philosophy, education is not merely the transmission of knowledge but a holistic process aimed at nurturing faith (iman), moral character (akhlaq), and intellectual competence simultaneously. This study aims to conceptualize a framework for integrating Islamic educational values into the EFL curriculum in order to support the holistic development of Muslim learners. Using a systematic library research design, this study synthesizes more than twenty scholarly works on EFL pedagogy, curriculum studies, and Islamic educational philosophy. The analysis focuses on how principles such as tarbiyah, ta’dib, and moral development can guide curriculum integration in language education. The findings propose a four-level integration framework encompassing curriculum philosophy, instructional materials, teaching methodology, and assessment practices. The framework demonstrates that the integration of Islamic values can strengthen linguistic competence while simultaneously cultivating spiritual awareness, ethical responsibility, and reflective thinking. Ultimately, the study argues that EFL education in Islamic institutions should function as a means of developing ulul albab learners who combine intellectual excellence with moral integrity and spiritual consciousness.
Integrating Tarbiyah and Akhlaq in EFL Curriculum for Holistic Muslim Learner Development Putri Rahayu Sulistiowati; Safarina Hidayati; Fara Dila; Intan Nuraini; Dewi Wijaya Putri; Nicha Chairunnisa Azahra; Zaitun Qamariah
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah, IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.10700

Abstract

The teaching of English as a Foreign Language (EFL) in Islamic educational institutions frequently adopts pedagogical materials developed within Western cultural contexts, which often reflect value-neutral or secular perspectives. While such materials may support linguistic competence, they may also implicitly transmit cultural norms that are not always aligned with the ethical and spiritual orientation of Islamic education. From the perspective of Islamic educational philosophy, education is not merely the transmission of knowledge but a holistic process aimed at nurturing faith (iman), moral character (akhlaq), and intellectual competence simultaneously. This study aims to conceptualize a framework for integrating Islamic educational values into the EFL curriculum in order to support the holistic development of Muslim learners. Using a systematic library research design, this study synthesizes more than twenty scholarly works on EFL pedagogy, curriculum studies, and Islamic educational philosophy. The analysis focuses on how principles such as tarbiyah, ta’dib, and moral development can guide curriculum integration in language education. The findings propose a four-level integration framework encompassing curriculum philosophy, instructional materials, teaching methodology, and assessment practices. The framework demonstrates that the integration of Islamic values can strengthen linguistic competence while simultaneously cultivating spiritual awareness, ethical responsibility, and reflective thinking. Ultimately, the study argues that EFL education in Islamic institutions should function as a means of developing ulul albab learners who combine intellectual excellence with moral integrity and spiritual consciousness.
Revealing the Silent Curriculum in EFL Syllabus Design at Islamic-Based Schools Nur Annisa Fitri; Nur Aini Shofiya; Nayla Sa’adah; Gita Anggreani; Rahmatul Zahra Maulida; Addilla Nailul Muna; Zaitun Qamariah
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah, IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11008

Abstract

This study examines the phenomenon of silent curriculum in the design of English as a Foreign Language (EFL) syllabi in Islamic-based schools. It investigates how the limited integration of Islamic values within EFL materials affects students’ moral and spiritual identity formation. Drawing on a structured literature review and qualitative content analysis informed by an Islamic epistemological perspective, the study analyzes journal articles, curriculum documents, and EFL, textbooks published between 2010-2025. The findings identify three main interrelated mechanisms through which the silent curriculum operates: the dominance of Western cultural representation, the exclusion of Islamic epistemological perspectives from pedagogical discourse, and the omission of faith-responsive values in language task design. Collectively, these mechanisms contribute to identify dissonance and weaken the alignment between English instruction and the ethical objectives of Islamic education. To address this structural imbalance, the study purpose a conceptual framework for an Islamic-values-embedded EFL syllabus that integrates culturally contextualized content, epistemic inclusivity, and faith-responsive task design as organizing principles. By reimagining syllabus development through an Islamic epistemological lens. This study contributes to critical language pedagogy and curriculum studies while offering a coherent foundation for future empirical research on identify formation and communicative competence in Islamic educational contexts.
Co-Authors Addilla Nailul Muna Dewi Wijaya Putri Fara Dila Gita Anggreani Intan Nuraini Nayla Sa’adah Nicha Chairunnisa Azahra Nur Aini Shofiya Nur Annisa Fitri Putri Rahayu Sulistiowati Rahmatul Zahra Maulida Safarina Hidayati