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All Journal An Namatul Ausath MUMTAZ: Jurnal Pendidikan Agama Islam
Imron Fauzi
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Curriculum Instability and the Future of Islamic Education in Indonesia: Lessons from the Decentralized Education System in the United States Jasuli; Imron Fauzi; Ali Saeed
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3747

Abstract

This study examines curriculum instability and its implications for the future of Islamic education in Indonesia through a comparative analysis of the decentralized educational governance system in the United States. The study aims to analyze how centralized curriculum policies and repeated educational reforms affect the sustainability, adaptability, and institutional resilience of Islamic educational institutions in Indonesia. This research employed a qualitative approach using the Systematic Literature Review (SLR) method. A total of 77 scholarly references published between 2019 and 2026 were analyzed using the PRISMA framework and thematic analysis. The review focused on curriculum instability, centralized governance, Islamic educational transformation, and decentralized educational systems. The findings reveal that curriculum instability in Indonesia reflects a structural governance problem characterized by policy discontinuity, centralized decision-making, and fragmented educational implementation. These conditions create significant challenges for pesantren, madrasahs, and Islamic schools in maintaining institutional sustainability and educational identity. In contrast, the decentralized educational governance system in the United States demonstrates how institutional autonomy, adaptive policymaking, and contextual flexibility may strengthen educational resilience and curriculum sustainability. The novelty of this study lies in its integration of curriculum instability, comparative educational governance, and Islamic educational transformation within a single analytical framework. This study contributes theoretically by positioning curriculum instability as a governance-based issue affecting the future sustainability of Islamic education. Practically, the findings offer strategic insights for reconstructing adaptive, collaborative, and future-oriented Islamic educational governance in Indonesia.
Analisis Efektivitas Kurikulum 2013 Dan Kurikulum Merdeka Terhadap Perkembangan Kognitif Siswa Sekolah Dasar Sofwan Roif Ubaidillah amalia; Khoiriyah muzakki; Imron Fauzi; Mukni'ah Mukni'ah
An Namatul Ausath Vol. 4 No. 1 (2025): Publish
Publisher : PGMI ISMAA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64431/annamatulausath.v3i1.305

Abstract

Abstrak: Perubahan kurikulum pendidikan di Indonesia merupakan respons terhadap tantangan zaman dan kebutuhan untuk meningkatkan kualitas pembelajaran. Dua kurikulum utama yang menjadi fokus adalah Kurikulum 2013 (K13) dan Kurikulum Merdeka (Kumer). K13 menekankan pendekatan ilmiah dan integrasi antara sikap, pengetahuan, serta keterampilan, namun menghadapi kendala seperti padatnya materi dan adaptasi guru. Sebaliknya, Kumer dirancang lebih fleksibel dan berpusat pada peserta didik, memberikan ruang eksplorasi sesuai minat dan kebutuhan. Penelitian ini bertujuan untuk menganalisis efektivitas kedua kurikulum dalam mendukung perkembangan kognitif siswa sekolah dasar. Metode yang digunakan adalah pendekatan kuantitatif dengan statistik deskriptif pada siswa SD Negeri Kaliwates, Jember. Hasil penelitian menunjukkan bahwa Kumer lebih unggul dalam mendorong keterampilan berpikir kritis, pemecahan masalah, dan kreativitas melalui pembelajaran berbasis proyek. Meskipun K13 juga mendorong keterampilan berpikir tingkat tinggi, struktur yang kaku dan beban materi membatasi efektivitasnya. Oleh karena itu, Kumer dinilai lebih adaptif terhadap tahapan perkembangan kognitif siswa. Temuan ini memberikan rekomendasi penting untuk pengembangan kebijakan kurikulum yang lebih relevan dan mendukung pembelajaran yang bermakna di jenjang sekolah dasar
Co-Authors Ali Saeed Jasuli Khoiriyah muzakki Mukni'ah Mukni'ah Sofwan Roif Ubaidillah amalia