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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Alfi Lutfiyah
Pendidikan Agama Islam, Fakultas Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta
Religion Humanities Library & Information Science Social Sciences

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Analysis of the Islamic Religious Education (PAI) Curriculum in Public Schools in Developing Students' Religious Hanifa Safitri; Fauzan; Alfi Lutfiyah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.844

Abstract

This study aims to analyze the Islamic Religious Education (PAI) curriculum in regular public schools in shaping students’ religious character. This research employs a qualitative approach using a library research method. The data sources include the Islamic Religious Education and Character Education curriculum documents within the Merdeka Curriculum, as well as relevant scientific literature from books and journal articles. Data analysis was conducted using content analysis by examining the religious character values embedded in the PAI curriculum and their relevance to students’ character development. The findings indicate that the PAI curriculum normatively incorporates various religious character values, such as faith, piety, honesty, discipline, responsibility, tolerance, and social care, which are integrated into learning outcomes and subject matter scope. However, the curriculum primarily functions at a normative level by providing direction and achievement indicators, while implementation aspects are largely delegated to schools and teachers. This indicates a gap between curriculum design and its practical implementation. Therefore, the PAI curriculum plays an important role as a foundational framework for developing students’ religious character, although its effectiveness largely depends on pedagogical interpretation and the support of the educational environment.
Co-Authors Fauzan Hanifa Safitri