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All Journal Journal of Islamic Education Research
Muslihudin
Cyber State Islamic University of Syekh Nurjati Cirebon
Religion Humanities Education

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Beyond Curriculum Standardization: Reconstructing Context-Based Islamic Education Across Schools, Madrasahs, and Pesantrens in Indonesia Ike Herdiawan; Muslihudin; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.583

Abstract

This study reconstructs Islamic Religious Education beyond curriculum standardization by proposing a context-based framework applicable across schools, madrasahs, and pesantrens in Indonesia. It responds to the need for Islamic education to address socio-cultural diversity, technological transformation, local needs, and contemporary educational challenges while maintaining its Islamic foundations. Using a qualitative library research design, the study employed a critical-integrative review approach. Data were collected from 72 selected publications indexed in Scopus and other reputable academic databases and analyzed through thematic, comparative, and critical synthesis techniques. The findings indicate that curriculum contextualization functions as a transformative paradigm rather than merely a pedagogical strategy. Schools emphasize differentiated instruction and project-based learning, madrasahs integrate national and religious curricula while promoting religious moderation, and pesantrens adopt selective modernization while preserving Islamic traditions. Across these institutions, contextualization enhances curriculum relevance, learner engagement, digital adaptability, and character development. The study's novelty lies in the Context-Based Islamic Education Curriculum (CBIEC) framework, which integrates Islamic foundations, contextual realities, adaptive pedagogies, and future-oriented competencies. The study contributes to curriculum theory by demonstrating how contextualization can reconcile religious authenticity, institutional diversity, and contemporary educational demands.
Reconstructing Contemporary Islamic Education Curricula through Ibn Khaldun's Educational Philosophy: An Integrative Dialogue with Modern Curriculum Theory Desi Fitria; Abdul Aziz; Muslihudin
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.586

Abstract

This study aims to reconstruct contemporary Islamic education curricula through Ibn Khaldun's educational philosophy by integrating its epistemological, pedagogical, and curricular principles with modern curriculum theory. Using qualitative library research, the study analyzed Al-Muqaddimah as the primary source alongside contemporary Scopus-indexed literature through content analysis and philosophical interpretation. The findings identify four interconnected curriculum pillars: epistemological integration between naqliyyah and aqliyyah, development of malakah as holistic competence, developmental curriculum organization based on al-tadrij and takrar, and dialogical learner-centered pedagogy. These findings demonstrate that Ibn Khaldun's educational philosophy provides a more comprehensive curriculum reconstruction framework than previously recognized, challenging the assumption that his contribution is primarily historical. This study strengthens previous scholarship on Islamic educational philosophy, questions the dichotomy between religious and secular knowledge, and introduces the Integrative Islamic Curriculum Framework as a novel conceptual model linking classical Islamic educational philosophy with integrated curriculum, competency-based education, developmental curriculum theory, and constructivist learning. The framework provides a theoretical foundation for curriculum reform, educational policy, and future empirical studies supporting holistic, ethical, and digitally responsive Islamic education. 
Co-Authors Abdul Aziz Desi Fitria Ike Herdiawan