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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam
Ibrahim
Universitas Islam Negeri Raden Fatah Palembang, South Sumatera, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Integration of Philosophical and Theoretical Paradigms in Developing an Adaptive Islamic Education Curriculum for the Modern Era Ibrahim; Abdurrahmansyah; M. Sirozi; Afroza Yasmin Mitu
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2694

Abstract

This study aims to analyze issues related to the integration of philosophical and theoretical paradigms in the development of an adaptive Islamic Religious Education (PAI) curriculum in the modern era. It employs a library research approach by collecting, analyzing, and synthesizing data from relevant literature, including books, journals, and policy documents. The analysis is conducted descriptively-analytically through content analysis to examine themes, concepts, and patterns concerning the integration of philosophy and theory in PAI curriculum development. The findings and discussion affirm that the integration of Islamic philosophical paradigms and modern educational theories in the development of the Islamic Religious Education curriculum constitutes a strategic foundation for curriculum renewal that is responsive to contemporary demands. The novelty of this study lies in the formulation of an integrative conceptual framework that positions Islamic philosophy grounded in the Qur’an and Hadith as the normative foundation for the formation of insan kamil, while synthesizing essentialism, progressivism, constructivism, and humanism as operational pedagogical approaches. Theoretically, this study advances PAI curriculum theory by shifting its orientation from a normative–ritualistic focus toward an adaptive, holistic, contextual, and transformative curriculum that emphasizes the strengthening of spiritual, moral, and social values, as well as 21st-century skills (4C). The main conceptual outcome of this research is an integrative–adaptive PAI curriculum model that requires alignment of institutional vision, reflective teacher competence, sustainable policy support, and the implementation of innovative, meaningful, and effective learning strategies for learners.
Knowledge and Power in Classical Islamic Education: A Literature Study on Bureaucratization and Curriculum Standardization Ibrahim; Ris’an Rusli; Ismail Sukardi; Fitri Oviyanti; Afroza Yasmin Mitu
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3250

Abstract

This study aims to analyze the relationship between knowledge and power in classical Islamic education, particularly from the perspectives of bureaucratization and curriculum standardization. This study employs Michel Foucault's critical theoretical framework on power knowledge relations to analyze how classical Islamic educational institutions became arenas of contestation between religious authority and political power in shaping and legitimizing the curriculum they taught. It employs a qualitative library-based approach to examine how knowledge and authority interact within the classical Islamic educational system. Data were collected through documentation studies, analyzed using content analysis, and validated through source triangulation to ensure scientific credibility. The findings indicate that the relationship between knowledge and power in classical Islamic education is complex and dynamic. Knowledge functions not only as a means of seeking truth but also as an instrument of political legitimacy and social control. The bureaucratization of education led to more structured systems through madrasas and state patronage; however, it also reduced the intellectual independence of scholars and contributed to the homogenization of thought. Meanwhile, curriculum standardization plays a role in improving quality and disseminating certain values, but it may also limit intellectual diversity and critical thinking. These developments potentially lead to stagnation in the intellectual tradition. Nevertheless, this condition also opens opportunities for reconstructing Islamic education to become more dialogical, integrative, and adaptive to contemporary needs without neglecting its foundational scholarly values
Co-Authors Abdurrahmansyah Afroza Yasmin Mitu Fitri Oviyanti Ismail Sukardi M. Sirozi Ris’an Rusli