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All Journal El-Rusyd
Hendra Sasputra
Universitas Muhammadiyah Sumatera Barat, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Conceptual Analysis: The Essence of Curriculum in Islamic Education Hendra Sasputra; Muhammad Syarif; Metriadi Metriadi; Adhitya Adhitya; Ahmad Lahmi
El-Rusyd Vol. 11 No. 1 (2026): June
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v11i1.691

Abstract

The curriculum plays a central role as the heart of education, determining the direction, process, and quality of learning outcomes. In the context of Islamic education, the curriculum is not merely understood as currere or an academic journey but rather as manhaj a comprehensive path of guidance. This study aims to conduct a conceptual review of the nature of the curriculum in Islamic education, covering its philosophical foundations, basic components, and development principles. The research method used is qualitative, specifically content analysis. Data were collected from various relevant primary and secondary sources and analyzed using content analysis techniques. The findings reveal that the essence of the Islamic education curriculum is a set of educational plans rooted in the Quran, the Sunnah, and Ijtihad, integrating revealed (naqli) and rational (aqli) knowledge. This curriculum is designed not only for the transfer of knowledge but also for the internalization of values to shape students into well-rounded individuals who are monotheistic, possess noble character, and demonstrate a balance of cognitive, affective, and psychomotor competencies. The implications of this concept require a dynamic curriculum that remains relevant to the times, technological advancements, and societal needs, without compromising fundamental Islamic values.
Co-Authors Adhitya Adhitya Ahmad Lahmi Metriadi Metriadi Muhammad Syarif