Integrating SDGs into Islamic Religious Education Curriculum Development for Religious Character Formation

Yusi Tri Hastuti (Department of Islamic Studies, Institut Islam Mamba'ul Ulum Surakarta)
Meti Fatimah (Department of Islamic Studies, Institut Islam Mamba'ul Ulum Surakarta)
Nana Abdul Aziz (Department of Islamic Studies, Bandirma Onyedi Eylul University)
Njoku Ifeanyi Daniel (Department of Islamic Studies, Imo State University)

Profetika: Jurnal Studi Islam
Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024

Objective: This study aims to analyze the implementation of Islamic Religious Education (IRE) curriculum development in shaping students’ religious character at SMPN 3 Sukoharjo, in alignment with Sustainable Development Goals (SDG) 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The theoretical framework is grounded in character education theory and Islamic pedagogical principles, emphasizing the role of curriculum and teacher behavior in moral development. Literature review: A review of relevant literature highlights the importance of curriculum-based strategies and educator modeling in fostering religious values among adolescents, yet it also identifies a gap in integrating these practices with global education standards such as the SDGs. Methods: Using a qualitative approach with a case study design, this research involved Islamic religious education teachers as key informants. Data were collected through triangulated methods: in-depth interviews, direct observation, and documentation analysis. The findings reveal that curriculum development is implemented through two major strategies: (1) the structured application of the IRE curriculum across both intracurricular and co-curricular programs, and (2) the embodiment of Islamic values by teachers as moral exemplars in everyday school life. Results: Curriculum content is enriched with school values and integrated with the institutional vision and mission, while character-building is reinforced through daily routines, religious practices, and continuous evaluation. Teacher role modeling significantly contributes to students’ character formation by providing tangible and consistent examples of religious conduct, creating a cohesive educational environment. Implications: The implications of this study emphasize the importance of integrating value-based education into national curricula as a sustainable pathway for character development. This approach not only supports the goals of national education but also contributes to the global agenda for sustainable and inclusive education. Novelty: The novelty of this study lies in its contextualized integration of Islamic education curriculum strategies with SDG frameworks, offering a model for religious character development that is both locally rooted and globally aligned.