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Ilham Mashuri
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ijoresco.journal@gmail.com
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IJoReSCo
Published by Institut Agama Islam Negeri Kediri
ISSN : 3048233X     EISSN : 30478154     DOI : 10.30762
Core Subject : Religion, Humanities, Art, Social,
Religion Arts Humanities Social Sciences
International Journal of Religion and Social Community provides an internationally forum for research on interdisciplinary religious and social community studies, Islamic studies, religion, and Islamic thought. Taking an expansive view of the subject, the journal brings together all displinary perspectives. It publishes peer-reviewed articles on the philosophical, historical, cultural, political, social groups, literacy, artistic, and other aspects in all times and places.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 2 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2026): March" : 2 Documents clear
Humanism And Sustainability In The Islamic Education Curriculum: A Critical Analysis Of Arkoun's Ideas Mukhlis, Imam; Nizar Nasution, Aqil; Brett Aaron Huggins
International Journal of Religion and Social Community Vol. 4 No. 1 (2026): March
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v4i1.3623

Abstract

The phenomenon of intensifying humanitarian crises and environmental degradation in the context of modern education demonstrates an urgent need to reconstruct the orientation of the Islamic Education curriculum to make it more adaptive and relevant. The theoretical landscape shows that Arkoun's sustainable humanism and critical epistemology approaches offer a potential conceptual framework to address these issues, but they have not yet been comprehensively integrated into curriculum design. This study aims to formulate an Islamic education curriculum model that combines humanistic values, ecological awareness, and critical thinking skills through a synthesis of sustainable humanism and critical epistemology. Using a descriptive qualitative method based on literature review, this study examines Arkoun's thinking and sustainable humanism theory to develop a systematic theoretical formulation. The results show that the integration of these two approaches can produce a more inclusive, reflective, and transformative curriculum paradigm, as well as strengthen the relevance of Islamic education in facing contemporary social, ecological, and epistemological challenges. In conclusion, this study offers an integrative model that can serve as the basis for curriculum reform in Islamic educational institutions, with recommendations for strengthening teacher competencies, revising the curriculum structure, and developing learning assessments that emphasise ethical, critical, and sustainability aspects.
Thomas Lickona’s Comprehensive Character Education Model and Its Relevance to the Islamic Education Curriculum: A Study of SD Plus Rahmat in Kediri Khorida Ubaidatus Syarifah; Kuni Rofi’atunnisa’; Moh Izza Romadhon; Shahzadi Hina Sain
International Journal of Religion and Social Community Vol. 4 No. 1 (2026): March
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v4i1.3636

Abstract

This article examines the implementation of Thomas Lickona’s comprehensive character education model and its relevance to the Islamic Education curriculum at SD Plus Rahmat Kediri. The research employs a qualitative approach through literature review and field data collection, comprising document analysis, in-depth interviews with the headteacher and teachers, and observation of learning activities and character programmes. The analysis was conducted thematically by grouping the findings into three main pillars, namely moral knowing, moral feeling, and moral action, and relating them to the principles of Islamic ethics. The research findings indicate that the school successfully implemented the Lickona model through religious habit formation, teacher role modelling, a structured school culture, and collaboration with parents, thereby developing pupils’ moral competencies cognitively, affectively, and behaviourally. The novelty of this study lies in the development of an integrative model that combines the Lickona framework with Islamic ethical values through a school-culture-based approach. This study offers a contextual and practical implementation model to strengthen character education grounded in religious values in primary schools.

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