Conceptual Analysis: The Essence of Curriculum in Islamic Education
DOI:
https://doi.org/10.58485/elrusyd.v11i1.691Keywords:
The nature of the curriculum, Islamic education, manhaj, conceptual analysis, insan kamilAbstract
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.
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