Development of an Integrated Islamic Religious Education (PAI) curriculum and its implementation in Senior High Schools in Indonesia

Abstract

The transformation of science and technology that is currently taking place has created a major leap in the history of Islamic Religious Education (PAI). This massive transformation requires the educational sector to be prepared to respond through efforts to adopt progressive and visionary patterns of change grounded in religious values. One such effort involves changes at the curriculum level as a conceptual and theoretical guide that functions as a normative reference. This study aims to examine the construction of an integrative PAI curriculum development in general educational institutions, specifically public and private senior high schools in Indonesia. This study employs a qualitative approach with a phenomenological design. Data collection techniques include participatory observation and in-depth interviews, while data analysis follows the interactive model proposed by Miles, Huberman, and Saldaña. PAI curriculum development is grounded in a philosophical foundation based on an integrative framework that incorporates multidisciplinary, interdisciplinary, and transdisciplinary approaches. In addition, the curriculum is supported by an epistemological foundation with an implementation-oriented dimension that addresses the challenges of scientific and technological advancement and globalization in the twenty-first century. This dimension is reflected in efforts to develop innovative learning methods and strategies, including the adaptation of information technology–based learning approaches aligned with PAI subject themes, as well as the strengthening and development of assessment aspects that emphasize the moral and spiritual dimensions of PAI learning.