Integrasi Nilai-Nilai Islam Dalam Kurikulum Pendidikan Modern: Tinjauan Teoritis dan Implikasi Pedagogis
DOI:
https://doi.org/10.64464/tarbiyah.v5i1.273Kata Kunci:
Integrasi Nilai-Nilai Islam, Kurikulum Pendidikan Islam, Kurikulum Pendidikan
Abstrak
Artikel ini mengkaji secara teoritis integrasi nilai-nilai Islam dalam kurikulum pendidikan modern melalui pendekatan studi pustaka (library research). Kajian ini diperlukan karena literatur pendidikan Islam kontemporer masih membahas model-model integrasi secara terpisah tanpa sintesis yang sistematis. Tiga rumusan masalah diangkat: (1) bagaimana landasan filosofis integrasi nilai Islam dalam pendidikan modern; (2) bagaimana model-model integrasi kurikulum berbasis nilai Islam yang berkembang dalam literatur; dan (3) apa implikasi pedagogis integrasi tersebut terhadap praktik pembelajaran. Sintesis teori dilakukan terhadap karya-karya tokoh seperti Ismail Raji al-Faruqi, Syed Muhammad Naquib al-Attas, dan Fazlur Rahman, serta dua puluh dua literatur sekunder kontemporer tentang kurikulum integratif yang dipilih berdasarkan kriteria inklusi dan eksklusi yang eksplisit. Hasil kajian menunjukkan bahwa integrasi nilai Islam dalam pendidikan modern tidak bersifat dikotomis melainkan holistik, mencakup dimensi epistemologis, aksiologis, dan ontologis. Perbandingan sistematis menunjukkan bahwa Model Islamisasi Pengetahuan al-Faruqi, konsep ta'dib al-Attas, dan pendekatan rekonstruktif Rahman saling melengkapi pada dimensi konten, tujuan, dan metodologi, sehingga dapat disintesiskan menjadi Model Kurikulum Integratif Islam (IICM). Implikasi pedagogisnya mencakup reorientasi tujuan pembelajaran, redesain materi ajar, dan restrukturisasi metodologi pengajaran, meskipun penerapannya menghadapi tantangan institusional, ketersediaan bahan ajar, dan tekanan akuntabilitas berbasis capaian kognitif. Penelitian ini berkontribusi pada pengembangan kerangka teoritis kurikulum pendidikan Islam integratif yang relevan dengan konteks pendidikan Indonesia dan abad ke-21.
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