The Integration of Islamic Values ​​into the Modern Educational Curriculum: A Theoretical Overview and Pedagogical Implications

Abstract

This article theoretically examines the integration of Islamic values into modern education curricula through a library research approach. Such a study is needed because contemporary Islamic education literature still treats major integration models separately, without systematic synthesis. Three research questions are addressed: (1) what philosophical foundations underlie the integration of Islamic values in modern education; (2) what curriculum integration models based on Islamic values have developed in the literature; and (3) what pedagogical implications this integration holds for learning practice. Theoretical synthesis was conducted on the works of key figures such as Ismail Raji al-Faruqi, Syed Muhammad Naquib al-Attas, and Fazlur Rahman, along with twenty-two contemporary secondary sources on integrative curricula selected through explicit inclusion and exclusion criteria. The findings show that integrating Islamic values into modern education is not dichotomous but holistic, encompassing epistemological, axiological, and ontological dimensions. Systematic comparison reveals that al-Faruqi's Islamization of Knowledge, al-Attas's concept of ta'dib, and Rahman's reconstructive approach complement one another across the dimensions of content, purpose, and methodology, allowing their synthesis into an Islamic Integrative Curriculum Model (IICM). Its pedagogical implications span the reorientation of learning objectives, the redesign of instructional materials, and the restructuring of teaching methodology, although implementation faces institutional challenges, limited instructional materials, and accountability pressures centered on cognitive achievement. This study contributes to the theoretical framework of integrative Islamic education curricula relevant to the Indonesian context and to 21st-century education more broadly.