Designing a holistic curriculum: Challenges and opportunities in islamic education
DOI:
https://doi.org/10.35335/beztg009Keywords:
Community Involvement, Curriculum Integration, Educational Technology, Holistic Education, Islamic EducationAbstract
The research aims to comprehensively explore challenges and opportunities in developing a holistic curriculum for Islamic education. By analyzing existing research, the review identifies key themes, trends, and best practices related to integrating traditional Islamic teachings with modern educational practices. It encompasses a wide range of sources, including academic journals, books, and conference papers, to underscore the significance of curriculum integration, pedagogical strategies, community involvement, technological advancements, and policy reforms in promoting a holistic educational experience in Islamic schools. The review explores factors contributing to successful curriculum design, common challenges faced by educators and institutions, innovative practices, and recommendations for future research and initiatives. Overall, it seeks to advance knowledge in the field of Islamic education, providing insights to inform educators, policymakers, and stakeholders in enhancing the quality and effectiveness of holistic curriculum design in Islamic schools.
Research Highlights:
- Integration of Traditional and Modern Educational Practices: The review highlighted the importance of integrating traditional Islamic teachings with modern academic subjects such as mathematics, science, languages, and humanities. Schools that successfully achieved this integration demonstrated improved student engagement, deeper understanding of Islamic principles, and enhanced academic performance.
- Role of Community Involvement: Strong partnerships with parents, local mosques, and community organizations emerged as a critical factor in supporting holistic education initiatives. Schools with robust community involvement reported enhanced resources, support networks, and opportunities for students to engage in community service and leadership roles.
- Technological Integration: The review underscored the significant role of technology in enhancing educational experiences in Islamic schools. Digital resources, online platforms, and educational apps were found to facilitate personalized learning, interactive engagement, and access to diverse educational materials, thereby preparing students for digital literacy and success in a globalized world.
- Policy Reforms and Advocacy: The systematic review emphasized the impact of policy reforms and advocacy in promoting holistic education in Islamic schools. Governments and policymakers play a crucial role in creating an enabling environment through regulatory frameworks, funding initiatives, and educational policies that support curriculum flexibility, teacher training, and overall educational quality.
References
Abdalla, M. (2018). Islamic studies in Islamic schools: Evidence-based renewal. Islamic Schooling in the West: Pathways to Renewal, 257–283. https://doi.org/https://doi.org/10.1007/978-3-319-73612-9_13
Abdullah, M. A. (2017). Islamic studies in higher education in Indonesia: Challenges, impact and prospects for the world community. Al-Jami’ah: Journal of Islamic Studies, 55(2), 391–426.
Al-Otaibi, M. M. (1997). The role of schools in Islamic society: Historical and contemporary perspectives. American Journal of Islam and Society, 14(4), 1–18.
Al-Sharaf, A. (2013). Developing scientific thinking methods and applications in Islamic education. Education, 133(3), 272–282.
Al Zeera, Z. (2001). Wholeness and holiness in education: An Islamic perspective. International Institute of Islamic Thought (IIIT).
Amini, A. (2022). Analysis of islamic education institutional management. Edukasi Islami: Jurnal Pendidikan Islam, 11(01).
Amzat, I. H. (2022). Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. Routledge.
Anzar, U. (2003). Islamic education: A brief history of madrassas with comments on curricula and current pedagogical practices. Paper for the University of Vermont, Environmental Programme, 55. https://doi.org/https://doi.org/10.1080/13602004.2011.556886
Arar, K., Sawalhi, R., DeCuir, A., & Amatullah, T. (2023). Islamic-based educational leadership, Administration and Management: Challenging expectations through global critical insights. Taylor & Francis.
Arif, Y. M., Ayunda, N., Diah, N. M., & Garcia, M. B. (2024). A Systematic Review of Serious Games for Health Education: Technology, Challenges, and Future Directions. Transformative Approaches to Patient Literacy and Healthcare Innovation, 20–45.
Baghel, R. (2024). ETHICAL TEACHING AND LEARNING. RESEARCH AND, 199.
Baharuddin, B., Isnaini, E., & Lusiana, L. (2024). Islamic Education Curriculum That is Relevant to the Challenges of the Times. East Asian Journal of Multidisciplinary Research, 3(3), 1045–1060.
Beribe, M. F. B. (2023). The Impact of Globalization on Content and Subjects in the Curriculum in Madrasah Ibtidaiyah: Challenges and Opportunities. At-Tasyrih: Jurnal Pendidikan Dan Hukum Islam, 9(1), 54–68.
Booth, A. (2016). Searching for qualitative research for inclusion in systematic reviews: a structured methodological review. Systematic Reviews, 5(74), 1–23. https://doi.org/https://doi.org/10.1186/s13643-016-0249-x
Boulkedid, R., Abdoul, H., Loustau, M., Sibony, O., & Alberti, C. (2011). Using and reporting the Delphi method for selecting healthcare quality indicators: a systematic review. PloS One, 6(6), e20476.
Brandenberger, J., Tylleskär, T., Sontag, K., Peterhans, B., & Ritz, N. (2019). A systematic literature review of reported challenges in health care delivery to migrants and refugees in high-income countries-the 3C model. BMC Public Health, 19, 1–11. https://doi.org/https://doi.org/10.1186/s12889-019-7049-x
Breimaier, H. E., Heckemann, B., Halfens, R. J. G., & Lohrmann, C. (2015). The Consolidated Framework for Implementation Research (CFIR): a useful theoretical framework for guiding and evaluating a guideline implementation process in a hospital-based nursing practice. BMC Nursing, 14, 1–9.
Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195–211. https://doi.org/https://doi.org/10.1080/23752696.2021.1960879
Combs, J., Liu, Y., Hall, A., & Ketchen, D. (2006). How much do high‐performance work practices matter? A meta‐analysis of their effects on organizational performance. Personnel Psychology, 59(3), 501–528.
Cullen, R., Harris, M., & Hill, R. R. (2012). The learner-centered curriculum: Design and implementation. John Wiley & Sons.
Daradkeh, M. (2023). Navigating the complexity of entrepreneurial ethics: A systematic review and future research agenda. Sustainability, 15(14), 11099. https://doi.org/https://doi.org/10.3390/su151411099
Davis, M. (2017). Teaching design: A guide to curriculum and pedagogy for college design faculty and teachers who use design in their classrooms. Simon and Schuster.
Doll Jr, W. E. (1993). A post-modern perspective on curriculum. Teachers College Press.
DomNwachukwu, C. S. (2019). Multicultural education in an age of globalization: Compelling issues for engagement. Rowman & Littlefield.
Donaldson, G. (2006). Cultivating leadership in schools: Connecting people, purpose, and practice. Teachers College Press.
Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. EdMedia and Innovate Learning, 171–178. https://www.learntechlib.org/p/13739/
Douglass, S. L., & Shaikh, M. (2004). Defining Islamic education: Differentiation and applications. Current Issues in Comparative Education, 7(1).
Efe, U., & Akcan, A. V. (2024). A Literature Review of the Studies on Islam-Science-Technology in Web of Science. Journal of STEM Teacher Institutes, 4(1), 65–80.
Efendi, N. (2022). Implementation of Total Quality Management and Curriculum on the Education Quality. Journal of Social Studies Education Research, 13(3), 120–149.
El-Moslimany, A. (2018). Teaching children: a moral, spiritual, and holistic approach to educational development. International Institute of Islamic Thought (IIIT).
Frugo, J. A., Johnston, A. E., McCauley, B. J., & Navarro, K. C. (2016). Leading character: An investigation into the characteristics and effective practices of character education leaders. University of Missouri-Saint Louis.
Fuadi, A., & Suyatno, S. (2020). Integration of nationalistic and religious values in islamic education: Study in integrated islamic school. Randwick International of Social Science Journal, 1(3), 555–570.
Grant, J. (2018). Principles of curriculum design. Understanding Medical Education: Evidence, Theory, and Practice, 71–88.
Halstead, J. M. (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/https://doi.org/10.1080/03057240701643056
Hashim, I., & Jemali, M. (2017). Key aspects of current educational reforms in Islamic educational schools. GJAT, 7(1), 49–56.
Hefner, R. W. (2007). Introduction: The culture, politics, and future of Muslim education. Schooling Islam: The Culture and Politics of Modern Muslim Education, 1–39.
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement.
Huda, M. (2022). Implementation of Scientific Approach In Islamic Education Learning. Edukasi Islami: Jurnal Pendidikan Islam, 11(03).
Huda, M., Yusuf, J. Bin, Azmi Jasmi, K., & Nasir Zakaria, G. (2016). Al-Zarnūjī’s concept of knowledge (‘Ilm). SAGE Open, 6(3), 2158244016666885.
Ismail, I. (2016). Character education based on religious values: an Islamic perspective. Ta’dib: Jurnal Pendidikan Islam, 21(1), 41–58.
Ismail, I., Ali, H., & Us, K. A. (2022). Factors Affecting Critical and Holistic Thinking in Islamic Education in Indonesia: Self-Concept, System, Tradition, Culture.(Literature Review of Islamic Education Management). Dinasti International Journal of Management Science, 3(3), 407–437. https://doi.org/https://doi.org/10.31933/dijms.v3i3
Lahmar, F. (2020). Islamic education: An Islamic “wisdom-based cultural environment” in a western context. Religions, 11(8), 409. https://doi.org/https://doi.org/10.3390/rel11080409
Latuconsina, A., Latuapo, R., Rahman, M. A., Rustina, N., & Rajab, L. (2023). Systematic review exploring trends in islamic education research: A bibliometric analysis. Migration Letters, 20(7), 1249–1267.
Lewin, S., Glenton, C., & Oxman, A. D. (2009). Use of qualitative methods alongside randomised controlled trials of complex healthcare interventions: methodological study. Bmj, 339.
Lubis, M. A., Mustapha, R., & Lampoh, A. A. (2009). Integrated Islamic education in Brunei Darussalam: Philosophical issues and challenges. Journal of Islamic and Arabic Education, 1(2), 51–60.
Mabud, S. A. (2017). Integrating Islamic And Modern Knowledge—Philosophical Concepts And Their Practical Applications. PROCEEDING IAIN Batusangkar, 1(1), 55–82.
Mahmudah, M., & Irawati, T. N. (2018). Aplikasi Pewarnaan Graf Terhadap Pembuatan Jadwal Ujian Semester di Jurusan Pendidikan Matematika Universitas Islam Jember. Mathematics, 1, 1–10.
Manger, L. (2013). Muslim diversity: local Islam in global contexts. In Muslim Diversity (pp. 1–36). Routledge.
Mehmood, E., Abid, A., Farooq, M. S., & Nawaz, N. A. (2020). Curriculum, teaching and learning, and assessments for introductory programming course. IEEE Access, 8, 125961–125981.
Memon, N. A. (2021). Islamic pedagogy for Islamic schools. In Oxford Research Encyclopedia of Education.
Meystre, S. M., Friedlin, F. J., South, B. R., Shen, S., & Samore, M. H. (2010). Automatic de-identification of textual documents in the electronic health record: a review of recent research. BMC Medical Research Methodology, 10, 1–16. https://doi.org/https://doi.org/10.1186/1471-2288-10-70
Muborakshoeva, M. (2012). Islam and higher education: Concepts, challenges and opportunities. Routledge.
Munsoor, M. S., & Sa’ari, C. Z. (2017). Knowledge and Islam on the Non-Rational and Rational-Heart-Brain Inter-Connection: A Classical Islamic Scholarly Perspective. Afkar: Jurnal Akidah & Pemikiran Islam, 19(1), 129–162.
Murua, I. J. (2016). The Role Of Madrasa Curriculum In The Muslim Community Education, Identity And Christian-Muslim Relations: A Case Of Mumias West Constituency. University of Nairobi. https://doi.org/http://hdl.handle.net/11295/100345
Musharraf, M. N. (2015). Islamic Education in Europe-A Comprehensive Analysis. Australian Journal of Humanities and Islamic Studies Research (AJHISR), 1(1), 6–13.
Naeem, A., & Yousaf, E. (2023). Case Study: The Concept of’Religious Tolerance’in the Socio-Religious Construction of Islamic Schools in India. Idarah (Jurnal Pendidikan Dan Kependidikan), 7, 149–164.
Nasir, M. (2021). Curriculum development and accreditation standards in the traditional islamic schools in Indonesia. Journal of Curriculum Studies Research, 3(2), 37–56. https://doi.org/https://doi.org/10.46303/jcsr.2020.3
Nasucha, M. R., & Khozin, K. (2023). Synergizing Islamic Religious Education and Scientific Learning in the 21st Century: A Systematic Review of Literature. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 11(1), 109–130.
Niyozov, S., & Memon, N. (2011). Islamic education and Islamization: Evolution of themes, continuities and new directions. Journal of Muslim Minority Affairs, 31(1), 5–30. https://doi.org/https://doi.org/10.1080/13602004.2011.556886
Niyozov, S., & Pluim, G. (2009). Teachers’ perspectives on the education of Muslim students: A missing voice in Muslim education research. Curriculum Inquiry, 39(5), 637–677. https://doi.org/https://doi.org/10.1111/j.1467-873X.2009.00463.x
Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for Improving the Professionalism of Islamic Education Teachers at University. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), 41–61.
Nurdiyanti, Y., Yamin, M., & Mustafa, I. (2022). The Curriculum Basis of Islamic Education Perspective Ali Ahmad Madzkur. Nazhruna: Jurnal Pendidikan Islam, 5(2), 555–571. https://doi.org/https://doi.org/10.31538/nzh.v5i2.2001
Pahrudin, A., & Anggini, V. (n.d.). Curriculum Development Management of Islamic Education in The Internet of Things Era. Jurnal Penelitian Pendidikan Islam, 11, 150–167.
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126.
Raqib, M. A. (2020). ‘Safeguarding Islam’in modern times: Politics, piety and Hefazat-e-Islami ‘ulama in Bangladesh. Critical Research on Religion, 8(3), 235–256.
Reagan, T. G. (2004). Non-Western educational traditions: Alternative approaches to educational thought and practice. Routledge.
Rianawaty, I., Dwiningrum, S. I. A., & Yanto, B. E. (2021). Model of Holistic Education-Based Boarding School: A Case Study at Senior High School. European Journal of Educational Research, 10(2), 567–580.
Saada, N., & Magadlah, H. (2021). The meanings and possible implications of critical Islamic religious education. British Journal of Religious Education, 43(2), 206–217. https://doi.org/https://doi.org/10.1080/01416200.2020.1785844
Saeed, A. (1999). Towards religious tolerance through reform in Islamic education: The case of the state institute of Islamic studies of Indonesia. Indonesia and the Malay World, 27(79), 177–191. https://doi.org/https://doi.org/10.1080/13639819908729941
Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Kube Publishing Ltd.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/https://doi.org/10.3390/rel9110335
Saidi, A. K. (2016). Challenges Facing the Madrassa Institutions in the Teaching of Islamic Religious Education: a Case Study of Galole Constituency of Tana River County.
Salleh, M. S. (2013). Strategizing islamic education. International Journal of Education and Research, 1(6), 1–14.
Salleh, R. M., Hamzah, M. I., & Zulkifli, H. (2021). A Systematic Review on Islamic Education Teachers in Practicing Higher Order Thinking Skills in Malaysia.
Scholl, I., Zill, J. M., Härter, M., & Dirmaier, J. (2014). An integrative model of patient-centeredness–a systematic review and concept analysis. PloS One, 9(9), e107828.
Seuring, S., & Gold, S. (2012). Conducting content‐analysis based literature reviews in supply chain management. Supply Chain Management: An International Journal, 17(5), 544–555. https://doi.org/https://doi.org/10.1108/13598541211258609
Shah, S. (2006). Educational leadership: an Islamic perspective. British Educational Research Journal, 32(3), 363–385. https://doi.org/https://doi.org/10.1080/01411920600635403
Shakeel, M. D. (2018). Islamic schooling in the cultural West: A systematic review of the issues concerning school choice. Religions, 9(12), 392.
Sheikh, A. S. (2013). Islamic education in Kenya: A case study of Islamic integrated schools in Garissa county. University of Nairobi.
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: a best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770.
Slattery, P. (2012). Curriculum development in the postmodern era: Teaching and learning in an age of accountability. Routledge. https://doi.org/https://doi.org/10.4324/9780203139554
Suryadı, B., Ekayantı, F., & Amalıa, E. (2018). An integrated curriculum at an islamic university: Perceptions of students and lecturers. Eurasian Journal of Educational Research, 18(74), 25–40.
Suyatno, S., Wantini, W., Sukiman, S., & Rachmawati, Y. (2022). Progressive islamic education: Bridging the gap of islam, indonesianness, and modernity. The Qualitative Report, 27(1), 226–242.
Tauhidi, D. (2007). From Islamic studies to Islamic education: the challenge of making education whole again. Tarbiyah Institute for Learning and Development, 1–10.
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 1–10. https://doi.org/https://doi.org/10.1186/1471-2288-8-45
Tolchah, M., & Mu’ammar, M. A. (2019). Islamic Education in the Globalization Era. Humanities & Social Sciences Reviews, 7(4), 1031–1037.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222. https://doi.org/https://doi.org/10.1111/1467-8551.00375
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/https://doi.org/10.1111/nhs.12048
Visakh, M. S., Santhosh, R., & Roshan, C. K. M. (2021). Islamic traditionalism in a globalizing world: Sunni Muslim identity in Kerala, South India. Modern Asian Studies, 55(6), 2046–2087.
Waardenburg, J. (1965). Some institutional aspects of Muslim higher education and their relation to Islam. Numen, 12(1), 96–138.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30–43. https://doi.org/https://doi.org/10.1080/00220671.1990.10885988
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/https://doi.org/10.1111/j.1365-2648.2005.03621.x
Widodo, H. (2019). The Role of School Culture in Holistic Education Development in Muhammadiyah Elementary School Sleman Yogyakarta. Dinamika Ilmu, 19(2), 265–285.
Yanmei, Z., bin Muhamad, M. M., binti Mustakim, S. S., & Zhufen, Y. (2024). Integration of Holistic Education with Pre-service Teacher Cultivation: Dimensional Analysis and Role Perceptions. Pakistan Journal of Social Sciences, 44(1), 125–141.
Yasin, R., & Jani, M. S. (2013). Islamic education: The philosophy, aim, and main features. International Journal of Education and Research, 1(10), 1–18.
Zine, J. (2008). Canadian Islamic schools: Unravelling the politics of faith, gender, knowledge, and identity. University of Toronto Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Raqib Moslimany, Anzar Otaibi, Frugo Shaikh (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
