Contextualizing Curriculum Design in Islamic Schools: A Framework for Holistic Learning

Authors

  • Ida Widiayah Faculty of Tarbiyah and Teacher Training, UIN Alauddin Makassar, Indonesia

Keywords:

Islamic Education, Curriculum Design, Holistic Learning, Digital Literacy, Community Engagement

Abstract

This study explores the contextualization of curriculum design in Islamic schools through a holistic learning framework that integrates spiritual, academic, technological, and socio-community dimensions. The research is motivated by the growing need for Islamic education to respond to contemporary challenges, including globalization, rapid technological change, and the demand for character formation aligned with Islamic values. Using a qualitative approach through literature review and analysis of existing practices in Islamic education, this study identifies four key dimensions in holistic curriculum design: spiritual and moral development, cognitive and academic achievement, digital literacy integration, and community engagement. Findings suggest that curriculum design in Islamic schools should not merely focus on the transmission of knowledge, but also on nurturing ethical values, fostering technological adaptability, and strengthening social responsibility. The proposed framework demonstrates that a balanced integration of these dimensions is essential for producing graduates who are intellectually competent, morally grounded, technologically literate, and socially responsible. This study concludes that a holistic curriculum model provides a strategic pathway for Islamic schools to fulfill their dual role: preserving religious identity while remaining relevant in a globalized and knowledge-based society.

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Published

2025-08-28