Muhammad Muhammad, Nur Khairani

Analysis of Philosophical, Psychological, and Sociological Foundations in the Development of Islamic Religious Education Curriculum at MtsS Fahmussalam Al-Aziziyah

Introduction

Analysis of philosophical, psychological, and sociological foundations in the development of islamic religious education curriculum at mtss fahmussalam al-aziziyah. Analyzes philosophical, psychological, and sociological foundations in Islamic Religious Education (PAI) curriculum development at MTsS Fahmussalam al-Aziziyah for enhanced effectiveness.

Abstract

This study aims to analyze the implementation of philosophical, psychological, and sociological foundations in the development of the Islamic Education (PAI) curriculum at MTsS Fahmussalam al-Aziziyah and its implications for curriculum effectiveness. These three foundations are essential elements in designing a holistic and contextual curriculum. The study employed a qualitative descriptive approach using observation, interviews, and document analysis as data collection techniques. The findings reveal that the philosophical foundation has been conceptually integrated into the curriculum objectives; however, its practical application remains limited and has not yet fully shaped the students’ internalization of values. The psychological foundation has begun to be considered through learning approaches that take into account students’ developmental characteristics, although there is still a need to strengthen the alignment of strategies with learners’ needs. Meanwhile, the sociological foundation is visible through community-based religious activities but is not yet fully embedded in the curriculum content to address contemporary social issues. These three foundations significantly influence the effectiveness of curriculum development. A curriculum that is not holistically grounded in these dimensions risks losing its ideological direction, social relevance, and pedagogical meaning. Therefore, the development of the PAI curriculum should be more integrative, reflective, and responsive to students’ development and the dynamic challenges of the surrounding society.

Review

This study, "Analysis of Philosophical, Psychological, and Sociological Foundations in the Development of Islamic Religious Education Curriculum at MtsS Fahmussalam Al-Aziziyah," tackles a highly relevant area within educational research: the foundational principles underpinning curriculum design. The paper's aim to analyze the implementation of philosophical, psychological, and sociological foundations within an Islamic Education (PAI) curriculum and their implications for effectiveness is critically important, particularly given the ongoing global imperative for holistic and contextualized educational approaches. The authors clearly articulate the significance of these three foundational elements and appropriately employ a qualitative descriptive methodology, utilizing observation, interviews, and document analysis, which is well-suited for an in-depth examination of such complex and nuanced educational dynamics. The focus on a specific institution provides valuable empirical insights into real-world curriculum development challenges. The findings presented offer a nuanced and insightful picture of curriculum development at MTsS Fahmussalam al-Aziziyah. The research effectively demonstrates that while the philosophical foundation is conceptually integrated into curriculum objectives, its practical application and subsequent internalization of values by students remain limited. Similarly, the psychological foundation is shown to influence learning approaches by considering students' developmental characteristics, yet a crucial need for stronger alignment of strategies with specific learner needs is identified. Furthermore, the sociological foundation is evident through community-based religious activities, but the abstract highlights a significant gap in its embedding within curriculum content to address contemporary social issues effectively. These specific observations are highly valuable, underscoring the abstract's broader conclusion that a curriculum not holistically grounded in these dimensions risks losing its ideological direction, social relevance, and pedagogical meaning – a powerful and well-supported argument. In conclusion, this study provides valuable contributions to the understanding of curriculum development in an Islamic educational context. The call for a PAI curriculum that is "more integrative, reflective, and responsive to students’ development and the dynamic challenges of the surrounding society" is a pertinent and actionable recommendation. The research successfully identifies specific areas where theoretical foundations fall short in practical application, offering a robust basis for stakeholders to re-evaluate and refine their curriculum strategies. Future research could build upon these findings by exploring specific pedagogical interventions or curriculum design models that effectively bridge these identified gaps, particularly in translating philosophical objectives into tangible student internalization and integrating contemporary social issues more robustly within the curriculum content. This paper makes a commendable and timely contribution to the literature on Islamic education and curriculum studies.

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