Alhamuddin Alhamuddin, Ahmad Fanani

Revisiting the Curriculum of Madrasah Nizhamiyah: Inspirations for Contemporary Islamic Education in Indonesiain

Introduction

Revisiting the curriculum of madrasah nizhamiyah: inspirations for contemporary islamic education in indonesiain. Revisit the Nizhamiyyah Madrasah curriculum's legacy, offering insights for integrating religious and secular education in contemporary Indonesia. Inspire balanced, holistic Islamic schooling.

Abstract

This study explores the intellectual legacy of the Nizhamiyyah Madrasah and its influence on the development of Islamic education in Indonesia, with a focus on its curriculum. Using a qualitative approach with historical and comparative methods, the research examines primary and secondary sources—including historical texts, curricular structures, and educational philosophies of the Nizhamiyyah Madrasah—and compares them with contemporary Islamic education practices in Indonesia. Findings reveal that the Nizhamiyyah Madrasah played a pivotal role in integrating religious sciences with rational and general knowledge, establishing a holistic academic model that significantly shaped Islamic educational thought. Its balanced curriculum has inspired modern Indonesian institutions aiming to harmonize religious and secular disciplines. However, a persistent gap remains: many Islamic schools still maintain a rigid separation between religious and secular subjects, undermining the integrative vision originally advanced by the Nizhamiyyah model. The study concludes that the Nizhamiyyah’s legacy offers valuable insights for reforming Islamic education in Indonesia. Its integrative approach can serve as a framework for developing a more balanced, inclusive, and globally competitive Islamic education system. It is therefore recommended that Indonesian educational institutions consider adopting a similarly integrated curriculum to equip students with relevant modern competencies while preserving their Islamic identit

Review

This study offers a timely and pertinent exploration into the curriculum of the Nizhamiyyah Madrasah, seeking to derive inspirations for contemporary Islamic education in Indonesia. The research commendably employs a qualitative approach, integrating historical and comparative methods, to meticulously examine primary and secondary sources. This dual methodological framework allows for a deep dive into the historical intellectual legacy of the Nizhamiyyah while simultaneously drawing meaningful parallels and contrasts with current educational practices in Indonesia. The clarity of its objective—to bridge historical wisdom with modern challenges—sets a strong foundation for its subsequent analysis. The findings of the study are particularly insightful, highlighting the Nizhamiyyah Madrasah's pioneering role in establishing a holistic academic model that integrated religious sciences with rational and general knowledge. This integrative vision significantly influenced Islamic educational thought and serves as a powerful testament to the potential for harmonizing diverse disciplines. However, the research critically points out a persistent and concerning gap in contemporary Indonesian Islamic education, where many institutions still adhere to a rigid separation between religious and secular subjects. This observation underscores the continued relevance of revisiting historical models that championed a more integrated approach, exposing a crucial area for reform. In conclusion, the study effectively demonstrates that the Nizhamiyyah’s legacy provides valuable insights for reforming Islamic education in Indonesia. Its integrative curriculum is presented not merely as a historical relic but as a practical framework for developing a more balanced, inclusive, and globally competitive system. The recommendation for Indonesian educational institutions to adopt a similarly integrated curriculum is well-justified, offering a pathway to equip students with essential modern competencies without compromising their Islamic identity. This research makes a significant contribution to the discourse on Islamic educational reform, offering a compelling argument for re-evaluating current practices through the lens of a successful historical precedent.

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