Arinda Firdianti, Shoby Any Cahya, Ruly Nadian Sari

Sinergi Kurikulum Cambridge dan Pendidikan Islam dalam Pengembangan Karakter

Introduction

Sinergi kurikulum cambridge dan pendidikan islam dalam pengembangan karakter. Analisis sinergi Kurikulum Cambridge dan Pendidikan Islam dalam pengembangan karakter siswa yang beriman, berpengetahuan, dan kompetitif global. Temukan model pendidikan hibrida untuk generasi Muslim adaptif.

Abstract

This study aims to analyze the synergy between the Cambridge Curriculum and Islamic Education in fostering students’ character who are faithful, knowledgeable, and globally competitive. The research employed a Systematic Literature Review (SLR) approach, following the PRISMA protocol to trace, screen, and synthesize relevant literature from reputable databases (Scopus, Web of Science, and Google Scholar) within the 2015–2025 timeframe. Out of 142 identified articles, 38 met the thematic and methodological eligibility criteria. The findings indicate that the integration of the Cambridge Curriculum and Islamic Education creates a hybrid educational model that balances global academic achievement with spiritual and moral development. The Cambridge Curriculum provides a framework for 21st-century competencies, while Islamic Education embeds values, manners, and moral accountability. This synergy requires a paradigm shift among teachers, pedagogical innovation, and curriculum policies centered on character formation. The study concludes that character development based on the integration of global curriculum and Islamic values is a strategic pathway to cultivating an excellent and adaptive Muslim generation ready to face global challenges.

Review

This systematic literature review, titled 'Sinergi Kurikulum Cambridge dan Pendidikan Islam dalam Pengembangan Karakter,' addresses a highly relevant and pressing educational challenge: integrating global academic standards with profound ethical and spiritual development. The study's aim to analyze the synergy between the Cambridge Curriculum and Islamic Education for fostering faithful, knowledgeable, and globally competitive character is commendable. Utilizing a robust Systematic Literature Review (SLR) approach, adhering to the PRISMA protocol and drawing from reputable databases, the research demonstrates a rigorous methodological commitment to synthesize existing knowledge on this critical intersection. The findings elucidate a compelling argument for a hybrid educational model that effectively bridges the divide between global academic achievement and spiritual-moral grounding. The authors effectively illustrate how the Cambridge Curriculum provides a vital framework for developing 21st-century competencies, equipping students with essential skills for global challenges, while Islamic Education instills crucial values, manners, and moral accountability. This described synergy is not merely an additive process but a transformative one, aiming to cultivate a holistic individual whose global competitiveness is tempered and guided by a strong ethical compass rooted in Islamic principles. The study thoughtfully highlights the necessary preconditions for this synergy, emphasizing the need for a paradigm shift among educators, pedagogical innovation, and supportive curriculum policies. This underscores the practical implications for educational leaders and policymakers seeking to implement such integrated models. While the SLR effectively synthesizes existing literature, it implicitly calls for further empirical research to observe the practical implementation and long-term impact of this hybrid model in diverse educational settings. Overall, this paper makes a significant theoretical contribution by framing character development through the integration of global curriculum and Islamic values as a strategic pathway, offering a clear vision for cultivating an excellent and adaptive Muslim generation equipped to navigate the complexities of the modern world.

Full Text

Comments

You need to be logged in to post a comment.