Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Nilai: Telaah Teoretis Rahmatan lil ‘Alamin dalam Pendidikan Tinggi
DOI:
https://doi.org/10.59086/jkip.v4i2.767Keywords:
Pendidikan Agama Islam, Kurikulum Berbasis Nilai, Rahmatan lil ‘Alamin, Pendidikan Tinggi, Integrasi KeilmuanAbstract
This article explores the urgency of developing a value-based Islamic Religious Education (PAI) curriculum grounded in the concept of rahmatan lil ‘alamin (a mercy to all creation). The aim is to construct a holistic and contextually relevant curriculum model that addresses contemporary global challenges such as identity crises, epistemological disintegration, and religious extremism. This study employs a qualitative, conceptual approach based on a comprehensive review of literature. Sources include academic journals, books, curriculum policy documents, and recent research on value-based curriculum development, the integration of knowledge, and the educational application of rahmatan lil ‘alamin principles. The study reveals that current PAI curricula tend to emphasize normative-textual approaches, often lacking contextual relevance and failing to respond effectively to humanitarian, ecological, and social issues. By contrast, positioning rahmatan lil ‘alamin as a curriculum paradigm enables the integration of spiritual, ethical, and scientific dimensions—resulting in a more adaptive, inclusive, and transformative educational model. The proposed curriculum model contributes to the development of students’ character, social responsibility, and interdisciplinary competence. It is applicable not only within Islamic higher education institutions but also within broader higher education settings seeking to cultivate ethical, globally minded graduates through value-oriented pedagogy and institutional policy. This article offers a novel theoretical contribution by reconstructing Islamic education through the paradigm of rahmatan lil ‘alamin. It proposes a systematic framework that redefines the orientation of Islamic Religious Education toward values-based, integrative, and socially responsive learning in the global era.
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