Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Nilai: Telaah Teoretis Rahmatan lil ‘Alamin dalam Pendidikan Tinggi

Rahmadi Agus Setiawan

doi:10.59086/jkip.v4i2.767

Authors

Rahmadi Agus Setiawan Universitas Islam Indonesia

DOI:

https://doi.org/10.59086/jkip.v4i2.767

Keywords:

Pendidikan Agama Islam, Kurikulum Berbasis Nilai, Rahmatan lil ‘Alamin, Pendidikan Tinggi, Integrasi Keilmuan

Abstract

Agama Islam (PAI) berbasis nilai rahmatan lil ‘alamin sebagai respons terhadap tantangan globalisasi, krisis identitas, disintegrasi ilmu, serta radikalisme keagamaan. Menggunakan pendekatan kualitatif dengan jenis studi literatur, penelitian ini menelaah berbagai sumber akademik dan kebijakan pendidikan Islam terkait pengembangan kurikulum berbasis nilai, integrasi keilmuan, serta konsep rahmatan lil ‘alamin dalam pendidikan. Hasil kajian menunjukkan bahwa kurikulum PAI saat ini masih didominasi oleh pendekatan tekstual-normatif yang kurang kontekstual dan tidak sepenuhnya mampu menjawab persoalan sosial-kemanusiaan kontemporer. Nilai rahmatan lil ‘alamin, jika dijadikan paradigma kurikulum, menawarkan pendekatan yang holistik, integratif, dan adaptif. Nilai ini mencakup dimensi spiritual, sosial, ekologis, dan epistemologis yang relevan untuk membentuk lulusan yang moderat, berakhlak, serta mampu berkontribusi dalam masyarakat global. Artikel ini menawarkan model kurikulum PAI berbasis nilai yang mengintegrasikan antara konten ajar, strategi pembelajaran, peran pendidik, dan kebijakan kelembagaan. Implikasi dari model ini berlaku tidak hanya bagi pendidikan tinggi Islam, tetapi juga pendidikan tinggi secara umum, yang memerlukan kurikulum berbasis nilai untuk membangun karakter mahasiswa secara utuh. Dengan demikian, artikel ini memberikan kontribusi konseptual dalam pengembangan kurikulum PAI yang relevan, kontekstual, dan transformatif di era global.
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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