EFFORTS TO BUILD A BALANCE OF FAITH, KNOWLEDGE AND CHARITY IN THE INTEGRATIVE PARADIGM OF ISLAMIC RELIGIOUS EDUCATION CURRICULUM
Main Article Content
Siti Mamluatul Jannah
Imam Junaris
This study aims to analyze in depth the efforts to build a balance of Faith, Knowledge, and Practice in the integrative paradigm of the Islamic Religious Education (PAI) Curriculum in formal educational institutions. The background of the problem is based on the phenomenon of the dichotomy of knowledge that separates general knowledge and religion, which has implications for the moral crisis and low integrity of graduates (Assegaf, 2011: 271). The integrative paradigm is present as an epistemological solution to reunite knowledge under the umbrella of monotheism, making knowledge a means of strengthening faith and guiding good deeds (Al-Attas, 1993: 65; Annisa, 2019: 9). This qualitative research with a Case Study design was conducted in schools/madrasas that consistently implement the integrative PAI curriculum, with research subjects including principals, PAI teachers, general subject teachers, and students. Data were collected through in-depth interviews, participatory observation, and documentation studies, then analyzed using the Miles and Huberman model (2014: 31). The results of the study indicate that the effort to achieve this balance is realized through a holistic curriculum design that explicitly links Islamic Religious Education (PAI) material with science, the transformation of knowledge into practice through a structured habituation program, and the need for close collaboration between teachers. Despite facing the challenges of fragmented material and limited teacher competencies, the success of this effort is highly dependent on visionary school leadership and the implementation of holistic evaluations that measure the cognitive, affective, and psychomotor domains (Faith, Knowledge, and Practice). The study concluded that the successful implementation of an integrative Islamic Religious Education (PAI) curriculum is able to produce Perfect Humans who have harmony between the beliefs of the heart, intellectual intelligence, and moral practice (Daradjat, 2025: 145).
Abdullah, MA (2020). Islam and science in Islamic higher education (Integration-interconnection paradigm). Yogyakarta: UIN Sunan Kalijaga Press.
Abidin, MRK (2023). Integration of Islamic Religious Education Learning in the Nature School Curriculum at Al 'Izzah Krian Sidoarjo Nature Middle School. Thesis. UIN Sunan Ampel Surabaya.
Al-Attas, SMN (1993). Islām and Civilization Publications: A Contribution to the Current Debate. Kuala Lumpur: Language and Library Council.
Anas, (2013). Integration in the Curriculum Must Combine Knowledge with Students' Daily Lives. Journal.
Annisa, M. (2019). Integration of Faith, Knowledge and Charity in Islamic Education (Study of the interpretation of QS. AL-Mujadilah: 11 and QS. Al-Israa': 36). Thesis. UIN Kiai Haji Achmad Siddiq Jember.
Assegaf, AR (2011). Philosophy of Islamic Education: Hadhari's New Paradigm Based on Integrative-Interconnectiveness. Jakarta: Raja Grafindo Persada.
Daradjat, Z. (2025). Concepts and Theories of Islamic Religious Education Curriculum. JIPKL, 1(1).
Fauziah & Darraz. (2024). Strategies for Instilling Noble Morals in Students. Journal of Education.
Islamic Religious Education Teachers in the Digital Era. (2025). Islamic Religious Education Teachers' Efforts to Instill Noble Moral Values in Students in the Digital Era. NU Scientific Journal.
Hawa, Syarifah, & Muhammad. (2021). Religious Habits in Cultivating Spiritual Intelligence. Journal.
Hidayat, A. (2022). Integrative Curriculum in Islamic Education: Between Concept and Implementation. Journal of Islamic Education, 11(2).
SUMMARY. (2025). Synergy of Knowledge and Faith: The Role of Religious Integration in Modern Education. SUMMARY: Journal of Islamic Knowledge, 5(1).
Indriani. (2016). Integrative Thematic Learning. Journal.
Irmawati. (2025). Integration of Islamic Values in the Islamic Education Curriculum. ResearchGate.
Isnaeni. (2016). Integration of Islamic Education with General Science. Journal.
Isnaini, Wahyudi, & Syafe. (2021). Islamic Education Teachers' Efforts in Cultivating Students' Spiritual Intelligence. Tarbiya Islamica Journal.
JIC Nusantara. (2024). Integration of Faith and Knowledge in Islamic Education. J-ASNA, 3(1).
UM Metro Electronic Journal. (2024). Development of Islamic Religious Education Curriculum with an Integrative-Interconnective Approach. Attajdid, 13(1).
UII Dalwa Journal. (2019). Character-Based Integrative Islamic Education.
UIN Datokarama Journal. (2025). Applying the Concept of Holistic Assessment in Islamic Education. KIIES, 3(2).
Kurniasih, SR, Haryanti, E., & Hermawan, AH (2023). Integration of Science and Faith in the Curriculum: A Case Study of an Integrated Islamic Elementary School. Al-Thariqah Journal of Islamic Religious Education, 8(1).
Muhaimin. (2009). Development of Islamic Religious Education Curriculum. Jakarta: Raja Grafindo Persada.
Musmuallim. (2013). Paradigm of Islamic Religious Education Learning with Integrative Insight. Insania, 18(2).
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
Moleong, LJ (2019). Qualitative Research Methodology (Revised Edition). Bandung: PT Remaja Rosdakarya.
PILAR. (2025). Integrative Islamic Education Curriculum: Connecting Religious Knowledge and Modern Science. PILAR JOURNAL, 16(1).
PUJIA UNISMUH MAKASSAR. (2025). Integrative Islamic Education Curriculum: Connecting Religious and Modern Sciences. (Cited as a general source).
UII Dalwa Journal House. (2019). Character-Based Integrative Islamic Education. (Cited as a general source).
Saefudin. (2017). Integrative-Interconnective Paradigm in Developing Islamic Religious Education Curriculum in Madrasah. Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah.
Shihab, MQ (2010). Tafsir al-Misbah, Volume 14. Jakarta: Lentera Hati.
Sigit Triutama. (2015). Islamic Education Must Be Able to Touch on Three Things. Jurnal Tarbiyah Islamiyah.
Sukariyadi. (2022). Integration of Knowledge Can Avoid Secularism. Journal.
Surahman. (2022). Integrative Thematic Learning in Its Implementation. Journal.
Tharaba, MF (2021). Integration of religion in science learning in madrasas. Journal (case study of Madrasah Aliyah).
Yunus, et al. (2021). Challenges of Islamic Religious Education Teachers' Limitations in Linking Material. Journal.
Yusuf. (2021). Good Examples, Implementation of Rewards and Punishments. Journal.
Zahroh. (2020). Integration of Islamic Values with Morals. Journal.
Zainab. (2017). PAI Still Reluctant to Collaborate. Jurnal Tarbiyah Islamiyah.
Zed, M., & Research Team. (2021). Integrated curriculum management in madrasas. Journal of Islamic Education Management, 2(2).
Zed, M., & Research Team. (2021). Integrated Curriculum Management in Madrasahs. Journal of Islamic Education Management, 2(2).
