INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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, http://jurnal.
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Integration of the Future Islamic Education Curriculum: A Comparative Study of Malaysian KSSM and the 21st Century Values and Competency Based Singapore Curriculum Indah Rahayu1*.
Firdah Ni'matus Sholihah2.
Jamilatus Zahroh3.
Hanun Asrohah4.
Husniyatus Salamah Zainiyati5 Sunan Ampel State Islamic University Surabaya*1, 2,3,4,5 email: inndahrahayyu@gmail.
email: 02240824002@student.
email: 02240824006@student.
email: asrohah@yahoo.
email: husniyatussalamah@uinsby.
Abstract This study aims to compare the Islamic education curricula between Malaysia and Singapore by analyzing the KSSM (Kurikulum Standard Sekolah Menenga.
and the 21stcentury competency-based curriculum in Singapore.
The main objective is to explore the integration potential of Islamic spiritual values with multicultural values in the context of ASEAN regional education.
This qualitative research adopts a library research method with a comparative approach, involving document analysis and content interpretation of official curriculum documents from both countries.
The findings reveal significant differences in curriculum structure, pedagogical approaches, value orientations, and integration of 21st-century competencies.
Malaysia emphasizes spiritual and religious values rooted in Islamic traditions through a structured, thematic curriculum, while Singapore promotes a multicultural and value-neutral approach, with strong emphasis on global competencies and critical thinking.
The study concludes that an integrative curriculum model combining MalaysiaAos spiritual foundation with SingaporeAos multicultural perspective may enhance the development of a holistic and regionally relevant Islamic education curriculum.
Such integration supports the vision of a contextualized, inclusive, and future-oriented Islamic education for the ASEAN community.
Artikel Info Received:
March 17, 2025 Revised:
April 21, 2025 Accepted:
May 11, 2025 Published:
June 10, 2025 Keywords: Islamic Education.
KSSM Malaysia.
Singapore Curriculum.
Curriculum Integration.
21st-Century Competencies.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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, http://jurnal.
id/index.
php/intiqad DOI: 10.
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Abstrak Penelitian ini bertujuan untuk membandingkan kurikulum pendidikan Islam antara Malaysia dan Singapura dengan menganalisis KSSM (Kurikulum Standard Sekolah Menenga.
dan kurikulum berbasis kompetensi abad ke-21 di Singapura.
Tujuan utamanya adalah untuk mengeksplorasi potensi integrasi nilai-nilai spiritual Islam dengan nilai-nilai multikultural dalam konteks pendidikan kawasan ASEAN.
Penelitian kualitatif ini menggunakan metode studi kepustakaan dengan pendekatan komparatif, yang melibatkan analisis dokumen dan interpretasi isi dari dokumen kurikulum resmi kedua negara.
Temuan penelitian menunjukkan adanya perbedaan signifikan dalam struktur kurikulum, pendekatan pedagogis, orientasi nilai, dan integrasi kompetensi abad ke-21.
Malaysia menekankan nilai-nilai spiritual dan keagamaan yang berakar pada tradisi Islam melalui kurikulum yang terstruktur dan tematik, sementara Singapura mengedepankan pendekatan multikultural dan netral terhadap nilai, dengan penekanan kuat pada kompetensi global dan berpikir kritis.
Studi ini menyimpulkan bahwa model kurikulum integratif yang menggabungkan landasan spiritual Malaysia dengan perspektif multikultural Singapura dapat meningkatkan pengembangan kurikulum pendidikan Islam yang holistik dan relevan secara Integrasi semacam ini mendukung visi pendidikan Islam yang kontekstual, inklusif, dan berorientasi masa depan bagi komunitas ASEAN.
Kata Kunci: Pendidikan Islam.
KSSM Malaysia.
Kurikulum Singapura.
Integrasi Kurikulum.
Kompetensi Abad Ke-21.
century skills to address these global Introduction The transformation of Islamic The education curriculum has emerged as a structural divergences that offer new discourse, especially in the face of insights into curriculum design that is globalization, technological disruption, both spiritually rooted and globally This explores how Islamic education systems, (Munastiwi Marfuah, particularly in Malaysia and Singapore.
In Malaysia.
Islamic education integrate Islamic values with 21st- curriculum reform has gained significant This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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momentum through the development of the integration of human values in Standard religious learning (Hameed, 2.
Curriculum (KSSM) which began to be this context.
Islamic education does not implemented in 2017.
KSSM seeks to only teach fiqh or aqidah, but also equips integrate Islamic principles with holistic students with an understanding of global civic ethics, interreligious tolerance, and through a balance-oriented approach adaptability in a pluralistic society.
This between naqli and aqli knowledge (Bin is in line with the framework Global Jamil et al.
, 2.
Concept Islamic Citizenship Education (GCE) which has Integrated Curriculum (IIC) is the become part of Singapore's national philosophical basis of this approach, education policy (Ro, 2.
Secondary School where the curriculum is no longer The comparison between Malaysia and Singapore is interesting because religious science and world science, but both have different approaches to the is united in a single epistemological framework based on Worldview Islam.
curricula, although they both recognize The IIC approach also prioritizes seven the importance of 21st century values goals of Islamic education that are and competencies.
Malaysia tends to be integrated with each other, namely based on an Islamisation approach to spiritual, intellectual, emotional, social, science by making integration a process moral, physical, and economic, as an of unifying Islamic values in all aspects effort to form balanced and ethical kamil of the curriculum, while Singapore puts people (Muhidin et al.
, 2.
forward compatibility between Islamic Islamic In contrast, the education system in values and universal values, with an Singapore, despite being in a Muslim emphasis on diversity and equality (Bin minority environment, shows a model of Jamil et al.
, 2.
This shows that there curriculum development that emphasizes are differences in philosophical, cultural, universal and multicultural values.
The deserve to be studied in more depth in pragmatic approach with an emphasis on the context of comparative curriculum moral education, global character, and Singapore This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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The socio-political evaluation of the implementation of IIC demographic context also plays an in Malaysian schools shows that many important role in the direction of educational institutions claim that their curriculum reform in both countries.
curriculum is integrated, but in reality Malaysia as a Muslim-majority country integration is only done administratively, has the flexibility to form an explicit not philosophically or pedagogically.
curriculum based on Worldview Islam.
This means that the understanding of while Singapore as a secular country curriculum integration is still partial and with a significant Muslim minority varies between institutions.
emphasizes an integrative approach that In contrast, studies in Singapore is inclusive and in line with state policies show that the successful implementation that uphold multiracial values and of a universal values-based curriculum is moderate secularism (Herlinawati et al.
strongly influenced by school leadership.
This affects not only the content and structure of the curriculum, but also competence in translating values into the implementation and teacher training strategies carried out by educational (Hameed, 2.
Religious education in Singapore was developed not only as a The da'wah tool, but also as an instrument to curriculum in Malaysia through KSSM form citizens who are responsible, tolerant, and adaptive to the complexities Although of the global society.
KSSM emphasizes integration, there is a The urgency of integrating values tendency towards a standards-based curriculum to ensure the achievement of measurable learning outcomes.
This increasingly important in the face of the creates its own challenge, namely how to multidimensional crises that hit the ensure that the integration of Islamic Islamic world, including identity crises, values remains authentic and not just a document (Bin Jamil et al.
, 2.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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Islamic Islamic education is expected to provide answers INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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curriculum in Malaysia and Singapore systematically, both from philosophical, contextual curriculum approach (Ro, pedagogical, and implementive aspects.
Therefore, the development of the Based on this presentation, this future curriculum must be directed at study aims to conduct a comparative study on the integration approach of the harmonize Islamic values with the Islamic demands of global competence, without Malaysia and Singapore.
The main focus sacrificing the authenticity of Islam of this study is to examine how each which is the basis of the identity of the country integrates 21st-century values This research expands on previous Islamic education curriculum, as well as to analyze the advantages, challenges, and opportunities of each approach.
This education, such as those conducted by research is also expected to provide Hashim .
Embong and Hashim recommendations for the development of .
, and Hameed .
, each of a future Islamic education curriculum which emphasizes the importance of the Islamization framework of knowledge.
Islamic Islamic While Integrated Curriculum (IIC), and a discussed Islamic education integration universal value-based learning approach in a pluralistic context.
However, most Embong of these studies still focus on approaches MalaysiaAos IIC and Hameed .
on in a particular country or region without SingaporeAos GCE approach, few have exploring in-depth comparisons between conducted a systematic cross-national Hashim demographic contexts.
In this context, divergent demographic and political this research is here to fill the literature This study fills that gap by gap by comparing the approach to analyzing how Islamic values and global competencies are integrated differently Islamic This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Malaysia, as well as the Framework for 21st Century Islamic Education and understanding of Islamic curriculum GCE Framework by MUIS in Singapore.
innovation in Southeast Asia.
Scientific literature and recent policy Methods reports .
0Ae2.
are also used as This study uses a qualitative complementary data.
Singapore.
Malaysia approach with a comparative study The analysis was carried out through content analysis, to identify the integration of Islamic values and 21st main themes, the representation of century competencies in the Islamic Islamic values, and the integration of Education curriculum in Malaysia and Singapore.
This approach was chosen to technique explores keywords and the understand the phenomenon of education in depth and contextually, especially in examining the philosophical dynamics (Lim, 2.
The validity of the data was and practices of value-based curriculum strengthened through triangulation of (Klaus Krippendorf, 2.
This The comparative design allows for documents, policy studies, and empirical a systematic analysis of two curriculum literature from both countries.
This Secondary approach is also theoretically validated School Standard Curriculum (KSSM) using the framework of the Islamic and the Singapore Islamic Education Integrated Curriculum (IIC) and Global Three main dimensions are Citizenship Education (GCE) (Byrd & analyzed, namely: .
philosophical Ph, 2.
The data analysis uses the foundations, .
Islamic structure and values, and .
integration of 21st- century competencies (Busetto et al.
themes: the integration of Islamic values.
The data sources consist of official documents such as KSSM.
Early competencies, and pedagogical impact.
Integrated Each theme is analyzed based on the Malaysian Curriculum
(KBD),
Tahfiz Integrated Curriculum (KBT) in This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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relevance, and readiness to face global Curriculum (KSSM).
This curriculum is This Secondary School Standard prepared with an approach based on the principles of scientific ethics.
Data is framework and the vision of Islamic collected entirely through authentic, education to form a balanced rabbani verified secondary documents, without interviews or field observations (John, (Muhamad Zaidi & Haji Othman, 2.
Through this approach, the KSSM research is expected to make a strategic Islamic religious knowledge through contribution in designing an Islamic components such as faith, worship.
Education curriculum that is more morality, sirah, and recitation of the integrative, responsive to the times, and Qur'an by referring to Maqasid al- socio-culturally Shariah as a basic value framework (Bin national and global levels (Nassaji.
Within the framework of KSSM.
Structure and Objectives of the Islamic Education Curriculum: KSSM VS Singapore Curriculum The structure and objectives of the Malaysia and Singapore show different integrating Islamic values into the national education system and Muslim In Malaysia, the Islamic Education Islamic Education subjects is not only designed for Results and Discussion Islamic mastery of Jamil et al.
, 2.
emphasizes the formally and systematically in the mainstream education system through This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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0/).
cognitive mastery, but is also directed to form an Islamic personality in students.
This curriculum is prepared based on the Basic National Education document and is implemented through a holistic and integrative approach, covering spiritual.
The emphasis on the formation of noble morals is one of the central aspects reflected in the indicators of Thambu, (Solumuthu INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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curriculum is also designed to support Arabic language proficiency, and secular the development of students' potential in It aims to produce students who are able to continue their education knowledge-based economy.
to the university level as well as actively In contrast, in Singapore, the participate in the knowledge economy.
Islamic Education curriculum is not According to Ro .
, the structure of directly integrated into the national Islamic education system, but rather is run in tailored to the needs of the minority parallel by religious institutions such as Muslim community in order to remain madrassas and the Islamic Religious relevant and competitive without losing Council of Singapore (MUIS).
The Islamic identity (Ro, 2020.
Singapore Singapore Objectively, the main difference madrassas is compiled in a curriculum document called "Islamic Education for curriculum of Singapore's madrassas lies Life" which aims to shape a generation in the orientation of educational policies of Muslims who are not only religious, and socio-demographic conditions.
The but also able to live an inclusive, ethical, main purpose of the KSSM curriculum is and productive global life (Fekih Zguir to strengthen the faith and piety of et al.
, 2.
The curriculum covers four Muslim students as well as to develop main domains: Faith and Worship.
Morals.
Social
KSSM
Malaysia balanced and Life.
World, framework of sharia (Munastiwi & delivered through a contextual and Marfuah, 2.
In this context, religious competency-based approach.
values are not only the subject of Contemporary The approach taken by Singapore learning, but also the basis in the is more pragmatic and responsive to the formation of a state policy centered on conditions of a plural and multicultural Islam as the religion of the Federation.
The Islamic Meanwhile.
Singapore's Islamic curriculum in madrassas emphasizes a education curriculum is oriented towards balance between religious knowledge, the formation of Muslim characters that This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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and moral integrity.
It should be noted globalization and secularization through that in recent decades, the Ministry of an approach to universal Islamic values Education Malaysia has also encouraged Islamic Education Islamic Singapore is not only seen as a dogmatic adaptive to the challenges of the 21st doctrine, but as a tool to form an attitude century by incorporating aspects of cultural collaboration (Hameed, 2.
problem-solving (Khalilah, 2.
This is relevant to the spirit Global In conclusion, the structure and Citizenship which is the pillar of objectives of the Islamic Education education in the 21st century.
curriculum in Malaysia and Singapore In addition, the KSSM Islamic reflect each country's vision of the role education curriculum tends to be based of religion in society.
KSSM as a on a national syllabus that is uniform national curriculum prioritizes the ideal across the country, while the Singapore of fostering kamil people based on sharia madrasah curriculum shows flexibility values, while Singapore develops a and adaptation to the local context.
functional and cosmopolitan curriculum According to Lam et al, the integration to strengthen religious identity in the of the curriculum with local contexts in context of pluralistic minorities.
Both Islamic approaches make valuable contributions Singapore to the contextual and future-oriented meaningful and relevant learning for thinking of global Islamic education.
students' lives.
This has a positive Pedagogical Approach in KSSM and the impact on the understanding of Islamic Singapore Curriculum (Bleeze, 2.
values in the contemporary context.
Nevertheless.
KSSM, approach gradually shifts from teacher- approaches of the two countries are centered teaching .
eacher-centere.
to different, both show great concern for student-centered the importance of Islamic education as a Islamic education reform in vehicle for the formation of character Malaysia This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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tudentintegrative INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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curriculum approach has begun to adopt pedagogy, especially in the context of active teaching methods, such as project- Islamic education.
based learning, inquiry, and technology.
Pedagogical Approach in KSSM and the Singapore Curriculum The pedagogical approach in the However, implementation challenges are still strong in terms of teacher readiness and uneven facilities (Bin Jamil et al.
Singapore consistently emphasizes a social constructivism approach in its pedagogy, which is reflected in its strategy Teach Less.
Learn More.
This principle aims to develop students' critical and reflective thinking through collaborative interaction and the use of information technology.
In the context of Islamic Singapore combine contemporary pedagogy with traditional curricula such as the teaching of Fiqh and Hadith based on case studies and value dialogues (Hameed, 2.
The integration of technology in the two systems also shows disparities.
While Singapore integrates EdTech with LMS.
Malaysia constraints (Rahimah & Rosnani, 2.
This has an impact on the effectiveness of the implementation of 21st century This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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Islamic Education curriculum plays a crucial role in shaping the successful implementation of religious values into In Malaysia, the Secondary School Standard Curriculum (KSSM) explicitly emphasizes a constructivist approach in the delivery of Islamic Education subjects.
This pedagogy is .
tudent-centered learnin.
, encourage active participation, as well as inculcate reflective skills through an understanding of Islamic values in real life (Helmiati, 2.
This curriculum also integrates project-based learning, contextual learning (Contextual learnin.
, and collaborative learning (Collaborative Learnin.
as a form of approaches that are teacher-centered participatory approach.
As stated by Embong and Hashim, the pedagogical transformation in the Malaysian Islamic Education system is a INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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response to the failure of the traditional Empirical studies show that many teachers still have difficulty integrating contemporary realities (Hashim, 2.
technological components such as e- The old practice of relying too much on learning or interactive devices into the memorization, lectures, and cognitive process of teaching Islamic values exam-based evaluations is considered no longer relevant in the context of the 21st Therefore.
On the other hand, the pedagogical approach in the Islamic education system through the Malaysian Institute of in Singapore shows the continuity Teacher between pedagogical innovation and the universities such as Universiti Malaya integration of spirituality values.
Islamic and Universiti Pendidikan Sultan Idris education in Singapore is managed by has begun to be directed at strengthening innovative pedagogical competencies.
Singapore which include technology integration, framework of the Islamic Religious Education Education (IPGM) sharia-based Islamic Religious (MUIS) Council Curriculum (Islamic problem-solving (Bin Jamil et al.
, 2.
Education for Lif.
which is applied in The main weaknesses that still formal madrasas.
The approach used hinder the effectiveness of pedagogy in emphasizes on "Meaningful learning" KSSM teachings in a multicultural society.
This infrastructure and the limitations of pedagogical strategy is in line with Islamic Singapore's national policy, which is Education teachers, especially in semi- "Teach Less.
Learn More," which places urban and rural areas (Rahimah & teachers as facilitators and students as Rosnani, 2.
This results in the implementation of active pedagogy is knowledge construction (Ro, 2.
Islamic not evenly distributed.
In some contexts.
The curriculum in Singapore's teaching practices are still instructional madrassas explicitly inculcates universal and oriented towards the fulfillment of Islamic values such as justice, tolerance, the syllabus (Munastiwi & Marfuah, and social responsibility, which are This is an open acces article under the CC-BY-SA lisence .
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taught through a case-based approach.
Teacher training in Singapore is value discussion (Values Clarificatio.
, carried out in a systematic and structured manner through collaboration between In this context, subjects such as MUIS Faith.
Fiqh, and Islamic History are not Education (NIE), which ensures that teachers not only have pedagogic and content competencies, but are also able phenomena such as social change, to integrate Islamic spiritual values in human rights, and cultural diversity.
the context of a global society.
This Thus, students are trained to interpret reflects a transformational view of Islamic education, namely teachers as agents of applicatively (Hameed, 2.
National Institute change who have a central role in The integration of technology in internalizing religious values into the order of social life (Tan & Hasman.
Islamic Education in Singapore has also made significant progress.
MUIS encourages Systems Learning (LMS).
Management E-Assessment, approaches in Malaysia tend to be rooted in a national system that emphasizes interactive digital modules to deliver Islamic education as an integral part of religious materials in a more engaging national identity policy.
Meanwhile, and relevant way (Budin, 2.
The Singapore emphasizes the adaptive and curriculum is also complemented by functional function of Islamic education videos, animated simulations, and online in a pluralistic society.
These differences quizzes as part of formative assessments reflect the socio-political priorities of that are participatory and reflective each country, but pedagogically, they (Fekih Zguir et al.
, 2.
This strategy show a convergent tendency toward a has been proven to be able to increase pedagogy that is reflective, values-based, students' interest and understanding of and responsive to the demands of the Islamic teachings in a more contextual 21st century.
and easily digestible form.
In conclusion, the pedagogical approach in Islamic Education in both Malaysia This is an open acces article under the CC-BY-SA lisence .
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and Singapore points to the direction of forms Worldview students, based on the concept of monotheism which is the collaborative, and contextual learning foundation of all dimensions of life.
This transformation is a Worship is practiced as a manifestation response to the demands of the times, of spiritual devotion to Allah, while where students are not only required to morals are fostered as practical values Islam that embody manners towards fellow textually, but also to apply them in the humans and the environment.
Muamalah context of dynamic and pluralistic social is understood as the social dimension of Although challenges such as teacher Islam training gaps and access to technology between individuals in society based on are still obstacles, the two countries' the principles of justice and compassion commitment to strengthening Islamic (Muhidin et al.
, 2.
education pedagogy can be an important KSSM emphasizes a holistic approach in the transnational Islamic curriculum in the delivery of Islamic values.
The learning ASEAN region (Ismail et al.
, 2.
Islamic Values in KSSM and the Singapore Curriculum
In the Secondary School Standard
memorization, but is directed to form
(KSSM)
The Curriculum Malaysia.
Islamic values are explicitly framed in four main domains: aqidah, ibadah, akhlak, and muamalah.
These four domains are systematically formulated to form a balanced Muslim personality with integrity, in line with the National Philosophy of Education document and the Malaysian Education Development Plan 2013Ae2025 (Jamil et al.
, 2.
Aqidah is taught as the basis of faith that This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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0/).
kamil people who are able to navigate contemporary life with the guidance of transcendent values.
In this case, the integration of the principle of rahmatan lil alamin becomes a key pedagogical strategy that brings together faith and the appreciation of values in social life (Hashim, 2.
In contrast.
Singapore's national inclusive and contextual approach to Values and morals education within the framework of Character and INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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Citizenship Education (CCE) is designed also on the development of an active to transcend religious and cultural Islamic barriers, focusing on the formation of multicultural society (Fekih Zguir et al.
ethical, tolerant, and responsible citizens (Tengku Sarina Aini Tengku Kasim et The comparison between these two , 2.
For the Muslim community, approaches reflects the dichotomy of Islamic education is provided formally in exclusive vs inclusive values.
KSSM
the madrassas under Islamic Religious carries an exclusive approach, in the Council of Singapore (MUIS), with a sense that its curriculum is explicitly (IE) designed only for Muslim students, and developed through the Faith-Based and the values taught are deeply rooted in Contextualised The Islamic theological and jurisprudence However, this exclusivity Islamic Education Learning.
pillars: Believing Heart.
Inquiring Mind, and Committed Action, which is in line strengthening the religious identity and with the development of aqidah, critical spiritual integrity of students.
On the thinking, and the social involvement of Muslim students in a pluralistic society emphasizes Islamic values in a social (Bin Jamil et al.
, 2.
Singapore's The Islamic values emphasized in compatible with pluralistic contexts.
Singapore making its approach more sociologically .
, .
, (Nursafra Mohd Zhaffar & .
Wan Ali Akbar Wan Abdullah, 2.
Interestingly.
Pedagogically, these values are integrated in local and approaches create a significant impact on global contexts through learning based the internalization of values by students.
on contemporary issues, such as social In Malaysia, a normative approach justice, climate change, and interfaith dominated by lecture and memorization This shows a curriculum methods has the potential to form a orientation that focuses not only on the development of religious identity, but challenges in applying values in the This is an open acces article under the CC-BY-SA lisence .
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thinking skills, creativity, collaboration, communication .
C), as well as mastery participatory and contextual methods, of information technology, information Meanwhile.
Singapore simulations, that allow learners to According to Jamil, this integration initiative is carried out through the Islamic reflective and interactive experiences (Yakob et al.
, 2.
Thinking Skills (KBAT), inquiry-based Thus, it can be concluded that Higher Level KSSM offers theological firmness and approaches that synergize with Islamic the formation of a deep religious values (Bin Jamil et al.
, 2.
Practically.
Singapore KSSM curriculum provides adaptive flexibility importance of active and collaborative that is appropriate to multicultural and learning in Islamic education.
The use of global realities.
The synergy of these two strategies such as project-based learning, approaches can create a spiritually robust problem-based learning, and inquiry- and socially relevant Islamic education based learning enable learners to apply model in the face of the challenges of the Islamic principles in real-life contexts 21st century.
that require complex thinking skills and 21st Century Competency Integration in Islamic Education The integration of 21st century ethical reflection (Budin, 2.
For competencies in Islamic education is an important part of the transformation of In the Malaysian context.
Secondary School Standard Curriculum (KSSM) places 21st century competencies as one of the key pillars of educational reform.
These competencies include the development of critical This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
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0/).
example, students are encouraged to analyze contemporary issues such as social justice, ethical leadership, and environmental sustainability through an Islamic perspective.
This not only understanding of religious teachings, but responsible global citizens.
On the other hand.
Singapore has integrated 21st century competencies INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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systemically in the national curriculum Management Systems (LMS), interactive digital resources, and online formative combines moral values, digital literacy, assessments have been adopted in many Islamic educational institutions.
Lam et Citizenship Character Education 21st-century (CCE) education, madrassas under the auspices integration of technology in religious of MUIS (Islamic Religious Council of teaching in Singapore also encourages Singapor.
has formulated a framework active and collaborative participation.
Islamic Education Core Curriculum with teachers acting as facilitators of (IECC) which combines spiritual aspects learning and learners as active subjects and contemporary competencies through in the process of knowledge construction three main components: Believing Heart, (Muhidin et al.
, 2.
(Tan & Hasman, 2.
be noted of challenges.
In Malaysia, the limited understanding of Islam that is relevant to competence of digital pedagogy among the dynamics of the 21st century.
teachers, as well as the tendency of dimensions Inquiring Mind, students are conservative pedagogy that is still honed to have critical thinking on dominant in religious schools, are the religious and social issues, as well as to main obstacles in the implementation of be able to engage in intellectual dialogue technology-based in a plural public space.
They are also innovation (Embong & Hashim, 2.
equipped with media and digital literacy In contrast, in Singapore, the challenge skills to access and assess religious lies in maintaining a balance between the information objectively and responsibly adaptation of Islamic values to the (Helmiati, 2.
In Singapore, technology-based learning multiculturalism that are the basic framework of the state.
in Islamic education presents a number integration of 21st-century competencies This model shows an explicit Learning In the context of Islamic Inquiring Mind, and Committed Action Use This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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Nevertheless, both countries show SDG emphasizes the importance of education integration of Islamic values with global for sustainable This is in line with the citizenship, and respect for cultural findings of Fekih Zguir .
who diversity (Fekih Zguir et al.
, 2.
stated that Islamic education can be a Thus, both KSSM Malaysia and the Islamic education curriculum in Global Singapore demonstrate a commitment to Citizenship, and cross-cultural ethics in bridging Islamic spirituality with the demands of the 21st century.
Differences Singapore, values such as justice, mercy, in cultural and policy contexts open up (ESD), cross-border contextualized in the curriculum through collaboration to formulate an inclusive, case studies of climate change, poverty, and social inclusion.
Meanwhile, in Islamic pedagogical framework.
Malaysia, strengthening the values of Curriculum Integration Opportunities:
Formulating a Malaysia-Singapore Synergistic Model The opportunity to integrate the combined with community-based cocurricular activities and volunteerism (Fekih Zguir et al.
, 2.
with 21st-century competencies is a reflection of a transformative approach in Islamic education.
This approach not only forms religious learners in the normative sense, but also fosters the character of leaders who are able to innovate, think globally, and remain Malaysia Singapore in the field of Islamic The integration of Islamic values Such driven by national and international This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
education is a strategic step in order to present a curriculum that is not only firmly rooted in transcendent Islamic values, but also responsive to the contemporary needs of the 21st century (Hardy et al.
, 2.
The two countries, despite their differences in Malaysia's social and political backgrounds with an Islamic education system based on spiritual paradigms and nationalism, and Singapore with a multicultural and INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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secular value approach, have common ground in their commitment to character encourages the application of Islamic education, moral integrity, and global values in global issues such as climate citizenship (Bin Jamil et al.
, 2.
change, social justice, and cross-cultural A synergistic model that can be peace, in line with SDG target 4.
7 on formulated from the two approaches is Global Citizenship and education for the integration between the spiritual sustainable development (Fekih Zguir et dimension .
hich is prominent in the , 2.
Malaysian Secondary School Standard This Curriculu.
and the inclusive values several key aspects.
First, the aspect of .
hich Education adopted in Core the Islamic Curriculum strengthening of aqidah, understanding monotheism, and the appreciation of Character and Citizenship Education in worship as the moral foundation of Singapor.
In this case.
Embong and students, as applied in KSSM.
Second.
Hashim .
emphasized that the the social and multiculturalism aspects transformation of Islamic education must that emphasize tolerance, justice, and combine the Islamic worldview and social engagement as emphasized in the global competence to be relevant to the Singapore curriculum, including the changing times and still maintain the values of mercy, adl, and wisdom in the integrity of Islamic values (Mahat & context of human relations (Jamil et al.
Loh, 2.
Fekih Zguir et al.
, 2.
This synergistic curriculum model
Third, aspects of contemporary can be realized in the form of the pedagogy that combine project-based ASEAN Islamic Education Curriculum
(ASEAN
Education authentic assessments to develop 4C Curriculum/ASEAN-IEC) which is based skills (Critical thinking, communication, on the universal values of Islam and collaboration, creativit.
In Malaysia, adaptive to regional social and cultural these skills have begun to be integrated The curriculum not only through KBAT and the use of Virtual emphasizes traditional theological and Learning Environment (VLE), although Islamic This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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its implementation still faces obstacles at thematic modules such as "Islam and the the religious school level (Embong & Environment", "Global Islamic Business Hashim.
Ethics", or "Islam and Intercultural Dialogue" can be jointly developed and technology has become more established used in both education systems to through Learning Management System students who are sensitive to local and Singapore, (Baildon & Ong, 2.
Muslim global realities (Fekih Zguir et al.
, 2.
Fourth, aspects of global literacy Furthermore, this collaboration can and active citizenship.
This synergistic be realized through the development of Islamic pilot programs in selected religious education that not only forms individual madrassas and high schools in both obedient people, but also agents of social The program can implement a cross-border curriculum with the support contribute to the global society.
This of a digital platform that enables curriculum can adopt the principles of Committed Action from Singapore's teachers in transnational projects.
For Islamic example, students from Malaysia and encourages Muslim students to engage in Singapore can work together on cross- social and global issues with an inclusive and transformative Islamic approach campaigns on Islamic values in the (McCarthey & Zhang, 2.
digital world, or case studies on the Education System.
This integration opportunity is also application of social justice principles in strengthened by the similarity of the ASEAN national curriculum structure between (Herlinawati et al.
, 2.
the two countries.
KSSM in Malaysia From an institutional point of and IECC in Singapore both consist of view, the integration of this curriculum components of values, worship, morals, can be driven by institutions such as and muamalah, albeit with different SEAMEO (Southeast Asian Ministers of pedagogical approaches and emphasises.
Education Through support of the Ministry of Education This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Organizatio.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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Malaysia and MUIS Singapore.
The and the need to shape the character of curriculum framework can refer to the future generations of Muslims.
principles of the UNESCO Education comparative study between KSSM 2030 Framework and integrate global Malaysia and the Islamic Education indicators in their respective national curriculum in Singapore shows that evaluation systems (Bleeze, 2.
different approachesAiMalaysia with an Islamized paradigm and Singapore curriculum of Malaysia and Singapore is with an inclusive-conceptual approach a progressive step that is in line with the both demonstrate a commitment to the vision of sustainable development and formation of moral, intelligent, and adaptive learners.
Islamic This synergistic curriculum can be realized in ASEAN Islamic KSSM emphasizes strengthening Education Curriculum that combines through an integrative approach based Islamic spirituality with universal values, 21st century pedagogy, and global Singapore's citizenship awareness.
Thus, the Muslim fostering universal Islamic values in the generation in the ASEAN region is not context of a multicultural and secular only of faith and noble character, but From the pedagogical side, both systems began to adopt an active.
Islamic contributory to the contemporary world technology-based infrastructure challenges and teacher Conclusion This research emphasizes the Islamic The integration of global values values and 21st century competencies in the Islamic education curriculum in formulation of synergistic curriculum globalization, technological disruption, models that can be applied in the This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24121
Vol.
No.
1 (June 2.
context of ASEAN.
This model is expected to be able to harmonize the profound power of Islamic spirituality with the demands of globalization progressive education.
Therefore, the integration of the Islamic Education curriculum in the future must be directed at the development of an strengthens faith, but also empowers Bibliography