JURNAL IKHTIBAR NUSANTARA
E-ISSN: 2964-5255
Editorial Address: Jl. T. Nyak Arief No. 333 Jeulingke Kota Banda Aceh Provinsi Aceh
Received: 01-03-2025| Accepted:05-05-2025| Published: 26-06-2026

CONCEPT MAP OF THE UNDERSTANDING AND DIRECTION OF PAI
CURRICULUM DEVELOPMENT
Nur Ali Yasin1), Mohammad Nurul Yaqin2)
Email: nuraliyasin17@gmail.com1, ny4591972@gmail.com2
1)
Universitas Islam Ibrahimy Banyuwangi
2)
UIN Sunan Kalijaga Yogyakarta
ABSTRACT
This study aims to examine the approach to developing the Islamic Religious Education
(PAI) curriculum through a literature study method. The main focus of this study is to
explore the basic principles and ideal direction of PAI curriculum development by
examining written sources, such as books, scientific journals, and education policy
documents. The results of the study indicate that the development of the PAI curriculum
ideally integrates Islamic values, national educational philosophy, student developmental
psychology, social demands, and advances in science and technology. The approach used
is holistic, accommodating academic, social reconstruction, and humanistic approaches, so
that the PAI curriculum is not only normative-theological, but also contextual and
transformative.
Keywords: Islamic Religious Education, Curriculum Concept, Curriculum Development,
Curriculum Direction, PAI

INTRODUCTION
The curriculum remains a relevant topic for discussion today, because it has
a very important role in the education system. The curriculum is even considered a
central element that determines the direction, content, and process of education.
Thus, the curriculum has a major influence on the type and quality of graduates
produced by an educational institution. The curriculum concerns the planning and
implementation of education both in the classroom, school, regional, area and
national scope (Sukmadinata, 2006: 5). The curriculum is a common interest,
because everyone, whether as parents, members of society, or as formal or informal
leaders, has the same hopes for the progress and development of children,
adolescents, and the next generation who are smarter and more competitive. In
realizing these hopes, the curriculum plays a very strategic role and contributes
greatly.

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The curriculum as an educational design has a fairly central position in all
learning activities, determining the implementation process and results of
education. Given the importance of the role of the curriculum in education and in
the development of students' lives in the future, curriculum development cannot be
done carelessly (Amri & Iif 2010: 61-62), it must be oriented towards clear goals
so that it will reap good and perfect results.
Islamic education is an education system that is designed and organized
deliberately with strong goals and intentions to realize Islamic teachings and values
in real life, as stated or contained in the vision, mission, goals, activity programs
and in the practice of implementing education. The development of the Islamic
religious education (PAI) curriculum is one manifestation of the development of
the Islamic education system (Muhaimin, 2005: 1).
In the midst of rapid educational innovation, especially in the context of
curriculum development, PAI teachers often feel confused in dealing with it.
Moreover, this educational innovation tends to be top-down innovation with a
power coercive strategy or a strategy of coercion from the superior (center) in
power. This innovation was deliberately created by the superior as an effort to
improve the quality of Islamic religious education or to increase the efficiency and
effectiveness of the implementation of PAI and so on.
The curriculum as one of the variables of education plays an important role
in improving the quality of education. The curriculum holds a key position in
education, as well as determining the direction, content, and process of education,
which ultimately determines the type and qualifications of graduates of an
educational institution.
In a life full of competence, the demands of society for quality are
increasingly high. This is because society believes that schools are able to answer
and anticipate future challenges. In this context, several schools are trying to
implement a different school curriculum concept from other schools in improving
the quality of education in their respective schools.
The curriculum as a variable as well as a learning program for students, is
systematically and logically arranged by the school in order to achieve educational
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goals. The curriculum as a learning program is an intention, plan, or hope.
Therefore, it can also be said that the curriculum is the intended learning outcome.
The curriculum is the core of the field of education and has an influence on
all educational activities. Given the importance of the curriculum in education and
human life, the preparation of the curriculum cannot be done carelessly. The
preparation of the curriculum requires strong concepts, which are based on the
results of in-depth thinking and research. The preparation of a curriculum that is not
based on a strong concept can have fatal consequences for the failure of education
itself. This will automatically result in the failure of the human development
process.
METODE
This study uses qualitative with a library research type, namely an approach
that relies on literature review to obtain relevant data and information. This method
is used to understand the concept, approach, and direction of Islamic Religious
Education (PAI) curriculum development based on written sources, such as books,
scientific journals, and official documents that discuss the theory and practice of
curriculum development.
The data in this study were obtained through a review of various references
that are relevant to the topic, the thoughts of curriculum experts, curriculum
approach theories, to the basic principles in developing the PAI curriculum that are
sourced from Islamic values, national education philosophy, developmental
psychology, social needs, and the development of science and technology.
The analysis was carried out through content analysis by identifying,
categorizing, and synthesizing the thoughts contained in these sources to find the
ideal direction and principles in developing the PAI curriculum that are relevant to
the needs of students and the demands of the times.
HASIL DAN PEMBAHASAN
Definition of Curriculum Development
Curriculum development consists of two words, namely Development and
curriculum. Development according to the Indonesian Dictionary is the act of
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developing, building gradually and regularly (Sugono, 2008: 679). The term
development refers to an activity that produces a new tool or method, where in this
activity the assessment and improvement of the tool or method is continuously
carried out. If after the improvement the tool is considered solid enough to be used
further, then the development activity ends.
While the curriculum etymologically comes from Greek, namely curir which
means running and currere which means a place to race. Thus the term curriculum
comes from the world of ancient Greek sports which contains the meaning of the
distance that must be traveled by runners from the start line to the finish line (Idi,
2013: 206). Furthermore, the term curriculum is used in the world of education and
has changed its meaning according to the developments and dynamics in the world
of education. Broadly speaking, the curriculum can be interpreted as a set of
educational and teaching materials given to students according to the educational
goals to be achieved.
In Arabic, the word curriculum can be expressed as manhaj which means the
path taken by humans in various areas of life. While the educational curriculum
(manhaj al-dirasah) in the Tarbiyah dictionary is a set of plans and media used as a
reference by educational institutions in realizing educational goals (Ramayulis,
2008: 150).
Curriculum development is actually an effort to improve the quality of
education. It is an instrument that helps education practitioners to meet the needs of
students and the needs of society. Caswell stated that curriculum development is a
tool to help teachers carry out their duties of teaching and meeting the needs of
society. Curriculum development is a continuous process and a cyclical process (in
changes in goals, content, activities, and evaluation) that is continuously in line with
the development and demands of changing society (Akbar & Hadi 2010: 20).
Curriculum development is the process of planning and compiling a
curriculum by curriculum developers and activities carried out so that the resulting
curriculum can become teaching materials and references used to achieve national
education goals (Suparlan, 2011: 79).

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Curriculum development is a "general procedure in designing, implementing,
and evaluating a curriculum". In curriculum development, many parties must
participate, including education administrators, education experts in curriculum,
experts in the field of science, teachers and parents, and community leaders. From
these parties who are continuously involved in curriculum development so that it
runs according to plan (Sukmadinata, 2006: 155).
Curriculum development is the process of planning and compiling a
curriculum by curriculum developers and activities carried out so that the resulting
curriculum can become teaching materials and references used to achieve national
education goals (Rouf, et al., 2020: 39).
Basically, curriculum development is directing the current curriculum to the
expected educational goals because of various positive influences that come from
outside or from within, with the hope that students can face their future well.
Therefore, curriculum development should be anticipatory, adaptive, and
applicable. In other words, curriculum development is a change from one
curriculum to another (Sanjaya, 2010: 32-33), (for example from the KTSP
curriculum to the 2013 curriculum, from the 2013 curriculum to the Merdeka
curriculum).
Curriculum Development Approach
The curriculum development approach can be understood as a working
method that involves the application of appropriate strategies and techniques by
following systematic stages in order to produce a more effective and relevant
curriculum. In general, the approach refers to a person's starting point or perspective
on a particular process. In this context, the term approach refers to a general view
of how a process (in this case curriculum development) occurs (Huda, 2019: 176).
In the study of curriculum theory, there are at least four main approaches that
can be applied in the curriculum development process, namely; academic subject
approach, humanistic approach, technological approach and social reconstruction
approach (Drajat, 1993).
Didiyanto (2017: 128–129) provides further explanation of the four
approaches as follows:
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1. Academic Subject Approach
The academic subject approach in compiling the curriculum or educational
program is based on the systematization of each discipline. Each science has a
certain systematization that is different from each other. For example, for the aspect
of faith or the subject of aqidah using the systematization of the science of
monotheism, the aspect/subject of the Al-Qur'an using the systematization of the
science of the Al-Qur'an or Tafsir, Akhlaq using the systematization of the science
of Akhlaq, Worship/Muamalah using the systematization of the Science of Fiqh,
Tarikh/History using the systematization of the Science of Islamic Cultural History.
2. Humanistic Approach
Humanistic approach In relation to determining the PAI learning strategy, the
humanistic approach emphasizes more on "active learning" where in the learning
process students are positioned as knowledgeable and experienced people and
teachers as facilitators who guide and direct learning, positioning students as people
who learn, actualize and build all the potentials of students.
3. Technological Approach
In developing the Islamic Religious Education curriculum, this approach can
be used for Islamic Religious Education learning that emphasizes how to carry out
certain tasks. for example, how to perform prayers, hajj, fasting, zakat, shrouding
corpses, funeral prayers, and so on.
4. Social Reconstruction Approach
In compiling the curriculum, this approach is based on the problems faced by
society. The educational process or experience of students is in the form of group
learning activities that prioritize cooperation, between students, and students with
teachers. Therefore, in compiling the Islamic Religious Education curriculum, it is
based on community problems as the content of Islamic Religious Education, while
the experience of students is by playing science and technology, and working
together in groups to solve problems towards the formation of a better society.
Teachers carry out assessment activities throughout the learning activities.
According to Didiyanto (2017: 130), the approach in developing the Islamic
Religious Education (PAI) curriculum includes various strategies designed to shape
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students' religious understanding, attitudes, and behavior. These approaches
include:
1. Faith Approach
This is an approach that encourages students to develop awareness and
understanding of the existence of God as the source of life for all creatures in the
universe.
2. Experience Approach
Providing space for students to directly practice the teachings of worship and
morals, and feel their impact in facing various tasks and challenges of daily life.
3. Habitual Approach
Aims to shape students' religious character through habituation of behavior
and attitudes that are in line with Islamic teachings and the values of the nation's
culture in their daily lives.
4. Rational Approach
Encouraging the use of reason and logic by students in understanding the
contents of the lesson material and in distinguishing between good and bad behavior
in the context of worldly life.
5. Emotional Approach
Directing learning to be able to touch the aspects of students' feelings, so that
they can experience the religious and cultural values of the nation more deeply.
6. Functional Approach
Emphasizes the presentation of teaching materials (such as the Qur'an, faith,
morals, jurisprudence, and Islamic history) based on their usefulness and benefits
in the real life of students as a whole.
7. Exemplary Approach
Using the figures of teachers, education personnel, and parents as role models
in everyday life, who become role models in shaping the personality of students.

Direction of Islamic Religious Education Curriculum Development
According to Sya'bani (2018: 108) curriculum development is a process that
plans, produces a better tool based on the results of an assessment of the existing
curriculum, so that it can provide better teaching and learning conditions. In other
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words, curriculum development is an activity to produce a new curriculum through
curriculum development steps based on the results of an assessment carried out
during a certain period. Development in the Islamic Religious Education (PAI)
curriculum is defined as:
1. Activities to produce a PAI curriculum.
2. The process of linking one component to another to produce a better PAI
curriculum.
3. Activities to compile (design), implement, evaluate and improve the PAI
curriculum.
PAI curriculum development is based on the following principles (Didiyanto,
2017: 129):
1. Religious Principles (Religion)
Religious principles are determined based on divine values contained in the
Qur'an and as-Sunnah, because these two books are universal, eternal and
futuristic truths.
Apart from these two sources, Islamic education also originates from the
proposition of ijtihad, a result of human thought that is not contrary to the spirit and
spirit of the Qur'an and Sunnah. In ijtihad it can be in the form of 'ijma (consensus
of the Ulama), qiyas (analogy), istihsan, istihsab, mashalihul murlahan, Mazhab
sahabi, saddudz dzariah, syar'u man qoblana and 'urf.
2. Philosophical Principles
A nation's philosophy has a major influence in shaping the direction and goals
of education in the system implemented. In Indonesia, Pancasila has been
collectively accepted as the spiritual and ideological foundation of the state, which
is the highest source of law and a guideline for behavior. Therefore, Pancasila is
used as the basis and direction in organizing national education. This philosophical
principle, which is based on democratic values, means that students are given space
to grow freely, develop critical and intelligent thinking skills in community life, and
are encouraged to play an active role in activities that bring benefits. Education also
emphasizes humanitarian values and local cultural wisdom.
3. Psychological Principles
Psychological principles emphasize the importance of compiling an
educational curriculum that is in accordance with the stages of growth and
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development of students. The curriculum must be designed by considering various
aspects of child development, such as physical maturity, intellectual ability,
language, emotions, and social skills. In addition, the curriculum must also consider
the needs, interests, talents, skills, and individual differences of students. Thus, this
approach ensures that learning is aligned with the psychological characteristics of
students at each stage of development (Nizar, 2002).
4. Sociological Principles
The curriculum is expected to participate in the social process of students,
their adjustment to their environment, knowledge and skills that increase their
productivity and participation in fostering their people and nation (Arief, 2002). By
making sociology the principle or foundation in managing and developing the
curriculum, students are expected to be able to work according to the needs of the
community.
5. Organizational Principles
This is related to the problem of organizing the curriculum, namely about the
presentation of subjects that must be delivered to children.
6. Principles of Science and Technology (IPTEK)
The development of science and technology (IPTEK) will affect the
development of each individual, member of society, affecting their knowledge,
skills, attitudes, aspirations, interests, enthusiasm, habits and even their lifestyles
(Majid & Andayani, 2004). With science and technology as a foundation, students
are expected to be able to follow the development of science and technology and
the arts in accordance with the value system, humanity and culture of the nation.
Referring to the principles of curriculum development above, the purpose of student
activities will emphasize the development of attitudes and behaviors to be useful in
a democratic society. The curriculum is specific to achieve the competencies
needed to carry out certain jobs after graduating from school.
According to Arifin in Didiyanto (2017: 126), the main objective of Islamic
religious education is to form a Muslim personality who has strong faith, is pious,
and knowledgeable, and is able to devote himself completely to Allah as the
Creator. This devotion is manifested through an attitude of totality in surrendering
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oneself to Him in every aspect of life, with the main orientation to achieve His
pleasure.
In general, Islamic religious education aims to improve the quality of faith,
understanding, appreciation, and practice of students towards Islamic teachings.
This objective is directed so that students grow into pious people with noble morals,
both in personal life, social life, and in the context of national and state life (Muali,
2016).
These objectives are in line with and still refer to the objectives of national
education as stated in Law Number 20 of 2003 concerning the National Education
System. Furthermore, the general objectives of Islamic religious education are
described in the form of specific objectives according to the level and type of
educational institution.
As a learning program, Islamic religious education is directed to maintain the
purity of faith and strengthen the piety of students, become the basis for students to
be more active in studying and understanding Islamic sciences, encourage the
growth of critical, creative, and innovative attitudes in students, become a guideline
in daily behavior in society. Thus, Islamic religious education does not only
emphasize the theoretical aspect, but also the practical aspect that is manifested in
daily behavior and attitudes.

Position of Educators in Curriculum Development
Educators have a very strategic position in the learning process. As
professionals, teachers are not only tasked with teaching, but also educating and
training students. In this context, educating is interpreted as the process of passing
on and developing life values (Baharun, 2016).
In curriculum development, there are two types of curriculum, namely the
official curriculum (official or written curriculum) and the actual curriculum (actual
or real curriculum). The official curriculum is a formal document that is prepared
as a guideline for implementing learning in the classroom. Meanwhile, the actual
curriculum refers to the curriculum that is actually implemented by teachers in the
teaching and learning process in the classroom.
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A number of experts emphasize that no matter how good and ideal the written
curriculum design is, learning outcomes are still very much determined by how
teachers implement it in the classroom (Herry, 2007). Therefore, teachers have a
crucial role, not only in the planning stage, but also in the implementation stage of
the curriculum. Teachers function as facilitators and guides in the learning process,
making the curriculum alive and meaningful for students.
There are two roles of educators in curriculum development, namely:
1. The role of educators in curriculum development that is centralized, here
teachers do not have a macro design and evaluation role, they play a role in the
micro curriculum.
2. The role of educators in curriculum development that is decentralized, where
teachers participate in compiling a comprehensive curriculum for their schools.
Here teachers also play a role as planners, thinkers, compilers, developers and
also implementers of the curriculum (the first obstacle to curriculum
development is the teacher) (Abdullah, 1999).
The role of teachers in curriculum development is manifested in the following
forms of activities:
1. Formulating specific teaching objectives based on the curriculum objectives
above and the characteristics of learners, subjects/fields of study, and
characteristics of the school/class situation.
2. Planning learning activities that can effectively help learners achieve the set
goals.
3. Implementing the formulated learning plan/program in real learning situations.
4. Evaluating the results and learning process of learners.
5. Evaluating the interaction between the implemented curriculum components.
These five activities reflect the role of teachers in a centralized curriculum
development system. However, in a decentralized approach, the scope of the
teacher's role becomes broader and more significant. Teachers not only participate
in implementation, but are also directly involved in planning, developing all
components of the curriculum, implementing in class, evaluating implementation,
and revising parts of the curriculum that are considered less effective (Dimyati &
Mudjiono, 2013: 288). Thus, the position of teachers is very vital in the
operationalization of the education curriculum. Teachers are one of the key factors
in determining the success of the learning process in the classroom. The role of
teachers is not only limited to educational activities, but also as professionals who
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have the responsibility to transfer or convey knowledge to students. More than that,
teachers also act as leaders, educators, and mentors who shape character and foster
the development of students (Arifin, 2009: 118). Therefore, a teacher is required to
have the competence to design and implement an effective learning curriculum in
the classroom.

KESIMPULAN
Curriculum development is an activity to produce a new curriculum through
curriculum development steps based on the results of assessments carried out during
a certain period, curriculum development means total change and transition from
one curriculum to another, and this change takes place over a long period of time.
The definition of a curriculum development approach is a way of working by
implementing appropriate strategies and methods by following certain steps. There
are at least four approaches that can be used in curriculum development, namely:
academic subject approach, humanistic approach, technological approach and
social reconstruction approach.
The direction of the development of the Islamic Religious Education (PAI)
curriculum is directed at achieving in-depth and applicable learning objectives. The
main focus is on maintaining the purity of faith and strengthening the piety of
students, as well as being a foundation that encourages enthusiasm for studying and
understanding Islamic sciences in more depth. In addition, the PAI curriculum is
also designed to stimulate students to be able to think critically, creatively, and
innovatively in facing the challenges of modern life.
In curriculum development, educators have two different positions depending
on the approach used. In the centralistic approach, the role of teachers tends to be
limited to implementing the curriculum at the micro level, without involvement in
the planning or evaluation of the curriculum at the macro level. On the other hand,
in the decentralized approach, teachers play a more active and comprehensive role.
They are involved in the planning, preparation, development, and implementation
of the curriculum in their school environment. Here, educators not only function as
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implementers, but also as designers and strategic thinkers in developing a
curriculum that is contextual and responsive to the needs of students.
The PAI curriculum in schools has a strategic role as the spearhead in
advancing the quality of education. This role is not only related to the existence of
facilities and infrastructure, but also concerns the habits, values, and rules that apply
both formally and informally. In this context, educators involved in the
development of the PAI curriculum are not only limited to religious subject
teachers, but also include all elements of the school that participate in creating a
religious, conducive, and meaningful educational environment.

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