HOLISTIC DEVELOPMENT AND SCOPE OF CONTEMPORARY ISLAMIC EDUCATION CURRICULUM: A CRITICAL REVIEW TOWARDS RELIGIOUS MODERATION AND DIGITAL ADAPTATION

Abstract

Islamic Religious Education (IRE) is a fundamental pillar in the national education system that aims not only to transfer theoretical knowledge, but also to shape the character, morals, and spirituality of students. However, the contemporary era, marked by technological disruption, globalization, and increasing social challenges such as intolerance and extremism, demands significant adaptation of the IRE curriculum philosophy. 1 This transformation is crucial to ensure the relevance and effectiveness of PAI in the 21st century. This study aims to analyze the conceptual foundations of the PAI curriculum, identify the dynamics of its development factors, and formulate a holistic, adaptive, and wasathiyyah (religious moderation)-based framework for PAI. The method used was a Systematic Literature Review with a Qualitative approach. This qualitative research was inductive, interpretative, and contextual, with secondary data collection (scientific journals and education policies) focusing on publications from 2015 to 2025 to ensure the analysis was up to date.  Key findings indicate that the PAI curriculum faces significant tension between the ideal concepts planned at the center and actual implementation in the field, exacerbated by rapid policy changes (Amalina, 2024). Furthermore, the transmission of ethics and values, particularly moderation, is largely determined by the role of the Hidden Curriculum. Therefore, the scope of contemporary PAI must explicitly integrate Religious Moderation as the core of the Akhlak dimension and adapt Al-Qur'an/Hadith digital literacy to respond to the challenges of Society 5.0 (Putra, 2019).  This article offers a model for developing PAI that integrates theological foundations (Al-Qur'an/Sunnah) with contemporary philosophical foundations (Humanistic/Existentialism), providing constructive guidelines for curriculum designers and education practitioners.