Modernization of Islamic Education in Indonesia: A Critical Analysis of Madrasah Curriculum Development

Fauji Koda; Nurhayati; Yamin Latif  Tjokro; Aulia  Wahyunisa; Samlan  Hi.Ahmad; Khalid  Hasan Minabari

doi:10.63922/ijevss.v5i03.4075

Fauji Koda Institut Agama Islam Negeri Ternate,Indonesia
Nurhayati Institut Agama Islam Negeri Ternate,Indonesia
Yamin Latif Tjokro Institut Agama Islam Negeri Ternate,Indonesia
Aulia Wahyunisa Institut Agama Islam Negeri Ternate,Indonesia
Samlan Hi.Ahmad Institut Agama Islam Negeri Ternate,Indonesia
Khalid Hasan Minabari Institut Agama Islam Negeri Ternate,Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4075

Keywords: Islamic education modernization; madrasah curriculum; curriculum reform; digital transformation; character education; Indonesia.

Abstract

Islamic education in Indonesia has undergone profound transformations driven by social, political, cultural, and technological changes. This article critically examines the modernization of Islamic education with a particular focus on the development of madrasah curricula in Indonesia. Employing a qualitative-descriptive approach with systematic literature analysis, this study traces the historical trajectory of madrasah curriculum reform from the colonial era to the current digital age. The findings reveal that modernization of Islamic education is characterized by several key dimensions: the integration of religious and general sciences, institutional reform of madrasah and pesantren, adoption of digital technology in learning, and the strengthening of character education. The study demonstrates that government policies most notably the Joint Ministerial Decree of 1975 and the subsequent introduction of competency-based curricula through to the Merdeka Curriculum—have been pivotal in repositioning madrasah within the national education system. However, significant challenges persist, including the dichotomy between religious and secular knowledge, infrastructural limitations, uneven digital literacy among teachers, and the influence of global cultural values. This study argues that future curriculum development must be integrative, adaptive, and transformative, balancing intellectual excellence with spiritual depth and national identity

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