Rekonstruksi Kurikulum Pendidikan Agama Islam dalam Konteks Pembelajaran Transdisipliner

Abstract

The rapid transformation of knowledge, technology, and social life in the twenty-first century has challenged the traditional disciplinary structure of Islamic Religious Education (IRE) curricula. Conventional approaches tend to fragment religious knowledge and limit its relevance to complex contemporary issues. This study aims to explore the reconstruction of the Islamic Religious Education curriculum through a transdisciplinary learning approach that integrates Islamic values with diverse fields of knowledge to address real-life problems. Employing a qualitative conceptual and analytical research design, this study analyzes relevant literature, policy documents, and contemporary educational frameworks related to curriculum development, transdisciplinary learning, and Islamic education. Data were analyzed through thematic and critical analysis to identify key patterns, challenges, and opportunities for curriculum reconstruction. The findings indicate that a transdisciplinary-based IRE curriculum enables the integration of religious teachings with science, technology, social sciences, and humanities, fostering higher-order thinking skills, ethical awareness, and character development among learners. This approach also promotes contextual, meaningful, and problem-oriented learning while strengthening the epistemological foundation of Islamic education. The study concludes that reconstructing the IRE curriculum through transdisciplinary learning is essential to enhance its relevance, adaptability, and transformative role in responding to contemporary educational and societal challenges.