TINJAUAN SOSIOLOGI TENTANG KURIKULUM PENDIDIKAN ISLAM

Abstract

A sociological review of the Islamic education curriculum explores the complex dynamics between education, society, and power in the context of the Islamic religion. The Islamic education curriculum not only reflects religious values, but is also influenced by social, cultural and political factors in society. This research uses a literature study method with a qualitative approach and takes primary and secondary data from various scientific works and journals that are relevant to sociological reviews of the Islamic Education curriculum. So this research provides results, First, the Islamic education curriculum is reflected by the influence of society and culture. Local values, traditions, and social demands play an important role in shaping curriculum content. However, this influence can also raise questions about inclusion and exclusion of various groups in society. Second, sociology highlights identity formation through the Islamic education curriculum. Curriculum content can strengthen or cast doubt on students' religious identities and their groups in society. This identity is not only formed by what is taught, but also by how the material is taught and interpreted. Finally, the sociological review also pays attention to resistance to the Islamic education curriculum and efforts for social change. Social changes, such as technological developments and globalization, influence curriculum evolution, while resistance emerges in response to power dynamics and the values championed in the curriculum.