CRITICAL STUDY OF THE CONTENT OF AL-QUR’AN AND HADITH MATERIAL AT ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS IN THE ISLAMIC RELIGIUS EDUCATION CURRICULUM
DOI:
https://doi.org/10.64877/alirfan.v2i02.188Keywords:
Al-Qur’an Hadith, Analysis , ContentAbstract
Islamic Religious Education (PAI) is a key component of primary and secondary schooling in Indonesia, with the Qur'an and Hadith as its foundational sources of knowledge and values. This study analyzes the vertical progression of Qur'an and Hadith content across elementary, junior high, and senior high school, examining its continuity, development, and differences. Using a qualitative document analysis design, it examines selected PAI curriculum documents and textbooks at the three levels, comparing them across six dimensions: textual mastery, comprehension, interpretation, contextualization and application, critical thinking and reflection, and interdisciplinary connections. The findings show an observable but uneven progression. Elementary content emphasizes reading, basic tajwid, memorization, and simple moral messages. Junior high shifts toward understanding meanings and messages and applying them in daily life. Senior high expands toward broader interpretation, contextualization, and issues of science, technology, the environment, justice, and social responsibility. However, progression is not consistently linear: some topics recur without proportional gains in conceptual depth, and opportunities for critical engagement and interdisciplinary connections remain uneven. The study contributes a vertical analytical mapping of Qur'an and Hadith content, showing that curriculum progression entails not only adding more complex topics but also deepening interpretation, contextual application, reflection, and cross-field connections. The findings underscore the need to strengthen continuity and gradually increase cognitive and contextual demands across PAI curriculum levels.
References
Afiyah, L., Pratiwi, A. R. A., & Maulidatuzzahro’. (2024). Pendidikan Agama Islam dalam implementasi Kurikulum Merdeka di sekolah dan madrasah. Ta’limuna: Jurnal Pendidikan Islam, 13(2), 152–159. https://doi.org/10.32478/se4zz847 (E-Journal)
Alfiannur, M., & Barni, M. (2024). Analisis karakteristik materi PAI bidang Al-Qur’an Hadis pada jenjang SD, SMP dan SMA. Jurnal Studi Multidisipliner, 8(6), 179–186.
Alonzo, A. C., Wooten, M. M., & Christensen, J. (2022). Learning progressions as a simplified model: Examining teachers’ reported uses to inform classroom assessment practices. Science Education, 106(4), 852–889. https://doi.org/10.1002/sce.21713 (DOI)
Aulia, M. G., & Nafiisah, J. (2023). Internalisasi nilai-nilai pembelajaran Al-Qur’an Hadis dalam kehidupan siswa: Studi kasus MTsN 1 Bantul. HEUTAGOGIA: Journal of Islamic Education, 3(1), 57–69. https://doi.org/10.14421/hjie.2023.31-05 (E-JOURNAL)
Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2025). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan Dasar dan Menengah Nomor 046/H/KR/2025 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Kementerian Pendidikan Dasar dan Menengah.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Dagasaan, J. M. (2022). Science spiral progression curriculum: The factors affecting secondary students’ learning progress. Psychology and Education: A Multidisciplinary Journal, 4(8), 741–747. https://doi.org/10.5281/zenodo.7150765 (Philippine EJournals)
Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47(2), 123–182. https://doi.org/10.1080/03057267.2011.604476
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 1–10. https://doi.org/10.1177/2158244014522633
Hashim, R., & Langgulung, H. (2021). Educational reform in Malaysia: The integration of Islamic values and modern education. Journal of Muslim Minority Affairs, 41(3), 387–402. DOI 10.1080/13602004.2021.1958301
Hidayah, N., & Sari, R. (2021). Cultivating critical thinking through the English curriculum: Reimagining language education for the 21st century. ELTE Journal (English Language Teaching and Education), 9(2). https://doi.org/10.31851/eltejournal.v9i02.20372 (Journal Universitas PGRI Palembang)
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. (n.d.). Pengembangan kurikulum. Sistem Informasi Kurikulum Nasional. Pengembangan Kurikulum – Sistem Informasi Kurikulum Nasiona
Khalijah, S., & Zuliana, Z. (2024). Analisis isi materi Pendidikan Agama Islam pada Kurikulum Merdeka. Journal of Education Research, 5(1), 935–938. https://doi.org/10.37985/jer.v5i1.956
Lourenço, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40(Part B), 123–137. DOI 10.1016/j.newideapsych.2015.08.002
Nisa, K., & Mubtadi, A. R. (2025). Development of Qur’an Hadith module based on contextual approach to improve students’ critical thinking skills at MAN 5 Hulu Sungai Tengah. Indonesian Journal of Education and Social Humanities, 2(1), 205–216. https://doi.org/10.62945/ijesh.v2i1.489 (Journal Mandailing Global Edukasia)
OECD. (2020). Curriculum overload: A way forward. OECD Publishing. https://doi.org/10.1787/3081ceca-en
Panizzon, D., Pegg, J., Arthur, D., & McCloughan, G. (2021). Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in science. Australian Journal of Education, 65(3), 265–279. https://doi.org/10.1177/00049441211036518 (Sage Journals)
Piaget, J., & Inhelder, B. (1972). The psychology of the child. Basic Books.
Sakhazuroh, U. M. (2021). Analisis teori perkembangan kognitif Jean Piaget tahap operasional konkret dalam pembelajaran berbasis otak [Skripsi, IAIN Pekalongan].
Schreier, M. (2012). Qualitative content analysis in practice. SAGE Publications. https://doi.org/10.4135/9781529682571
Suja’i, C. A. M. (2023). Implementasi Kurikulum Merdeka dalam membangun karakter siswa pada mata pelajaran Pendidikan Agama Islam di SMP Nurul Qomar. HASBUNA: Jurnal Pendidikan Islam, 2(1). https://doi.org/10.70143/hasbuna.v2i1.143 (Journal IAIT Asik)
Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2022). Building coherence and impact: Differences in Finnish school level curriculum making. Curriculum Perspectives, 42, 121–133. DOI 10.1007/s41297-022-00165-9
Ye, P., & Xu, X. (2023). A case study of interdisciplinary thematic learning curriculum to cultivate “4C skills.” Frontiers in Psychology, 14, 1080811. https://doi.org/10.3389/fpsyg.2023.1080811 (Frontiers)
