UDTR — Radar mondial des droits de la Nature

Integrating 21st Century Skills Into The Islamic Religious Education Curriculum

Identification

Clé publique

doi:10.37812/fikroh.v19i1.2349

Auteurs

Laysa Zahran · Muksin Ariyanto · Muhammad Sirozi

Année déclarée

2026

Langue déclarée

en

Type source

article

Première détection

2026-11-09T19:13:40.750072+00:00

Dernière observation des métadonnées

2026-11-09T19:13:40.750072+00:00

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

Universitas Islam Negeri Raden Fatah Palembang

Résumé documentaire — langue originale

The transformation of education in the 21st century requires a curriculum that is oriented toward strengthening essential competencies, particularly critical thinking, creativity, collaboration, and communication (4C). Islamic Religious Education (IRE), as a normative and transformative discipline, must undergo conceptual and pedagogical adaptation to remain relevant in responding to global challenges and technological advancements. This study aims to analyze the role of the curriculum in IRE learning, identify patterns of integrating 21st-century skills into the curriculum structure, and develop a conceptual framework for their implementation in instructional practices. This study employs a qualitative approach through a systematic literature review following the PRISMA framework. A total of 20 peer-reviewed articles published between 2020 and 2025 were selected through a structured process of identification, screening, eligibility assessment, and inclusion. The analysis was conducted using thematic synthesis to identify recurring patterns, key themes, and gaps in the integration of 21st-century skills within the IRE curriculum. The findings reveal that the IRE curriculum serves as a central normative, conceptual, and operational foundation guiding the planning, implementation, and evaluation of learning. The integration of 4C skills and literacy is manifested through the alignment of learning outcomes, the application of student-centered learning approaches, and the adoption of innovative models such as Project-Based Learning and Problem-Based Learning. In addition, authentic assessment practices emphasizing higher-order thinking skills (HOTS) play a significant role in strengthening these competencies. This study contributes by proposing a conceptual integration framework that systematically connects curriculum components, pedagogical strategies, and assessment models in embedding 21st-century skills within IRE. This framework offers a more structured and holistic approach compared to previous studies, thereby providing both theoretical enrichment and practical guidance for curriculum development and instructional design in Islamic education.

Identifiants

OPENALEX

W7155070974

DOI

10.37812/fikroh.v19i1.2349

Repères documentaires

Famille documentaire

Doctrine

Types déclarés par les sources

article

Les mentions d’entités ne constituent pas une preuve de reconnaissance juridique. La juridiction étudiée est distincte du pays d’affiliation des auteurs.

Sources

OpenAlex · Document 1 · Document 2

• DOI · https://doi.org/10.37812/fikroh.v19i1.2349
• OpenAlex · https://openalex.org/W7155070974

Relations bibliographiques documentées

Références et liens déclarés par les sources ; ils ne constituent pas une preuve juridique ni une qualification UGLC. Affichage limité à 20 références sortantes.

• openalex:w2101751396 · CITES
• openalex:w4323345459 · CITES

0 références entrantes au sein du corpus détecté

Statut documentaire

Pertinence à examiner

Bibliothèque

Cette identité n’est pas encore intégrée à la Bibliothèque juridique.