Integrative Fitrah-Cultural Curriculum: A Synthesis of Hasan Langgulung and Ki Hadjar Dewantara's Thoughts on Holistic Islamic Education

Abstract

Islamic education curricula in Indonesia continue to face a gap between the integration of Islamic values, pedagogical freedom, local cultural contexts, and meaningful learning experiences. This study aims to compare the educational thought of Hasan Langgulung and Ki Hadjar Dewantara and reconstruct their points of convergence for the development of a holistic Islamic education curriculum. This qualitative study employs a library research design using historical-philosophical, comparative, and content analysis approaches. The findings indicate that Langgulung emphasizes tawhid, fitrah, human potential development, and the integration of knowledge and values, whereas Dewantara emphasizes guided freedom, the Among system, character formation, culture, and the tri-center of education. Their ideas converge in their orientation toward holistic human development, moral formation, contextual learning, and social responsibility. This study contributes the Integrative Fitrah-Cultural Curriculum (IFCC) as a curricular framework integrating theological-ethical foundations, learner potential, pedagogical freedom, knowledge-values-culture, educational ecology, and holistic assessment.