Rekonstruksi Teori Pengembangan Kurikulum Pendidikan Islam: Analisis Pemikiran Muhammad Al-Hilali dalam Kitab Tatwīr al-Manhaj al-Madrasī

Abstract

The development of Islamic education curriculum requires continuous reconstruction to respond to contemporary educational challenges while maintaining its philosophical and religious foundations. This study examines the conceptual framework of curriculum reconstruction and development from the perspective of Muhammad Al-Hilali, particularly as outlined in his book Al-Manāhij: Usūsuhā wa ‘Anāṣiruhā wa Tanzīmuhā, and explores its relevance to contemporary Islamic education. This research is a literature review using a conceptual-analytical approach, analyzing Al-Hilali's ideas through critical interpretation and dialogue with contemporary theories and current studies on Islamic education. The findings show that Al-Hilali conceptualized curriculum development as a systematic, comprehensive, and dynamic process based on three interrelated foundations: philosophical, social, and psychological. Al-Hilali emphasized curriculum renewal based on continuous evaluation, responsiveness to scientific and social developments, student-centered education, and the integration of religious values ​​with scientific knowledge to cultivate human beings. Furthermore, Al-Hilali's framework demonstrates strong relevance to contemporary education, particularly in promoting student-centered learning, holistic curriculum design, educational character, and the integration of knowledge and values ​​within the context of 21st-century curriculum and learning. This study concludes that Al-Hilali's thinking provides a coherent conceptual foundation for reconstructing an Islamic education curriculum that is adaptive, integrative, and able to address the demands of contemporary education while preserving the essential goals of Islamic education.