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This study aims to reconstruct the epistemology of the Islamic Religious Education curriculum through a philosophical synthesis between al-Muwāfaqāt by al-Shāṭibī and Iḥyā’ ‘Ulūm al-Dīn by al-Ghazālī with a Constructive Alignment approach to produce a coherent, transformative, and global competency-oriented curriculum framework based on Islamic values. The research method used is qualitative-descriptive with data collection techniques based on literature studies through document analysis, content analysis, and comparative document studies of national curriculum documents, Islamic Religious Education textbooks, and relevant classical turāth works. The results of the study have shown an epistemological discontinuity between learning outcomes, learning activities, and assessment instruments that have not fully reflected the integration of maqāṣid values and the tazkiyat al-nafs process in educational practices.
This study aims to reconstruct the epistemology of the Islamic Religious Education curriculum through a philosophical synthesis between al-Muwāfaqāt by al-Shāṭibī and Iḥyā’ ‘Ulūm al-Dīn by al-Ghazālī with a Constructive Alignment approach to produce a coherent, transformative, and global competency-oriented curriculum framework based on Islamic values. The research method used is qualitative-descriptive with data collection techniques based on literature studies through document analysis, content analysis, and comparative document studies of national curriculum documents, Islamic Religious Education textbooks, and relevant classical turāth works. The results of the study have shown an epistemological discontinuity between learning outcomes, learning activities, and assessment instruments that have not fully reflected the integration of maqāṣid values and the tazkiyat al-nafs process in educational practices.
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