Designing Curriculum Models for Islamic Education: A Comparative Analysis between Elementary School and Madrasah in Sampang

Abstract

This study aims to analyze models of Islamic education curriculum development in an elementary school and a madrasah through a comparative perspective. Contemporary Islamic education is increasingly challenged to balance the preservation of scholarly tradition with the demands of educational modernization and globalization. However, it remains unclear how different institutions design curricula that integrate Islamic values with national and global competencies. This research employs a qualitative approach with a descriptive-comparative design. Data were collected through a review of relevant materials and interviews with principals, curriculum coordinators, Islamic studies teachers, and classroom teachers. The data were then analyzed comparatively to identify the characteristics, strengths, and challenges of each model. The findings show that the elementary school applies a traditional-integrative model combining the national curriculum with classical Islamic texts, Arabic, fiqh, nahwu, shorof, and akhlaq. This model is strong in preserving Islamic scholarly traditions and shaping students’ religious character. In contrast, the madrasah applies a modern-progressive model integrating the Merdeka Curriculum, an international curriculum, bilingual learning, digital literacy, and competency-based classes. This model emphasizes students’ potential, language mastery, technological skills, and twenty-first-century competencies. Each model has distinct strengths and challenges. The study contributes an integrative-transformational curriculum framework that unites Islamic values, scholarly tradition, learning innovation, technology, and global needs