Islamic Religious Education Amid the Flow of Globalized Education: An Analysis of Integrating Islamic Values into the Cambridge Curriculum

Abstract

The globalization of education has driven the adoption of international curricula focused on developing global competencies, including the Cambridge Curriculum. This situation poses challenges for Islamic Religious Education in maintaining Islamic values while also meeting the demands of 21st-century education. This study aims to analyze the integration of Islamic values in the Cambridge Curriculum and examine the relevance of the concept of ta’dib in shaping globally competitive Muslim generations. The research uses a qualitative approach with library research methods. Data were obtained from various literatures discussing Islamic education, the globalization of education, the Cambridge Curriculum, and the concept of ta’dib. Data analysis was conducted using Qualitative Content Analysis through categorization, interpretation, and thematic synthesis. The research shows that Islamic values are compatible with the global competencies developed in the Cambridge Curriculum, especially in aspects like responsibility, critical thinking, communication, collaboration, and academic excellence. Integrating Islamic values into an international educational setting is done through three main approaches: curricular integration, cultural integration, and co-curricular and extracurricular integration. The study also found that the concept of ta’dib serves as a philosophical foundation that harmonizes the development of global competencies with the formation of students' manners, morals, and Islamic identity. Therefore, Islamic Religious Education and the Cambridge Curriculum are not dichotomous; instead, they can be integrated to produce Muslim generations who are academically excellent, have Islamic character, good manners, and are capable of competing in the global community.