Inclusiveness in the Development of Islamic Religious Education Curriculum Based on Psychology: A Framework for Sustainable Humanity and Digital Adaptation

Nurul Mawaridah

Authors

Nurul Mawaridah SMP Negeri 4 Pasuruan, Indonesia

Keywords:

Inclusivistic, curriculum development, psychology, Sustainability

Abstract

Islamic Religious Education (IRE) learning at the elementary and secondary levels often faces methodological stagnation, marked by an unengaging, uninnovative learning process that is considered weak in moral inculcation. Background: This phenomenon necessitates significant curriculum reform to address national educational challenges. Objective: This study aims to present the fundamental concept of inclusiveness and a sustainable framework for psychology-based IRE curriculum development, explicitly linking it to the three conference pillars: Humanity, long-term Sustainability, and digital adaptation (Technology). Method: This qualitative research employs a Systematic Literature Review (SLR). Results: The findings indicate that inclusiveness in the IRE curriculum is an Islamic education that acknowledges and respects student diversity and plurality, essential for achieving social harmony and educational equity. The proposed framework emphasizes developmental psychology to cultivate robust inclusive attitudes, capable of facing the challenges of the digital age, and ultimately supporting the creation of a cohesive and sustainable society. Conclusion: The development of a psychology-based, inclusive IRE curriculum is an urgent endeavor that, when strategically aligned with Sustainability and Technology, will create a cohesive, ethical, and resilient society in the digital era.

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