Muhammad Rizal Falaqi, Apri Wardana Ritonga, Miftahul Mufid, M. Abdul Hamid, Maulidi, Saiful Hidayat, Suladi, Sarwanih, Febri Handoyo
This research explores the transformation of the Islamic education curriculum in Indonesia based on the thoughts of three educational philosophers: John Locke, Henry Giroux, and John Dewey. It examines how their ideas have influenced curriculum development in madrasas, aiming to enhance Islamic education in Indonesia. This study employs a systematic literature review (SLR) approach, selecting 30 relevant studies from academic databases such as Google Scholar. The selection process followed specific inclusion and exclusion criteria, focusing on studies discussing the philosophers’ educational contributions and their relevance to Islamic education. Thematic analysis was conducted to identify key themes related to curriculum transformation. The findings reveal that these philosophers’ thoughts introduced fundamental educational principles that have shaped Islamic education, leading to paradigm shifts, the development of a holistic curriculum, innovative learning models, and a comprehensive assessment system. Their contributions emphasise critical thinking, moral reasoning, and participatory learning, offering insights for the continuous improvement of Islamic education in madrasas. © 2025 Christian Education.
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia; Sekolah Tinggi Ilmu Al-Qur’an As-Syifa, Subang, Indonesia; Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro, Indonesia; Universitas PTIQ, Jakarta, Indonesia; Universitas Negeri Malang, Indonesia
