INTEGRASI LIMA MODEL PENGEMBANGAN KURIKULUM KLASIK DALAM PERUMUSAN KURIKULUM PAI BERBASIS KOMPETENSI ABAD 21

Abstract

This study analyzes the integration of five classical curriculum development models Tyler, Taba, Alberty, Warwick, and Beauchamp in formulating a 21st-century competence-based Islamic Religious Education (PAI) curriculum. The study is motivated by persistent issues in PAI instruction, including the dominance of lecture-based teaching, low student engagement, limited relevance of learning materials to contemporary life, and the insufficient use of technology and authentic assessment. Employing a qualitative approach through library research, data were collected from primary and secondary sources and examined using content analysis techniques. The findings reveal that the five models complement one another: Tyler strengthens clarity of objectives, Taba highlights the role of teachers and inductive thinking, Alberty centers learning on real experiences, Warwick ensures systemic alignment, and Beauchamp emphasizes participatory decision-making. Integrating these models generates a curriculum framework that is more comprehensive, contextual, and adaptable to 21st-century competencies such as critical thinking, creativity, collaboration, communication, digital literacy, and religious moderation. This approach is considered applicable for improving the quality of PAI learning and reinforcing students’ character.