The Urgency of a Tawhid-Based Curriculum in the Contemporary Islamic Education System

Abstract

Modern education faces a multidimensional crisis, particularly a spiritual and moral one, stemming from a secular paradigm that separates knowledge from religion. In the context of Islamic education, this creates a dichotomy between religious and general sciences, obscuring the true purpose of education: the formation of a complete human being (insan kamil). This article aims to analyze the urgency of implementing a tawhid-based curriculum as a paradigmatic solution. Employing a qualitative library research method based on primary and secondary sources, this study concludes that tawhid, as the foundation of the Islamic worldview, must become an integrative and transformative principle permeating the entire curriculum structure. The urgency of a tawhid-based curriculum is not only theological, as an implementation of the Islamic mission, but also moral, social, and academic. Morally, this curriculum plays a crucial role in shaping noble character and spiritual resilience in students. Socially, it becomes the foundation for realizing a civilized and integral society. Academically, it offers a framework for integrating knowledge that overcomes dichotomy and provides deeper meaning to all disciplines. Its implementation demands the integration of tawhid values in all subjects, the teacher's role as a model, and the creation of an Islamic school environment, despite challenges such as a general national curriculum and teacher competency. Therefore, systematic strategies are needed in the form of developing an integrative curriculum, holistic teacher training, and synergy between the three centers of education.