The relevance of al-Zarnuji’s concepts of education in Indonesia’s Merdeka curriculum

Relevansi konsep pendidikan Islam oleh al-Zarnūjī dalam kurikulum Merdeka di Indonesia

Authors

  • Azwar Azwar Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA), Jl. Inspeksi PAM Timur, Manggala, Kec. Manggala, Kota Makassar, Sulawesi Selatan 90234, INDONESIA https://orcid.org/0000-0002-7930-4693
  • Kamarulnizam Sani Fakulti Pendidikan, Universiti Islam Selangor (UIS), Bandar Seri Putra, 43000 Kajang, Selangor, MALAYSIA
  • Mohd Farid Ravi Abdullah Fakulti Pengajian Peradaban Islam, Universiti Islam Selangor (UIS), Bandar Seri Putra, 43000 Kajang, Selangor, MALAYSIA

DOI:

https://doi.org/10.53840/alirsyad.v10i1.475

Keywords:

Al-Zarnūjī, Ta‘līm al-Muta‘allim, Islamic Education, Merdeka Curriculum, Indonesia

Abstract

Islamic education in Indonesia continues to evolve in response to modernization and globalization, particularly with the implementation of the Merdeka Curriculum, which emphasizes deep learning and student-centered approaches. One classical work that remains relevant in the context of Islamic education is  Ta‘līm al-Muta‘allim by al-Zarnūjī, which outlines the fundamental principles of seeking knowledge. This study aims to analyze the relevance of al-Zarnūjī's educational concepts in  Ta‘līm al-Muta‘allim in the context of Islamic education in Indonesia and to develop strategies for implementing these values in the Merdeka Curriculum. The research employs qualitative analysis of al-Zarnūjī’s concepts and a literature review of current Islamic education and the Merdeka Curriculum. The results indicate that al-Zarnūjī’s values—including sincere intentions, diligence, effective learning methods, and the teacher-student relationship—remain highly relevant and can strengthen the modern curriculum. Implementing these values in the Merdeka Curriculum requires strategies, such as integration into project-based learning, teacher training, development of teaching materials, and character building through extracurricular activities.

Contribution: The research therefore, emphasize the importance of aligning classical Islamic education with modern curricula to develop well-rounded students grounded in moral values. Unlike previous studies, this research offers a practical framework for implementing al-Zarnūjī’s concepts through project-based learning, teacher training, and character development initiatives. The findings underscore the significance of aligning classical Islamic education with contemporary pedagogical approaches to cultivate well-rounded students with strong moral foundations.

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Author Biographies

Azwar Azwar, Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA), Jl. Inspeksi PAM Timur, Manggala, Kec. Manggala, Kota Makassar, Sulawesi Selatan 90234, INDONESIA

Mr. Azwar is an educator and scholar affiliated with Sekolah Tinggi Ilmu Islam dan Bahasa Arab (STIBA) Makassar, Indonesia. The individual possesses a Bachelor of Economics, a Master of Economics Science from Universitas Darul Ulum, Indonesia, and a Master of Public Administration from Universitas Terbuka, Indonesia. He specializes in Islamic Economics, Islamic Studies, Economics, Management, Education, Statistics, and Social Science. He can be reached at azwar.iskandar@gmail.com and azwar@stiba.ac.id.

Kamarulnizam Sani, Fakulti Pendidikan, Universiti Islam Selangor (UIS), Bandar Seri Putra, 43000 Kajang, Selangor, MALAYSIA

Dr. Kamarulnizam bin Sani is a lecturer at the Faculty of Education, Universiti Islam Selangor (UIS). He specializes in Islamic Education, Pedagogy, and Holistic Education Systems. Dr. Kamarulnizam holds a PhD in Education (Islamic Pedagogy) from UIS, a Master's degree in Islamic Studies from Open University Malaysia, and a Diploma in Islamic Education from Kolej Pendidikan Perdana. His research focuses on the integration of Islamic values in education, teacher competency, and innovative pedagogical approaches. Dr. Kamarulnizam has contributed to several research projects, including studies on religiosity practices among indigenous students and interventions for underperforming students in Islamic schools. He has also published articles in academic journals and presented at international conferences. In addition to his academic work, Dr. Kamarulnizam serves as the Postgraduate Coordinator at the Faculty of Education, where he oversees curriculum development and student mentorship.

Mohd Farid Ravi Abdullah, Fakulti Pengajian Peradaban Islam, Universiti Islam Selangor (UIS), Bandar Seri Putra, 43000 Kajang, Selangor, MALAYSIA

Dato' Professor Dr. Mohd Farid Ravi Abdullah is the Vice Chancellor of Universiti Islam Selangor (UIS), a position he has held since January 2022. He earned his Bachelor's degree in Usuluddin from Al-Bayt University, Jordan, followed by a Master's degree in Quranic and Sunnah Studies from Universiti Kebangsaan Malaysia (UKM). He completed his PhD in Tafsir and Quranic Sciences at the University of Jordan in 2015. Dr. Mohd Farid Ravi is a prominent scholar in Quranic studies, Islamic thought, and Da'wah. His research focuses on Quranic interpretation, Islamic ethics, and contemporary issues in Islamic scholarship. He has authored numerous books and articles, contributing significantly to the academic and religious discourse in Malaysia and beyond. In addition to his academic achievements, Dr. Mohd Farid Ravi is actively involved in community engagement and Da'wah initiatives. His leadership at UIS reflects his dedication to advancing Islamic education and fostering intellectual growth.

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The Relevance of al Zarnuji’s Concepts of Education in Indonesia’s Merdeka Curriculum

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Published

2025-06-11

How to Cite

Azwar, A., Sani, K., & Abdullah, M. F. R. (2025). The relevance of al-Zarnuji’s concepts of education in Indonesia’s Merdeka curriculum: Relevansi konsep pendidikan Islam oleh al-Zarnūjī dalam kurikulum Merdeka di Indonesia. Al-Irsyad: Journal of Islamic and Contemporary Issues, 10(1), 1445–1463. https://doi.org/10.53840/alirsyad.v10i1.475

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Vol. 10 No. 1 (2025): al-Irsyad: Journal of Islamic and Contemporary Issues

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