Volume II: Law, Policy, and Ecological Justice

Curriculum Transformation in Private Islamic Higher Education Institutions in Indonesia: An Analysis of Value-Based, Technology-Driven, and Interdisciplinary Innovation

  • Ahmad Zaky Zakaria Anshary UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Personal Data, Digital Economy, Sharia, Ownership, Property.

Abstract

This study aims to identify and synthesize curriculum innovation models adopted by Private Islamic Higher Education Institutions (PTIS) in Indonesia, map integration patterns across value-based, technology- driven, and interdisciplinary dimensions, and construct an evidence-based conceptual framework to guide curriculum transformation. A Systematic Literature Review (SLR) following PRISMA protocol was employed, screening 412 initial records from Scopus, Web of Science, Google Scholar, and SINTA databases published between 2020 and 2026. Following full-text eligibility assessment, 47 articles meeting all inclusion criteria were subjected to thematic analysis, content analysis, and interpretive meta-synthesis. Article quality was assessed using the Mixed Methods Appraisal Tool (MMAT 2018), and only articles scoring ≥60% were included in the primary synthesis. Three principal innovation clusters emerged: (1) value-based innovation, integrating tawhid epistemology and Islamic character formation into curriculum architecture (38.3%); (2) technology-driven innovation, encompassing AI-adaptive learning, Learning Management Systems, and hybrid curriculum design (34.0%); and (3) interdisciplinary innovation, bridging science-religion dialogue and cross-disciplinary competency formation (27.7%). Meta-synthesis produced the Integrative Islamic Curriculum Model (IICM), a four-layered concentric architecture that positions tawhid as the epistemological core, Islamic values as the axiological layer, technology as the methodological layer, and interdisciplinarity as the structural outer layer. This study fills a critical gap in the literature by providing the first systematic synthesis of all three transformation dimensions simultaneously within a coherent conceptual framework specific to the PTIS context, offering both theoretical and practical contributions for curriculum designers and policymakers.

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