CURRICULUM REFORM IN ISLAMIC EDUCATION: A CRITICAL ANALYSIS OF INTEGRATING CRITICAL THINKING SKILLS TO COMBAT EXTREMISM AND PROMOTE MODERATE ISLAM

Abstract

The rise of religious extremism and radicalization has prompted urgent discussions about the role of Islamic education in promoting moderate interpretations of Islam. Traditional Islamic education systems often emphasize memorization and acceptance of religious texts without encouraging critical analysis, potentially creating vulnerability to extremist interpretations. This study critically analyzes the integration of critical thinking skills into Islamic education curricula as a strategy to combat extremism and promote moderate Islamic values. A mixed-methods approach was employed, combining systematic literature review of 45 peer-reviewed articles (2020-2024), qualitative interviews with 30 Islamic education practitioners across 8 countries, and quantitative analysis of curriculum frameworks from 25 Islamic educational institutions. The analysis revealed that institutions integrating critical thinking skills showed 34% higher rates of students demonstrating moderate religious interpretations compared to traditional approaches. Key factors include contextualized Quranic interpretation (tafsir), interdisciplinary learning approaches, and teacher training in critical pedagogy. However, implementation faces significant challenges including resistance from conservative stakeholders (67% of institutions), inadequate teacher preparation (78%), and lack of appropriate instructional materials (82%). Strategic integration of critical thinking skills in Islamic education curricula can effectively promote moderate Islam and resilience against extremist narratives. Success requires comprehensive teacher training, stakeholder engagement, and culturally sensitive pedagogical approaches that respect Islamic scholarly traditions while encouraging analytical thinking.