Volume 4, Issue 2 (June 2025)
IJER 2025, 4(2): 1-13 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghasemian A, pourshafei H, Ayati M, Alavi S M K. (2025). Indicators and Components of Religious Education Curriculum in Higher Education: A Synthesis Study. IJER. 4(2), 1-13.
URL: http://ijer.hormozgan.ac.ir/article-1-343-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-343-en.html
1- PhD student in Curriculum Planning, University of Birjand, Birjand, Iran, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2- Associate Professor of Educational Management, Department of Educational Sciences, Birjand University, Birjand, Iran ,Hpourshafei@birjand.ac.ir
3- Associate Professor of Curriculum Planning, Department of Educational Sciences, Birjand University, Birjand, Iran
4- Associate Professor of Hakim Sabzevari University, Sabzevar, Iran
2- Associate Professor of Educational Management, Department of Educational Sciences, Birjand University, Birjand, Iran ,
3- Associate Professor of Curriculum Planning, Department of Educational Sciences, Birjand University, Birjand, Iran
4- Associate Professor of Hakim Sabzevari University, Sabzevar, Iran
Abstract: (1667 Views)
Objective: Religious education constitutes a significant component of academic curricula for students. Beyond its function in reinforcing the religious identity of learners, this vital aspect contributes to the realization of additional educational objectives within the higher education framework. An understanding of the elements and indicators inherent in the religious education curriculum lays the groundwork for the development of a comprehensive model in the domain of religious education. Consequently, the primary objective of the present study is to delineate the dimensions and components of the religious education curriculum model.
Methods: The methodological approach employed in this research is qualitative, utilizing synthesis research as its methodological framework. The research population encompasses all articles (153 in total) that have been published in specialized and scholarly databases from 2008 to 2024. The research sample consists of 27 articles, which were selected through thematic monitoring, theoretical data saturation, and purposeful sampling. For the purpose of data analysis, content analysis was employed utilizing a categorization method grounded in Roberts' synthesis research model.
Results: To verify the validity of the findings, the recoding of results was conducted in accordance with the Scott method (2012), yielding an agreement coefficient of 87% between evaluators.
Conclusions: The components and indicators of the religious education curriculum model were systematically organized into seven dimensions, 30 axes, and 102 categories, which include the dimensions of objectives, comprehensive characteristics, teacher attributes, evaluation methods, environmental factors, teaching-learning strategies, and content.
Methods: The methodological approach employed in this research is qualitative, utilizing synthesis research as its methodological framework. The research population encompasses all articles (153 in total) that have been published in specialized and scholarly databases from 2008 to 2024. The research sample consists of 27 articles, which were selected through thematic monitoring, theoretical data saturation, and purposeful sampling. For the purpose of data analysis, content analysis was employed utilizing a categorization method grounded in Roberts' synthesis research model.
Results: To verify the validity of the findings, the recoding of results was conducted in accordance with the Scott method (2012), yielding an agreement coefficient of 87% between evaluators.
Conclusions: The components and indicators of the religious education curriculum model were systematically organized into seven dimensions, 30 axes, and 102 categories, which include the dimensions of objectives, comprehensive characteristics, teacher attributes, evaluation methods, environmental factors, teaching-learning strategies, and content.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/01/22 | Accepted: 2025/03/12 | Published: 2025/06/1
Received: 2025/01/22 | Accepted: 2025/03/12 | Published: 2025/06/1
References
1. Akhlaghi, A., & Jamali, M. (2013). The relationship between teachers' religious identity and students' religious identity in Tehran schools. Socio-Cultural Strategy, 1(4), 1-12.
2. Amrin, A., Asiah, S., Al-Qosimi, M. M., Imamah, A. I., Rochmawati, M. U., & Shofita, N. (2022). New Normal and Islamic Education: Islamic Religious Education Strategy On Educational Institutions in Indonesia. Jurnal Pendidikan Dan Konseling, 4(3), 120-129.
3. Andreassen, B.-O. (2019). 'Knowledge about religions' and analytical skills in religious education: reflections from a Norwegian context. CEPS journal, 9(4), 73-90. [DOI:10.26529/cepsj.676]
4. Anwar, C. (2016). The Effectiveness of problem based learning integrated with Islamic values based on ICT on higher order thinking skill and students’ character. Al-Ta Lim Journal, 23(3), 224-231. [DOI:10.15548/jt.v23i3.244]
5. Aripin, S. A. S., & Nurdiansyah, N. M. (2022). Modernization of Education: A New Approach and Method in Learning Islamic Religious Education. TADRIS: Jurnal Pendidikan Islam, 17(1), 100-117. [DOI:10.19105/tjpi.v17i1.5916]
6. Babaiefard, A. (2021). The Social and Cultural Factors Effective on Commitment to Islamic Lifestyle among the Students in Kashan University. Journal of Islam and Social Sciences, 13(26), 257-287. [DOI:10.30471/soci.2021.6788.1565]
7. Badriah, S., Handayani, D., Mahyani, A., & Arifin, B. S. (2023). Learning Islamic Religious Education with Muhammadiyah Nuances in Universities. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 255-273. [DOI:10.31538/tijie.v4i2.401]
8. Cush, D., & Robinson, C. (2014). Developments in religious studies: towards a dialogue with religious education. British Journal of Religious Education, 36(1), 4-17. [DOI:10.1080/01416200.2013.830960]
9. Guna, B. W. K., & Yuwantiningrum, S. E. (2024). Building Morality and Ethics Through Islamic Religious Education In Schools. IJGIE (International Journal of Graduate of Islamic Education), 5(1), 14-24. [DOI:10.37567/ijgie.v5i1.2685]
10. Hedges, L., & Maier, K. (2013). Meta-analysis. The SAGE handbook of multilevel modeling, 487-502. [DOI:10.4135/9781446247600.n27]
11. Kane, M. N., & Jacobs, R. J. (2010). Predictors of the importance of spiritual and religious beliefs among university students. Journal of Religion & Spirituality in Social Work: Social Thought, 29(1), 49-70. [DOI:10.1080/15426430903479262]
12. Komariah, N., & Nihayah, I. (2023). Improving the personality character of students through learning Islamic religious education. At-Tadzkir: Islamic Education Journal, 2(1), 65-77. [DOI:10.59373/attadzkir.v2i1.15]
13. Maarif, M. A., Rofiq, M. H., & Sirojuddin, A. (2022). Implementing learning strategies for moderate Islamic religious education in Islamic higher education. Jurnal Pendidikan Islam, 8(1), 75-86. [DOI:10.15575/jpi.v8i1.19037]
14. Mansir, F. (2022). Problems of Islamic religious education in the digital era. Jurnal At-Ta'dib Vol, 17(2). [DOI:10.21111/at-tadib.v17i2.8405]
15. Marvian Hoseini, S. R., Mahdian, H., & Jajarmi, M. (2025). Evaluating the Effectiveness of the Models for Training Islamic Science Researchers in Iran Based on the CIPP Evaluation Model. Journal of Islamic Education, 20(51), 1-22. [DOI:10.30471/edu.2025.10230.2916]
16. McNair, J. (2010). Inclusive religious education: Making it happen. Journal of Religion, Disability & Health, 14(3), 310-315. [DOI:10.1080/15228961003622369]
17. Mead, G. H., Biesta, G. J., & Trohler, D. (2015). Philosophy of education. Routledge. [DOI:10.4324/9781315632834]
18. Muzakki, Z., & Nurdin, N. (2022). Formation of student character in Islamic religious education. EDUKASIA Jurnal Pendidikan dan Pembelajaran, 3(3), 937-948. [DOI:10.62775/edukasia.v3i3.219]
19. Rahmawati, R., Rosita, R., & Asbari, M. (2022). The role and challenges of Islamic religious education in the age of globalization. Journal of Information Systems and Management (JISMA), 1(1), 6-11.
20. RazmAra, A., Momenimahmouei, H., Akbari, A., & Zeirak, M. (2023). Synthesis of indicators and components of political education in books and curricula of higher education. University Textbooks; Research and Writting, 27(52), 143-172. [DOI:10.30487/rwab.2023.1996392.1560]
21. Rustan, E., & Hanifah, N. (2018). De-radicalization in the implementation of islamic education curriculum in SMA Masamba South Sulawesi. Dinamika Ilmu, 18(2), 271-283. [DOI:10.21093/di.v18i2.1338]
22. Scott, K. W. (2004). Relating categories in grounded theory analysis: Using a conditional relationship guide and reflective coding matrix. The qualitative report, 9(1), 113-126.
23. Skeie, G. (2017). Impartial teachers in religious education-a perspective from a Norwegian context. British Journal of Religious Education, 39(1), 25-39. [DOI:10.1080/01416200.2016.1149047]
24. Talkhabi, M. (2017). Cognitive approach to religious education. Philosophy of Education, 2(1), 71-90.
25. Tavan, A., & Solimani Fard, Z. (2022). Investigating the effectiveness of teaching spiritual intelligence based on Islamic education teachings on the afterlife and religious orientation of students [Research]. Applied Issues in Quarterly Journal of Islamic Education, 7(2), 33-48. [DOI:10.52547/qaiie.7.2.33]
26. Timulak, L. (2014). Qualitative meta-analysis. The SAGE handbook of qualitative data analysis, 1, 481-495. [DOI:10.4135/9781446282243.n33]
27. Ulloa, I. C., & Schwerer, J. (2024). Qualitative meta-analysis. Handbook of qualitative and visual methods in spatial research, 7, 325. [DOI:10.14361/9783839467343-025]
28. Wahyuni, S., & Bhattacharya, S. (2021). Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation. Tafkir: Interdisciplinary Journal of Islamic Education, 2(2), 229-249. [DOI:10.31538/tijie.v2i2.22]
29. White, J. (2004). Should religious education be a compulsory school subject? British Journal of Religious Education, 26(2), 151-164. [DOI:10.1080/01416200420042000181929]
30. Winslow, M. W., Staver, J. R., & Scharmann, L. C. (2011). Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation. Journal of Research in Science Teaching, 48(9), 1026-1049. [DOI:10.1002/tea.20417]
31. Yazdkhasti, A., Babaiefard, A., & Kiani, A. (2018). The Study of Factors Affecting Religious Education of Kashan University Students [Applicable]. Applied Issues in Quarterly Journal of Islamic Education, 3(4), 129-152. [DOI:10.29252/qaiie.3.4.129]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
