Islamic Education Curriculum and the Problems of Didactic Engagement

Abstract

This research aims to identify the most significant didactic problems teachers face in implementing the revised curriculum of June 2016. The study focuses on several key issues: the problem of "knowledge inflation" in the revised curriculum, the challenges of textbook utilization and related classroom practices, the difficulty of conceptual construction in relation to curriculum components, and the challenge of teaching and assessing values. Finally, the study proposes procedural steps to overcome these issues, offering guidance for educational policymakers in future revisions to improve the teaching of Islamic Education.