INTEGRATION OF ASMAUL HUSNA VALUES IN THE DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION CURRICULUM: A LITERATURE STUDY
Abstract
This study aims to examine the integration of the Asmaul Husna values in the development of the Islamic Religious Education (PAI) curriculum and its implications for the formation of students' character. The approach used is a qualitative literature study method, which involves a critical review of various scientific sources, books, and educational policy documents. The results of the study indicate that the Asmaul Husna values—such as justice (al-'Adl), compassion (Ar-Rahman), and wisdom (Al-Hakim) —have a significant role in strengthening the moral and spiritual dimensions of students. These values contribute to the development of characters such as discipline, responsibility, moral integrity, and religiosity. The process of internalizing values takes place through three main stages, namely transformation, transaction, and trans internalization, which involve synergy between teachers, curriculum, and school culture. In addition, the use of learning technologies such as mobile applications and online platforms is considered effective in contextualizing the Asmaul Husna values in an interesting and relevant way to the digital world of students. This study concludes that the integration of the values of Asmaul Husna in the Islamic Religious Education curriculum is a strategic and transformative approach in responding to the challenges of character education in the modern era and strengthening the ethical and spiritual foundations in the Islamic education system.
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