ABSTRACT

Purpose: Indonesia's Islamic Religious Education or Pndidikan Agama Islam (PAI) curriculum tends to be partial and dichotomous, with a holistic and integrative approach needed to respond to the demands of an increasingly progressive era. This approach encompasses all activities that comprehensively foster, educate, and develop students' cognitive potential, character, and spirituality through a learning process that removes dichotomous barriers between religious and general knowledge (science). This study aims to analyze the construction of a holistic-integrative PAI curriculum implemented at Ar-Rohmah Putri Boarding School, Malang, as a solution to the problem of educational dichotomy. Methodology: This study used a qualitative approach, specifically a case study, using participant observation and in-depth interviews as data collection techniques. Furthermore, the data was analyzed using the interactive model recommended by Miles, Huberman, and Saldana (2014). Findings: The findings reveal that the construction of a holistic- integrative curriculum is based on an integrated intra-curricular approach combined with an in-depth study of curriculum reform and 21st-century skills. This combination forms the foundation for the holistic- integrative approach in the educational processes. This curriculum incorporates Islamic values across all subjects and eliminates religious and general knowledge dichotomy. This is manifested in four key areas: (1) The centrality of monotheism (tawhid) as the theological framework combined with a science-based national curriculum; (2) Improving the quality of Human Resources; (3) The implementation of digital classrooms; and (4) The development of international academic relations. Implications to Research and Practice: By incorporating 21st-century skills within a faith-based framework, the results of this study suggest new avenues for exploring how these skills can align with religious values in a way that ultimately supporting students’ holistic development.