Integration of the Future Islamic Education Curriculum: A Comparative Study of Malaysian KSSM and the 21st Century Values and Competency Based Singapore Curriculum

Indah Rahayu; Firdah Ni'matus Sholihah; Jamilatus Zahroh; Hanun Asrohah; Husniyatus Salamah Zainiyati

doi:10.30596/24121

Integration of the Future Islamic Education Curriculum: A Comparative Study of Malaysian KSSM and the 21st Century Values and Competency Based Singapore Curriculum

Indah Rahayu, Firdah Ni'matus Sholihah, Jamilatus Zahroh, Hanun Asrohah, Husniyatus Salamah Zainiyati

Abstract

This study aims to compare the Islamic education curricula between Malaysia and Singapore by analyzing the KSSM (Kurikulum Standard Sekolah Menengah) and the 21st-century competency-based curriculum in Singapore. The main objective is to explore the integration potential of Islamic spiritual values with multicultural values in the context of ASEAN regional education. This qualitative research adopts a library research method with a comparative approach, involving document analysis and content interpretation of official curriculum documents from both countries. The findings reveal significant differences in curriculum structure, pedagogical approaches, value orientations, and integration of 21st-century competencies. Malaysia emphasizes spiritual and religious values rooted in Islamic traditions through a structured, thematic curriculum, while Singapore promotes a multicultural and value-neutral approach, with strong emphasis on global competencies and critical thinking. The study concludes that an integrative curriculum model combining Malaysia’s spiritual foundation with Singapore’s multicultural perspective may enhance the development of a holistic and regionally relevant Islamic education curriculum. Such integration supports the vision of a contextualized, inclusive, and future-oriented Islamic education for the ASEAN community.

Keywords

Islamic education, KSSM Malaysia, Singapore curriculum, curriculum integration, 21st-century competencies.

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DOI: https://doi.org/10.30596/24121

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