THE PRINCIPLE OF PARTICIPATION IN ISLAMIC RELIGIOUS EDUCATION CURRICULUM DEVELOPMENT: AN EDUCATIONAL GOVERNANCE PERSPECTIVE

Abstract

The transformation of Islamic education in the digital era demands the development of an Islamic Religious Education (PAI) curriculum that is not only oriented toward normative aspects but also able to address the challenges of globalization, technology, and the needs of modern students. This article aims to analyze the principle of participation in the development of the PAI curriculum from the perspective of good governance in Islamic education. The novelty of this research lies in the integration of participation theory into PAI curriculum development based on collaboration between educational stakeholders. This article employed library research with a descriptive qualitative approach. Data were collected from books and national and international journal articles published between 2020 and 2025, indexed in academic databases such as Scopus, the Directory of Open Access Journals, Google Scholar, and the Science and Technology Index. Data were then analyzed using content analysis techniques. The analysis shows that participatory PAI curriculum development can create more inclusive, adaptive, and contextual Islamic education governance through the involvement of teachers, students, parents, and the community. Other findings indicate that the success of PAI (Islamic Religious Education) curriculum implementation is not determined primarily by the completeness of curriculum administration or the sophistication of learning technology, but rather by the quality of stakeholder participation, the school's organizational culture, and collaboration between teachers, parents, and the community in the educational process. The principles of participation, transparency, and accountability are crucial factors in developing an Islamic Religious Education (PAI) curriculum that is relevant to the needs of modern students.