Integrating Islamic Values Modern Curriculum AIK Pedagogy Review

Abstract

This article systematically reviews how Al-Islam and Kemuhammadiyahan (AIK) pedagogy integrates Islamic values into the modern curriculum of Muhammadiyah and ‘Aisyiyah higher education. AIK is often treated as a compulsory cluster of religious courses, yet the reviewed literature assigns it a wider pedagogical task: connecting revelation with scientific knowledge, forming ethical judgment within professional disciplines, shaping character through learning relationships, and translating Muhammadiyah’s worldview into institutional practice. Five themes emerged. First, integration requires curricular alignment between graduate profiles, learning outcomes, disciplinary content, and Islamic ethical purposes rather than the decorative insertion of verses. Second, effective AIK pedagogy is student-centred, dialogical, reflective, contextual, and experiential. Third, values are internalized through modelling, habituation, mentoring, and the hidden curriculum as well as through formal instruction. Fourth, assessment remains the weakest component because cognitive tests dominate while ethical reasoning, professional responsibility, and social practice are rarely evaluated authentically. Fifth, the participation of non-Muslim students demonstrates the need for differentiated and comparative pedagogy that preserves Muhammadiyah identity without coercion. The synthesis proposes an integrative AIK pedagogy framework linking normative orientation, curriculum alignment, knowledge integration, learning design, pedagogical relations, authentic assessment, and institutional reinforcement. The principal challenge is the gap between expansive ideological claims and fragmented classroom implementation. AIK becomes educationally credible when Islamic values function as criteria for selecting knowledge, framing problems, judging professional action, and evaluating the public consequences of learning.