KURIKULUM PENDIDIKAN AGAMA ISAM DALAM PERSPEKTIF SOSIOLOGIS

Abstract

This research aims to examine educational psychology's perspective on the curriculum of Islamic education, focusing on the relevance of psychological principles in the formulation and implementation of the curriculum. Educational psychology studies how individuals learn in an educational context and how the learning process can be optimized through approaches that align with the development of cognitive, affective, and psychomotor aspects of learners. The Islamic education curriculum is designed as a system aimed at shaping a perfect personality (insan kamil). Ideally, it should consider the psychological aspects of learners so that learning is effective and meaningful. The approach used in this research article is qualitative, employing library research methods to examine various theories in Educational Psychology. This includes cognitive development theory from Piaget, social learning theory proposed by Bandura, and Maslow's hierarchy of needs in the context of the Islamic curriculum. The research results indicate that the integration of educational psychology principles and Islamic values can enhance the effectiveness of learning, strengthen the internalization of spiritual values, and shape the holistic character of students. Therefore, Islamic education curriculum designers need to consider psychological aspects so that the content and teaching methods align with the developmental stages of the students.