Family Values in the Islamic Education Curriculum for Upper Secondary School: Between the Choice of Diverse Frameworks and the Requirement of Preserving Identities

Abstract

This research aims to address a core issue: the extent to which the Islamic Education curriculum can resolve the conflict of value frameworks. It starts from the conviction that this curriculum is primarily qualified to clarify such contradictions and provide value-based material that prepares the learner to be a sound citizen, proud of their national belonging, and presenting a positive image of a Muslim who adheres to their religion while remaining open to others' cultures without losing their own identity—using the family as a key support. This required the curriculum to prioritize family values in its governing documents and textbooks, both in content and objectives. However, the research concluded that family values have diminished within the Islamic Education curriculum, whether in the curriculum document, the reference framework, or the textbook. Despite dedicating lessons to a complete "Family Jurisprudence" (Fiqh) unit, this has not succeeded in crystallizing a clear vision of the family values that the learner should embody and integrate into their behavior.