INTERNALISASI NILAI MAQAM DAN AHWAL TASAWUF DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM

• Febriyanti Febriyanti

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

• Dhini Ihwani

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

• Fauziah Zain

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

• Eka Wira

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

• Ade Firdaus

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

• Achmad Fadil

  Prodi Pendidikan Agama Islam, Universitas Islam Negeri Raden Fatah Palembang

  Author

In formal educational institutions, Islamic Religious Education (PAI) has tended to focus on cognitive elements including memorizing of religious texts, comprehension of fiqh (Islamic jurisprudence), and creed (aqidah).  As a result, it has not adequately addressed students' moral, spiritual, and personality demands in the contemporary era.  This leads to a disconnect between the development of morality and the comprehension of sharia and spiritual profundity.  The need of including the principles of maqam (stages) and ahwal (stages) in Sufism as an essential component of the PAI curriculum rather than merely as supplemental information is examined in this article.  An educational strategy centered on soul transformation is provided by the idea of maqam (stages) as phases of spiritual discipline and ahwal (stages) as inner states of God's grace. not only the sharing of information.  According to research and literature, a combination of the formal curriculum, the hidden curriculum, spiritual practices, teacher role models, and school culture can integrate Sufi values like sincerity, patience, asceticism, tawakkal (religious obedience), and muraqabah (forgiveness).  However, because spiritual values are abstract and necessitate non-cognitive assessment tools like observation, reflective journals, and spiritual portfolios, challenges arise in the implementation and evaluation elements.  The results of the study verify that including the principles of maqam and ahwal into the Islamic Religious Education (PAI) curriculum can help students develop their spiritual intelligence and deal with ethical issues in the digital era. Thus, a comprehensive and methodical approach is required for a Sufism-based Islamic Religious Education (PAI) curriculum that includes learning methodologies, objectives, the role of the teacher as a spiritual guide, and a supportive educational atmosphere.

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