Integrative Thematic Learning in Islamic Religious Education: A Synthesis of Fogarty’s Theory and Its Relevance
Keywords:
Integrative Thematic Learning, Islamic Religious Education, Fogarty’s TheoryAbstract
The study is motivated by the reality of education that remains largely fragmented, where PAI learning is often presented separately across the dimensions of faith (aqidah), jurisprudence (fiqh), ethics (akhlaq), and Islamic history. Using a qualitative approach based on library research, this study analyzes the relevance of Fogarty’s integrative models to the principles of Islamic education that emphasize the unity of faith (iman), knowledge (‘ilm), and practice (‘amal). The analysis reveals that integrative thematic learning holds great potential in realizing the holistic (kaffah) vision of Islamic education. At the implementation level, the Integrated and Connected models are reflected in PAI learning practices that link Islamic values with other fields of knowledge, such as the integration of science and religion in the theme “The Phenomenon of Rain,” as well as the integration of Islamic ethics in economic concepts. Conceptually, the Webbed and Shared models are considered the most potential to strengthen cross-disciplinary integration and the collaboration of Islamic values within the Islamic Religious Education curriculum. Thus, integrative thematic learning serves not only as a pedagogical strategy but also as a philosophical foundation for developing a contextual, reflective, and value-oriented curriculum aimed at nurturing the insan kamil (a fully developed and virtuous human being).
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