The results of the SLR indicate that a multidisciplinary approach enables a more comprehensive understanding of Islam as a religion encompassing various aspects of life. The studies reviewed show that combining perspectives from sociology, anthropology, psychology, and economics can provide richer insights into how Islamic teachings are applied in everyday life. For example, research highlights how Islamic principles influence public policy and governance in Muslim countries (Ahmed et al., 2022). The multidisciplinary approach used in this study allows for a deeper understanding of social, political, and economic dynamics in an Islamic context (Contemporary Issues in Islamic Law, 2022)(Majeed, 2019).

The integration of this multidisciplinary approach can also strengthen other competencies formulated in P5, such as mastery of digital technology, awareness of global issues, and the ability to work together in the context of a diverse society. Thus, multidisciplinary Islamic learning can form students who have broad insight, flexibility, and high adaptability (Mardiana et al., 2020)(Rohmatika, 2019). The main advantage of this approach is its ability to encourage critical thinking, problem-solving, and knowledge integration (Repko & Szostak, 2020). This is in line with the goal of the Pancasila Student Profile Strengthening Project (P5) in preparing the next generation to excel both academically and in character.

Despite its potential, implementing a multidisciplinary approach in Islamic education faces several challenges. One of the key barriers is the lack of trained educators who can effectively integrate multiple disciplines within their teaching. Additionally, resistance to change from traditional teaching methods may hinder the adoption of new approaches ((Musa et al., 2022); (Prayitno et al., 2019)). Addressing these challenges will require targeted teacher training programs and institutional support to create a conducive environment for multidisciplinary education ((Kurniawati et al., 2024); (Musa et al., 2024); (Musa & Nurhayati, 2024); (Nurhayati et al., 2024)).

The development of MOC in the Islamic education system can be one of the effective strategies to produce curriculum and learning that is comprehensive, innovative, and in line with the values of Pancasila.

Sociology contributes to understanding how Muslim communities form collective identities and face the challenges of modernity. The study by (Esposito, 2010) shows that Muslim communities have complex social dynamics influenced by Islamic teachings, which is important to understand in the broader context of Islamic education (Sandoval, 2021). This understanding aligns with P5's emphasis on mutual cooperation and social justice.

The insights from sociological studies can be directly applied within the P5 framework by designing community-based learning projects that foster collaboration and mutual support. For example, students can engage in community outreach programs that reflect the value of gotong royong (mutual cooperation), thereby learning the practical aspects of social justice and community welfare in an Indonesian context. Anthropological studies, such as those conducted by (Geertz, 1968), emphasize that local religious practices are strongly influenced by the local culture, highlighting that Islam is an adaptive and contextual religion. In the context of P5, this indicates the importance of education that respects local cultural diversity while still teaching universal Islamic values. Concrete Application in Islamic Education in Islamic schools, this could mean incorporating local cultural elements into religious studies, such as traditional customs that align with Islamic teachings, thereby allowing students to understand the universality of Islam within the context of their local heritage.

Psychology provides insights into how Islamic teachings affect mental health and well-being (Koenig & Shohaib, 2014) The study by Nasr (2012) emphasizes that the spiritual aspects of Islam can provide strong psychological support for individuals, which is important for teaching the value of self- reliance and mental well-being in P5. The example of the application is by incorporating mindfulness practices based on Islamic spiritual teachings in the classroom can support students' mental health and self-awareness, making Islamic education more relevant to their everyday experiences.

The interdisciplinary approach integrates theories and methods from different disciplines to create a deeper understanding. For example, the integration of sociological theories on social structure with psychological theories on individual identity helps to understand how Muslim identity is formed and changes in a dynamic social context. This is relevant for teaching the value of critical reasoning, faith and piety in God Almighty. the importance of an interdisciplinary approach in understanding socio-religious phenomena, especially related to the formation of Muslim identity. The integration of theories and methods from various disciplines such as sociology and psychology can provide a more comprehensive understanding (Cetina & Cicourel, 2014). An interdisciplinary approach can be implemented by developing projects that require students to analyze case studies involving social and psychological dimensions of Muslim identity. For instance, students could explore how Islamic teachings influence community behaviors and individual well-being, promoting a nuanced understanding that merges both social and spiritual aspects.

In the context of Islamic education, an interdisciplinary approach can also strengthen competencies formulated in P5, such as faith, piety, and critical thinking. By understanding the dynamics of Muslim identity formation, students can better appreciate how spiritual values and religious beliefs influence and are shaped by the socio-cultural context (Saada & Magadlah, 2021). Thus, the integration of interdisciplinary perspectives in Islamic education can contribute significantly to forming well-rounded learners. For example, integrating sociological theories on social structure with psychological theories on individual identity can help learners understand how Muslim identities are formed and change in the dynamics of diverse social contexts. A deep understanding of the interaction between these social and psychological factors can support the development of critical reasoning competencies (Lai, 2011). Students not only learn the normative teachings of Islam, but are also able to analyze how Islamic values are manifested and experienced in complex social realities (Khaidir & Suud, 2020).

In addition, an interdisciplinary approach can also strengthen other competencies formulated in the Pancasila Student Profile Strengthening Project (P5), such as faith and piety in God Almighty. By understanding the dynamics of Muslim identity formation, students can better appreciate how spiritual values and religious beliefs influence and are shaped by the socio-cultural context (Saada & Magadlah, 2021). Thus, the integration of interdisciplinary perspectives in Islamic education can make a significant contribution to the formation of learners who not only excel academically, but also have a deep understanding of the relationship between religious teachings, identity and social reality (Moslimany et al., 2024). This is in line with the comprehensive goal of P5 in preparing the next generation that is broad-minded, critical, and characterized. The Center of Interdisciplinary Organizations (CIDO). According to (Repko & Cademartiri, 2012), The Center of Interdisciplinary Organizations (CIDO) is a conceptual model for understanding the structure and function of organizations based on an interdisciplinary approach.

The CIDO concept can be a relevant reference in the effort to develop a holistic and comprehensive Islamic education, in accordance with your previous research findings. CIDO's organizational structure and operational processes can be an inspiration for designing an Islamic education curriculum model that is integrated with various disciplines and Pancasila values.

The transdisciplinary approach involves collaboration between academics and practitioners from different fields to produce practical solutions that are based on academic research (Fam et al., 2020) For example, collaboration between academics from the field of Islamic education and practitioners working in Islamic education institutions can produce educational models that are more relevant and applicable in the context of P5. This approach provides theoretical understanding and practical solutions that can be implemented to improve the quality of Islamic education (Adiyono et al., 2023) This research shows that a transdisciplinary approach can be an effective strategy to develop a more relevant and applicable Islamic education model. Through collaboration between academics from related fields and practitioners working in Islamic education institutions, a strong theoretical understanding and practical solutions can be implemented to improve the quality of Islamic education (Sahin, 2018) This approach allows for the exchange of knowledge, perspectives and experiences between various disciplines, resulting in comprehensive and innovative problem solving. The integration of theory and practice in the context of P5 is the key to the success of this transdisciplinary approach (Karrasch et al., 2022). Thus, the resulting Islamic education model can answer the needs and challenges faced more effectively. The Holistic Assessment Template in transdisciplinary curriculum planning has the following characteristics:

SLR's findings emphasize the importance of a holistic understanding of Islam that includes theological, social, cultural, psychological and economic aspects. Multidisciplinary, interdisciplinary and transdisciplinary approaches enable a more comprehensive and applicable understanding of how Islam as a religion can be applied in contemporary life.

Sociology helps identify how the social structure and dynamics of Muslim communities can be integrated into the Islamic education curriculum. This is relevant to the P5 objective of developing the character of learners who are able to interact positively in a diverse society. A sociological perspective has proven to be very useful in helping to identify how the social structure and dynamics of Muslim communities can be integrated into a more comprehensive Islamic education curriculum (Niyozov & Pluim, 2009). This in- depth understanding of the social aspects of Muslim community life becomes very relevant to be developed in the context of education (Lahmar, 2020).

The integration of sociological insights into the Islamic education curriculum can contribute significantly to the objectives of Pancasila and Citizenship Education (P5) in developing the character of students who are able to interact positively and constructively in a diverse society (Pristine Adi et al., 2023). By understanding the social structure and dynamics of Muslim communities, learning models can be designed to strengthen learners' ability to understand, respect and collaborate with different groups in society.

Sociological insights offer unique perspectives on the diversity and complexity of Muslim communities, which can guide the development of learning models in Pancasila and Citizenship Education. This can help students develop a deeper understanding of social structures, cultural norms, and the dynamics of intergroup interactions within these communities. By incorporating these insights, the curriculum can foster students' ability to engage with and respect diverse perspectives, promoting positive and constructive interactions in a pluralistic society (Asri, 2023;, Prasetyo, 2023). Furthermore, the integration of sociological knowledge can enhance the effectiveness of Pancasila and Citizenship Education (P5) in cultivating students' civic attitudes, knowledge, and skills (Asri, 2023). This can include developing their understanding of social issues, critical thinking abilities, and active participation in community affairs. By bridging the gap between sociological insights and citizenship education (Adiyono et al., 2024) the curriculum can better prepare students to navigate the complexities of modern society and contribute to the realization of Pancasila's ideals.

In addition, a sociological approach in Islamic education can also help learners to develop social sensitivity, empathy and commitment to the values of togetherness and justice. This is in line with P5 objectives that emphasize the formation of citizens who have an awareness of diversity and social responsibility. Thus, the integration of sociological perspectives in the Islamic education curriculum can be a strong foundation for realizing educational goals that are more holistic and relevant to the Indonesian socio-cultural context.

Anthropology suggests that Islamic education should respect the diversity of local cultures and practices. In the context of P5, this means that the curriculum should be flexible and adaptive to reflect local cultural needs and contexts while still teaching universal Islamic values. Anthropological perspectives have provided valuable insights in understanding the importance of valuing cultural diversity and local practices in Islamic education (Sahin, 2018). Anthropological research shows that a rigid and uniform approach to Islamic education is often inappropriate in the context of Indonesia's diverse local cultures.

In the context of the Pancasila Student Profile Strengthening Project (P5), this anthropological understanding becomes particularly relevant. To realize P5's goal of forming students who have a strong national identity but also respect diversity, the Islamic education curriculum must be designed with great flexibility and adaptivity (Atmojo et al., 2022).

The Islamic education curriculum needs to include content and learning methods that reflect local cultural needs and contexts, while still upholding universal Islamic values (Ulfa et al., 2022). In this way, learners not only understand Islamic teachings academically, but can also implement them in a way that is in tune with their socio-cultural environment. An anthropological approach in Islamic education can also help learners develop respect and appreciation for cultural diversity. This is in line with P5's goal of forming learners who have the ability to interact and collaborate in a pluralistic society. Thus, the integration of anthropological perspectives in Islamic education can be the key to achieving more holistic and contextualized educational goals. Comparison between Multidisciplinary, Interdisciplinary, and Transdisciplinary approaches in table form;

This table provides a clear comparison between the three approaches, in terms of their purpose, focus, process, outcomes, structure and context of application. A good understanding of these different characteristics can help in choosing the most appropriate approach to address the complexity of issues in the context of holistic Islamic education curriculum development.

Incorporating Islamic educational principles into the P5 Program plays a vital role in shaping students' moral character and positive attributes aligned with Islamic teachings, as noted by (Saputra, 2022). This integration encompasses various facets of Islamic education within the P5 framework, which significantly influences the development of students' attitudes and conduct in their daily lives. The program's comprehensive approach aims to nurture individuals who embody Islamic values, fostering a generation of learners with strong ethical foundations and admirable personal qualities that reflect the essence of Islamic teachings in their everyday interactions and decision-making processes.

The table combines aspects of the P5 program with relevant Islamic principles and shows the concrete impact on student development. The use of emojis and more dynamic phrasing makes the table more visually appealing and informative. Each row displays a unique program innovation, its underlying Islamic foundation, and specific learning outcomes (Abdurrohim et al., 2023), demonstrating novelty in an educational approach that integrates Islamic values with practical skills and character development.

The integration of Islamic education values in the P5 Program not only enriches the curriculum, but also instills fundamental principles rooted in the Qur'an. As mentioned in Surah Al-Hujurat verse 13,

يٰٓاَيُّهَا النَّاسُ اِنَّا خَلَقْنٰكُمْ مِّنْ ذَكَرٍ وَّاُنْثٰى وَجَعَلْنٰكُمْ شُعُوْبًا وَّقَبَاۤىِٕلَ لِتَعَارَفُوْاۚ اِنَّ اَكْرَمَكُمْ عِنْدَ اللّٰهِ اَتْقٰىكُمْۗ اِنَّ اللّٰهَ عَلِيْمٌ خَبِيْرٌ

“O mankind, indeed We created you from a male and a female and made you into nations and tribes that you may know one another. Indeed, the noblest among you in the sight of Allah is the most pious. Indeed, Allah is All-Knowing and All-Absorbing.” (Surah Al-Hujurat verse 13; Ministry of Religious Affairs, 2020)

This verse is the foundation for the aspect of respect for local cultural wisdom in the program, encouraging students to understand and appreciate the ethnic and cultural diversity around them. This is in line with the opinion of (Saputra, 2022) who emphasizes the importance of “developing noble character and good personality in accordance with Islamic teachings” through the integration of Islamic education values. Furthermore, the program also emphasizes the importance of halal transactions and business ethics based on Surah Al-Baqarah verse 275, which states,

اَلَّذِيْنَ يَأْكُلُوْنَ الرِّبٰوا لَا يَقُوْمُوْنَ اِلَّا كَمَا يَقُوْمُ الَّذِيْ يَتَخَبَّطُهُ الشَّيْطٰنُ مِنَ الْمَسِّۗ ذٰلِكَ بِاَنَّهُمْ قَالُوْٓا اِنَّمَا الْبَيْعُ مِثْلُ الرِّبٰواۘ وَاَحَلَّ اللّٰهُ الْبَيْعَ وَحَرَّمَ الرِّبٰواۗ فَمَنْ جَاۤءَهٗ مَوْعِظَةٌ مِّنْ رَّبِّهٖ فَانْتَهٰى فَلَهٗ مَا سَلَفَۗ وَاَمْرُهٗٓ اِلَى اللّٰهِۗ وَمَنْ عَادَ فَاُولٰۤىِٕكَ اَصْحٰبُ النَّارِۚ هُمْ فِيْهَا خٰلِدُوْنَ

“Those who eat usury cannot stand except as one who staggers because of a demon. This is because they say that buying and selling is the same as usury. Yet, Allah has justified buying and selling and forbidden usury. If a warning from his Lord comes to him (concerning usury), then he stops, and what he used to earn is his, and it is up to Allah. Whoever repeats (the usury transaction), they are the inhabitants of Hell. They shall abide therein.” (Surah Al-Baqarah ayat 275; Ministry of Religious Affairs, 2020).

This principle is implemented in aspects of the halal transaction process and profit sharing from sales activities in the P5 Program. According to a study conducted by (Rahman et al., 2020), “The integration of Islamic economic principles in entrepreneurship education can improve students' understanding of business ethics and social responsibility.” Thus, the P5 Program not only equips students with practical skills, but also shapes their character as ethical and responsible Muslim entrepreneurs.