In this study, the focus of the informants or research respondents is the campus leader, the Dean and the head of the Department of Islamic Economics or Islamic economics, lecturers as curriculum implementers who are also part of the curriculum formulation team in the higher education curriculum on campus are students as the primary target learning subjects. So that students in the curriculum section can have learning experiences in courses directly related to Islamic economics, extracurricular activities, and research. The curriculum is oriented towards developing competence, independence, and relevance to the needs of the world of work so that students become the main actors in forming graduate profiles.
Research Results
| No | Respond | Interview Results | Documentation | Obsevasi |
|---|---|---|---|---|
| 1 | Campus Leaders | The curriculum set by the Department of Islamic Economics of the Al-Quran Al Ittifaqiah Islamic Religious Institute is to make the profile of graduates of Bachelor of Islamic Economics students who have good morals, have a global perspective, and continuously upgrade their knowledge to be applied in community life to become business people who prioritize social welfare to achieve the goal of maslaha mursalah. | Islamic economics curriculum documents are made in the form of agency policies. | The implementation of curriculum preparation and evaluation has not been carried out optimally, but the planning that has been made well has not been fully implemented by all parties: lecturers, students, and involvement with the community. |
| 2 | Lecturer | The position of lecturers in the Islamic Economics curriculum on the IAIQI campus as facilitators, teachers, and academic advisors. Lecturers are in charge of conveying economic concepts, theories, and practices based on Islamic principles and encouraging the development of students' critical thinking. Ensuring that the curriculum is relevant to the needs of the community and the sharia industry. | Learning documents made by lecturers are a reference for implementing education, research, and community service. | Observations in the implementation of Education, research, and community service |
| 3 | Student | The Islamic Economics curriculum on the IAIQI campus is not fully oriented towards developing competence, independence, and relevance to the needs of the world of work. The placement of students as the leading actors in forming professional graduate profiles and being able to develop science in the community has not been appropriately implemented. | Learning outcome and assessment results documents. | Observation of the learning process and learning outcomes |
| 4 | Poor Category Community | Based on the interview with the community, it can be concluded: Campuses have not been maximally shown to contribute to poverty alleviation. The campus has not provided solutions that can drive microeconomic growth in the community. There has not been a full collaboration between the campus, companies, and the community in teaching and encouraging real programs based on Islamic principles to make the impact more significant and measurable. | Poverty data documents, documents on empowerment and community service activities | Observation of active participation in the community |
Based on an interview with HN as a Faculty of Islamic Business Economics Lecturer, "stated that the purpose of the Islamic Economics curriculum leads to the profile of graduates who have competencies to become entrepreneurs with Islamic principles and can develop entrepreneurship following the situation and development of the regional and national economy". This was also confirmed by AM as a student, stating that "After taking the entrepreneurship course, I can implement what has been taught by the lecturer so that I become confident in opening and developing a business and also already have many branches so that it has an impact on the community which can also open jobs for other people around". In contrast to PR as a student, stating that "even though I do not have a business yet, I can help the owner in developing his business with sharia principles"
Conceptual Diagram of the Evaluation and Curriculum Development Components of Islamic Economic Education
More than that, the Head of the WT Islamic Economics Study Program that "the curriculum objectives are to adjust to the development of information technology and the economic development system of Islamic Economics of the Institute of Islamic Religion Al-Quran Al-Ittifaqiah Social Entrepreneur and Islamic Philanthropy who develop philanthropic practices in the Islamic tradition through zakat, infaq, alms, and waqf (ZISWAF) so that the curriculum objectives prioritize the development of graduate profiles that are competitive and more beneficial to the social situation of the Islamic community"
The curriculum set by the Department of Islamic Economics of the Al-Quran Al Ittifaqiah Islamic Religious Institute is to make the profile of Bachelor of Islamic Economics graduates who have good morals, a global perspective, and constantly upgrade their knowledge to be applied in community life to become people in business who prioritize welfare social to achieve the goal of Maslaha Mursalah. (IAIQI Islamic Economics Curriculum, 2024). The curriculum policy of the institution that is set to form a graduate profile is enormously strengthened to form scholars who have the competence to carry out poverty alleviation
Ideally, the purpose of the Islamic economics curriculum at IAIQI has led to the competence of graduates. This is prepared to form skills for students so that they can be thorough and perfect in mastering the scientific field of the Islamic Economics education curriculum. More than that, curriculum instruments must be prepared: 1). Suitability with the needs of the world of work and industries that will develop and have potential in the future
Therefore, in the development of the following student's attitude, part of the learning process is to grow the spirit of cooperation and social sensitivity
Therefore, the purpose of the curriculum is to develop the fundamental theories and concepts of Islamic economics, along with their principles, which must be equipped with a deep understanding of students. Islamic finance, the Islamic banking system, and other Islamic financial products touch and provide solutions to poverty alleviation for every class of modern society
In forming attitudes about the direction of Islamic Economics goals, it is important in the curriculum content to provide opportunities for students to gain practical experience through internships, projects, or business simulations related to Islamic Economics
Based on an interview with the Head of the WT Islamic Economics Study Program, "the most basic curriculum content direction to have is the profile of students who master basic Islamic economics, Islamic Macroeconomics, Islamic Microeconomics, Monetary Economics, Indonesian Economy, Legal Aspects in Islamic Economics, Economist Verse Interpretation, Contemporary Muamalah Fiqh, Islamic Economic Philosophy (Maqasid Sharia), Zakat & Waqf Management, from this scientific basis will be developed into general abilities and special abilities that are relevant to the situation and needs of the Islamic community, especially in the field of Islamic economics.
Based on the analysis of documents in formulating the curriculum of the Islamic Economics Study Program that is relevant to the goal of overcoming poverty, of course, it must have sufficient knowledge and scientific references, the content of the existing curriculum has been presented, including; Research Methodology of Islamic Economics, Econometrics, Philosophy of Science, Fiqh Muamalah Contemporary by considering cognitive theory, so that students focus on understanding, thinking, and problem-solving processes
Furthermore, WT, as a curriculum policymaker, explained that in creating the curriculum, it also considers a constructivist approach leading to the development of a curriculum that allows students to participate in a meaningful learning process that is relevant to their context, such as case studies and projects based on Islamic Economics problems. In the content of the curriculum in the courses Creative Economy and Halal Industry, Social Entrepreneurship, and Islamic Philanthropy, entrepreneurship is an important part to be considered in the design of content, methods, works, and direct experience so that students not only gain knowledge, more than that students animate the process of becoming an entrepreneur as well as the dynamics of becoming an entrepreneur developed based on Islamic Economics science,
The analysis of documents from the content or content of the Islamic Economics curriculum that has been made by the Department of Islamic Economics IAIQI campus does not seem to have paid attention to and included consistently and continuously problem-based learning theory. This approach emphasizes learning that solves real-world problems and daily life situations. The concept of learning by doing then develops into one type of learning, namely problem-solving-based learning. When creating a curriculum, design content that examines the economic problems faced by the Muslim community and how the principles of Islamic Economics can be applied to overcome them. The relevance of findings or real works from students and lecturers as a form of the tri dharma of higher education is still very minimal at IAIQI; therefore, the evaluation of the curriculum that is directly related to scientific works, learning that directly involves students to the real world in the field of Islamic Economics can be a reference and solution for poverty alleviation modern society.
Students and lecturers must face social realities, not only education and learning on campus. Therefore, the content of the bus curriculum considers the social learning theory approach
Based on ZA's explanation, the Dean of the Faculty of Islamic Economics and Business, Al-Quran Al Ittifaqiah Islamic Religious Institute, "Curriculum development consistently reviews the curriculum and Strategic Plan to discuss the development of the curriculum direction and the Strategic Plan of the Islamic Economics Study Program. In this activity, all external parties are involved: local governments, financial institutions, and banks as well as internal parties; lecturers, staff, and lecturer assistants to jointly realize a quality learning system following the needs of market share and the needs of the Islamic economy".
The development of the curriculum is of particular concern about poverty, in modern society, refers to a condition in which the majority of individuals or groups in a society do not have adequate access to the economic, social, and political resources necessary to achieve a decent standard of living, and there must be harmony to find this solution
In considering formulating a curriculum in higher education with the objective, the content of curriculum materials, learning methods, and strategies must involve actual and factual conditions, sociological and cultural conditions
In the analysis of the IAIQI Islamic Economics curriculum document towards the development of economics relevant to poverty alleviation, it is often associated with limited access to decent work and stable income in modern society. Many of them work in the informal sector or may have low incomes that are insufficient to meet basic needs such as food, shelter, and education. Poverty is also often associated with social disparities and access to essential services such as education and health. In modern societies, significant economic disparities often occur between rich and poor groups, leading to unequal access to opportunities and resources
Based on an interview with the Head of the WT Islamic Economics Study Program, "The development of the curriculum in the Department of Islamic Economics certainly prioritizes poverty alleviation efforts; the most basic thing is that students can develop a profile of graduates who can be economically independent, improve a decent economic standard of living in households, and have an impact on development Economics of the Islamic community anywhere and anytime the existence of graduates of Islamic Economics students can apply their knowledge".
Environmental aspects or natural resources are also important for formulating an implementable and relevant curriculum. The integration of government policies and the world of education on campus and environmental conditions is an important consideration in the formulation of the curriculum; based on research on school policies and the environment, the assessment of the adiwiyata program Indicators include aspects of developing school policies that care about and have an environmental culture, the development of environment-based curriculum, the development of participatory-based activities, and the development and management of school support facilities. Because poverty can lead to environmental degradation, people must rely on limited and unsustainable natural resources to meet their needs. The other side of the causes of poverty in modern society is complex and relates to income inequality, lack of access to decent work, lack of access to quality health and education services, gender gaps, social conflicts, and climate change. So the impact of poverty harms individuals, families, and society as a whole because poverty is a complex and multidimensional problem
In addition, poverty can hinder a country's economic and social development by reducing labor productivity and hindering inclusive economic growth
In the development of the content of the Islamic Economics curriculum, IAIQI is part of the economic approach to realize the justice of the economic system based on Islamic principles, which aims to achieve social welfare by considering the moral, ethical, and justice aspects in economic activities. In the context of modern society that continues to develop, developing the concept of Islamic Economics as a sustainable and integrative alternative is becoming increasingly important. Academic theories about the content of the curriculum constructivist theory assume that students are actively building their knowledge. This approach emphasizes learning through hands-on experience, reflection, and interaction with the material when developing the curriculum
Strengthening the Islamic Economics concept curriculum at IAIQI can be an effective tool to alleviate poverty in the real realm of modern society. The concept of the content or content of the Islamic Economics curriculum that can be applied for poverty alleviation for the community:
The development of the Zakat and Sadaqah management system is an opportunity for the center of Islamic economic development because Zakat is the obligation of Muslims to set aside part of their wealth to be given to people in need. In addition, alms (voluntary donations) also play an important role. Effective collection and distribution of Zakat and Sadaqah can help people in need, help them get out of poverty, and contribute to strengthening socio-economic networks in the community. The BAZIS zakat amil body is a very strategic institution in the community's life that is engaged in socio-religious activities in the concept of Islam called amil, namely zakat collectors. Along with the development of the times, BAZIS metamorphosed as a large body in the collection of zakat and even in the collection and distribution of zakat, infaq, and sadaqah. The economic potential of zakat and sadaqah is huge and strategic to be managed professionally with an approach to Islamic financial management, zakat management that is more transparent with accounting principles to encourage public trust for the management and distribute to mustahiq that is right on target, of course in the management of resources collected from zakat and sadaqah To be able to revive the productive and sustainable economic sector, this concept must be a reference for the development of the Islamic Economics curriculum on campus
Development in the formulation of curriculum content relevant to local and global economic challenges and the development and empowerment of the local economy. The Islamic Economics curriculum has a strategic role in promoting local economic empowerment through concepts such as mudharabah (profit sharing), musharakah (capital cooperation), and al-Hassan (interest-free loans) for local economic development or new economic growth by leveraging local resources and fostering partnerships between stakeholders; it can strengthen local economies, create jobs, and increase local incomes.
The development of the small, medium, and micro-financial sectors, along with small and medium financing, can be an effective means to support the development of small and medium enterprises (SMEs) in modern society. Islamic Economic principles such as mudharabah and murabahah (buying and selling for profit) can be applied in providing financing to small business owners by sharia principles; increasingly rapid digital development, Fintech has become a key player in changing the landscape of the Islamic financial sector in the transformation of the Islamic financial sector and its impact on financial inclusion, operational efficiency, and compliance with sharia principles
The development of Islamic Economics in learning is discussed on campus to provide studies and contributions to environmental sustainability. The concept of sustainability is highly prioritized in Islamic Economics. Modern societies often face serious environmental problems that can exacerbate poverty. By applying environmentally friendly Islamic Economic principles, such as waste prohibition and sustainability in the use of natural resources, we can contribute to the protection of the environment and natural resources, which is important for the long-term welfare of the community, the development of Indonesia's economy based on halal tourism. The tourism sector is Indonesia's mainstay for obtaining foreign exchange. Tourism can be used as an engine of economic growth for the country.
Massive development and campaign of Islamic Economy. Education and skills that invest in education and skills development are also important to combat poverty. In Islamic economics, education, including Islamic moral and ethical principles, and developing skills related to Islamic economics help strengthen people's ability to create sustainable economic opportunities. Introducing the concept of Islamic Economics in an integrated manner into the practical field of modern society will help overcome the problem of poverty sustainably and comprehensively and strengthen moral and ethical values in economic activities
Integration of Islamic Religious Education in Islamic Economics Curriculum for SDG 1
| Aspect | Details |
|---|---|
| Study Objective | To analyze how Islamic Religious Education (IRE) is integrated into the Islamic Economics curriculum at IAIQI to support poverty alleviation (SDG 1). |
| Methodology | Qualitative: document analysis, interviews (lecturers, students, policymakers), FGDs, and observations. |
| Main Stakeholders | Lecturers (5), Students (50), Campus Leaders (2), Poor Communities (50) |
| Curriculum Goals | Develop graduates with Islamic moral character, global perspective, entrepreneurial skills, and commitment to social welfare. |
| Key Findings | Curriculum emphasizes Islamic values and ethical principles Lacks full implementation and integration of community needs Real-world issues and student competencies are not fully aligned |
| Strengths | Moral and ethical foundations (e.g., Maqashid Sharia) Inclusion of entrepreneurship, ZISWAF, Islamic philanthropy, and local economic empowerment |
| Challenges | Limited real-world application (internships, case-based learning) Insufficient collaboration with communities Lack of comprehensive evaluation mechanisms |
| Theoretical Framework | Problem-Based Learning (PBL), Constructivist and Social Learning Theories |
| Curriculum Components | Core: Islamic Economics, Micro/Macro Economics, Monetary Economics, Contemporary Fiqh Muamalah Supporting: Zakat & Waqf Management, Creative Economy, Halal Industry, Social Entrepreneurship |
| Alignment with SDG 1 | Addresses poverty through economic empowerment Emphasizes entrepreneurship and Islamic financial instruments Promotes sustainable, value-based education |
| Recommendations | Strengthen fieldwork and experiential learning Institutional collaboration with government & communities Regular curriculum reviews aligned with SDGs and community needs |
| Conclusion | Integration of IRE in Islamic Economics curriculum is vital for creating spiritually grounded, economically capable graduates who can drive poverty alleviation and community welfare. |
This study explores the integration of Islamic Religious Education (IRE) into the Islamic Economics curriculum at the Al-Qur'an Al-Ittifaqiah Islamic Religious Institute (IAIQI) as a strategy to support Sustainable Development Goal 1 (SDG 1) on poverty alleviation. The research employs a qualitative method through document analysis, interviews, focus group discussions, and observations involving lecturers, students, policy makers, and local communities. The study finds that although the curriculum includes core Islamic economic subjects and is enriched with ethical values derived from the Qur'an and Hadith, its implementation faces significant challenges
The curriculum aims to produce graduates who possess Islamic morals, a global perspective, and entrepreneurial competencies. However, there is a gap between the ideal objectives and practical execution, particularly in the application of real-world, community-based learning. While lecturers serve as facilitators and moral guides, students often lack adequate exposure to practical economic problem-solving rooted in Islamic principles. Moreover, poor community respondents observed that the institution’s contribution to poverty alleviation and local economic empowerment remains minimal.
Key findings highlight the importance of incorporating problem-based learning, constructivist pedagogy, and social learning theory to make the curriculum more transformative. The study recommends enhancing experiential learning opportunities such as internships, community projects, and collaborations with government and industry partners. Curriculum content should also reflect local economic needs through modules on zakat and waqf management, halal industry development, Islamic social finance, and microfinance practices. In conclusion, integrating IRE with Islamic Economics education is not only pedagogically innovative but also crucial in shaping graduates as ethical agents of change. The curriculum at IAIQI provides a valuable model that other Islamic educational institutions can adapt to address poverty more effectively. Strengthening the moral, social, and practical dimensions of Islamic Economics education can significantly contribute to the broader goals of sustainable development, especially within Muslim-majority contexts