Konstruksi Global dan Glocal Menuju Formasi Interkultural dalam Inovasi Kurikulum serta Pembelajaran PAI

Abstract

The accelerating pace of globalization has engendered profound implications for educational systems worldwide, particularly for Islamic Religious Education (Pendidikan Agama Islam/PAI), which is increasingly confronted with the dual imperative of adapting to global demands while preserving the Islamic values constituting its foundational core. This article examines the conceptual construction of a PAI curriculum capable of integrating global and local perspectives, commonly referred to as a glocal orientation, as the primary basis for intercultural formation among Muslim learners. Employing a qualitative design grounded in library research (studi kepustakaan) with a conceptual-analytical approach, this study synthesizes relevant academic and policy literature to generate theoretically coherent propositions. The findings reveal three conclusions: first, the PAI curriculum necessitates a paradigmatic reorientation from a monocultural framework toward a multicultural-intercultural orientation that is more inclusive and transformative; second, glocalization holds significant potential to function as an integrative bridge between the universal values of Islam and the richness of local wisdom traditions; and third, effective implementation of PAI learning requires dialogical, contextual, and intercultural competence-based pedagogical approaches positioning learners as active agents in constructing their Islamic identity. Ultimately, an innovated PAI curriculum is envisioned to cultivate morally resilient, adaptive Muslim learners with mature intercultural awareness for navigating an increasingly pluralistic world