PEMETAAAN LANDASAN FILOSOFIS DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN BERBASIS ANALISIS SYSTEMATIC LITERATURE REVIEW (SLR) TAHUN 2020–2025

Abstrak

The study arrives at the conclusion that the strength of curriculum development ultimately depends on how coherently its philosophical foundations are positioned as the core frame that guides educational direction. When ontological assumptions about human nature, epistemological views of knowledge, and axiological commitments to values operate in synergy, the curriculum becomes capable of cultivating learners whose intellectual, ethical, and spiritual dimensions develop in balance. This integrated philosophical grounding forms the essential justification for examining how curriculum concepts are constructed and interpreted within contemporary Islamic education. To uncover this conceptual architecture, the research draws on a Systematic Literature Review (SLR) covering publications from 2020 to 2025, which collectively reveal how modern educational discourse engages with philosophical traditions such as perennialism, essentialism, progressivism, existentialism, and reconstructionism. Their intersections provide a conceptual map showing that philosophy functions not as a peripheral reference but as the central mechanism shaping curricular aims, content organization, and pedagogical orientation. Through systematic screening, data reduction, and thematic synthesis, the SLR identifies recurring patterns that highlight philosophy’s decisive influence on curriculum coherence. This inverted approach beginning from conceptual conclusions and tracing backward to their sources demonstrates that curriculum frameworks lacking philosophical clarity risk becoming fragmented, mechanistic, and disconnected from contemporary educational realities. Accordingly, the study reinforces the necessity of placing philosophical foundations at the heart of curriculum development.