Alaika M. Bagus Kurnia, Nelud Darajaatul Aliyah, Masykurotin Azizah, Bakhrul Khair Amal, Anwar Soleh Purba
This study aims to determine the location of the Islamic education curriculum, to overcome radicalism groups. By considering several data, a comparative study was used with objects within three countries, namely Indonesia, Spain, and Thailand. The results showed that ideological and physical resistance groups existed (jihadist groups) based on radicalism in Indonesia, such as the HTI and Mujahideen. Meanwhile, the growing immigrant Muslim communities became a separate gap for the development of the Al-Qaeda network in Spain. Based on the economic downturn and low quality of education, the dangerous international network of Boko Haram was also created in Nigeria. Therefore, the role of the Islamic education as the main contributor in these three countries, especially Indonesia, was observed in the inclusion of basic competencies that should be implemented by students, namely KI 2. Meanwhile, an elective subject to overcome radicalism was observed in Spain. When this course is not selected by students, social and citizenship subjects should be subsequently considered and supported by the existence of several mosques, which also functioned as women-initiated madrasas. However, the Islamic education curriculum in Nigeria was not functionally similar, although Islamic religious values were intrinsically distributed in philosophy and harmonious education subjects (9 pt). © 2022, Association Res Militaris. All rights reserved.
Nutrition Science Study Program, Institut Kesehatan dan Bisnis Surabaya, Jl. Medokan Semampir Indah No. 27, Surabaya, Indonesia; Foreign Language Competency Improvement Program, UIN Sunan Ampel Surabaya, Jl. A. yani No. 117, Surabaya, Indonesia; Islamic education, Sains Roudlotul Qur’an, Lamongan, Tlogoanyar, Indonesia; Anthropology Education, Universitas Negeri Medan, Indonesia; Universitas Muhammadiyah Sumatera Utara, Indonesia
