PENDIDIKAN ISLAM BERBASIS FALSAFAH MELAYU ISLAM BERAJA (MIB) DI BRUNEI DARUSSALAM: KAJIAN PUSTAKA TERHADAP KURIKULUM, KEBIJAKAN, DAN PEMBENTUKAN IDENTITAS KEISLAMAN
DOI:
https://doi.org/10.5281/zenodo.23884355Keywords:
Islamic education, Melayu Islam Beraja, MIB, curriculum, education policy, Islamic identityAbstract
This article examines Islamic education in Brunei Darussalam through the philosophy of Melayu Islam Beraja (MIB), focusing on the relationship between curriculum, education policy, and the formation of Islamic identity. It adopts a qualitative narrative literature-review approach, drawing on scholarly articles, education-policy documents, and relevant institutional publications. The literature is analyzed thematically across three domains: the philosophical foundations of MIB, its translation into curriculum and educational governance, and its contribution to religious-national identity and character formation. The review indicates that MIB functions not merely as a symbol of national identity but as a normative framework connecting Malay cultural values, Islamic teachings, and the institution of the monarchy. Within the National Education System for the 21st Century (SPN21), MIB and Islamic Religious Knowledge hold important curricular positions alongside bilingual education and student competency development. The review also identifies challenges, including the need to connect values with students’ lived experiences, foster dialogic and critical pedagogy, and balance cultural continuity with globalization and social diversity. The article concludes that the effectiveness of MIB-based education depends on policy consistency, teacher capacity, meaningful learning, and assessment that considers not only knowledge but also the application of values in everyday life.
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