Conservative and Progressive Curriculum:

a Comparative Analysis of Educational Objectives and Methodologies in the Context of Islamic Education in Indonesia

Abstract

This study examines the contrasts and complementarities between conservative and progressive curricula within Islamic education in Indonesia, focusing particularly on educational objectives and teaching methodologies. The findings from a qualitative approach, using a systematic review of peer-reviewed studies published between 2015 and 2025, reveal that conservative curricula emphasise the preservation of Islamic heritage, moral stability, and established knowledge, typically implemented through teacher-centred instruction and memorisation. In contrast, progressive curricula prioritise learner-centred approaches that foster critical thinking, creativity, and problem-solving through contextual and participatory methods. The analysis concludes that both paradigms, though distinct, are mutually reinforcing, and their integration is essential for effective curriculum reform. In Indonesia, where Islamic education is shaped by Muhammadiyah's progressive orientation and Nahdlatul Ulama's conservative tradition, a hybrid model offers a means to reconcile tradition with modernity. Conservative elements provide ethical grounding and continuity, whereas progressive elements promote innovation, autonomy, and global relevance. Integration strategies include aligning conservative objectives with progressive pedagogies, combining authoritative instruction with participatory practices, incorporating twenty-first-century skills into religious learning, and adapting the Curriculum to local wisdom and moderate Islamic principles. Such synthesis preserves Islamic and national identity while preparing learners for the Society 5.0 era and countering extremism through inclusive, moderate education.