Development Vision, Mission, Learning Objectives Model for Integrative-Inclusive Islamic Education: A Bloom’s Taxonomy-Based Analysis

Abstract

This study aims to develop a model of vision, mission, and learning objectives for integrative inclusive Islamic Education (PAI) at the senior high school level based on Bloom’s Taxonomy. The background of this research is grounded in the persistent dichotomy between religious and general sciences, the dominance of cognitive aspects in learning, and the suboptimal integration of inclusivity values in PAI. This study employs a qualitative approach using a library research design. Data were collected from various sources such as books, scientific journals, and relevant previous studies, and were analyzed using content analysis with a conceptual approach based on Bloom’s Taxonomy. The findings indicate that the development of a vision, mission, and objectives model for integrative-inclusive PAI needs to be systematically structured by integrating holistic, inclusive, and contextual learning principles. The vision is oriented toward the formation of holistic learners (intellectual, spiritual, and social), the mission is developed through integrative, multi-perspective, and participatory learning strategies, while the objectives are formulated operationally based on the cognitive, affective, and psychomotor domains in Bloom’s Taxonomy. The implications of this study suggest that the proposed model can serve as a conceptual framework for developing integrative, inclusive, and contextual PAI learning at the senior high school level.