Integrating Behaviorism into Hidden Curriculum of Islamic Education: Constructing an Anti-Hedonistic Profile of Khalifah Allah
Abstract
Contemporary Islamic education faces severe challenges due to the rise of hedonism and the culture of flexing, which risk reducing humans to mere spiritual and social constructs devoid of deeper meaning. This condition demands a strengthened Islamic education paradigm oriented toward character building and students' transcendental awareness. This study aims to formulate a concept for strengthening the profile of Khalifah Allah that is resilient and anti-hedonistic by integrating B.F. Skinner’s operant conditioning and Albert Bandura’s social learning theory into the hidden curriculum of Islamic education. Utilizing a literature review method with a descriptive-analytical approach, the study shows that Skinner’s positive reinforcement can be applied through the habituation of ritual and professional discipline as a means to control materialistic orientations. Meanwhile, Bandura's social learning theory is implemented through educators' modeling of moral integrity, social responsibility, and a modest lifestyle. The integration of both theories is holistically applied across five dimensions of Islamic education: theology, morality, intellect, physical development, and aesthetics. This synthesis yields a Khalifah Allah profile that balances rationality and spirituality, maintains professional competence, and possesses moral resilience against hedonistic cultures by framing all activities as forms of social and professional worship.
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