Effective Islamic Cultural History Instructional Planning with the Dick & Carey Model

Abstract

This study analyzes effective instructional planning for Islamic Cultural History (SKI) by integrating its core components, planning principles, and development stages with the Dick and Carey instructional design framework. The study uses a structured integrative literature review that prioritizes recent peer-reviewed research while retaining foundational sources needed to explain the grand theory. The synthesis indicates that effective SKI planning should align eight components: subject identity, competency outcomes, learning objectives, content, instructional methods, learning media, classroom activity scenarios, and assessment instruments. Five principles guide their integration, namely relevance, systematicity, flexibility, learner-centeredness, and contextuality. To make the original ten-stage Dick and Carey model more applicable to classroom planning, the review organizes related stages into seven operational clusters without removing their essential functions. The literature also shows that contemporary SKI learning increasingly uses discovery learning, experiential learning, cooperative learning, multimedia, audiovisual resources, and digital media to reduce memorization-centered instruction. The study therefore proposes a theoretically grounded planning framework that connects curriculum analysis, objectives, content, strategies, media, learning scenarios, and assessment. Because this research is literature-based, the proposed framework should be viewed as a conceptual synthesis with implementation potential, not as direct empirical proof of classroom effectiveness. Further empirical testing remains necessary across madrasahs.