Literacy-based knowledge integration (AKMI) in Indonesian madrasahs

The integration of knowledge in madrasahs (Islamic schools) is essential to equip students with the ability to avoid the pitfalls of knowledge dichotomies divorced from ethics. Of particular interest is the development of four literacy domains of reading, numeracy, science, and socio-cultural literacy, which has been specifically designed by the Indonesian Ministry of Religious Affairs to foster dialogue and integration between subjects in madrasahs. This qualitative study employs a focus group discussion to examine the concept of the Indonesian Madrasah Competency Assessment (Asesmen Kompetensi Madrasah Indonesia; AKMI) concerning knowledge integration, its implementation in madrasahs, and subsequent impact. The findings reveal that madrasahs bear significant responsibility in initiating the momentum for knowledge integration, particularly by leveraging the AKMI literacy framework. The integration of knowledge through AKMI literacy is achieved by bridging general and religious subjects, thereby forming a cohesive approach to reading, numeracy, scientific, and socio-cultural literacy. This is implemented through classroom learning activities, assessments, and feedback. Numerous positive impacts of AKMI-based knowledge integration have been observed, benefiting the government, students, teachers, madrasahs, and the broader community.