Redefining Holistic Education: Bridging Culture and Islamic Values Through the STREM-C Curriculum Model (A Systematic Literature Review)

Conventional STEM frameworks frequently marginalize socio-spiritual and cultural dimensions, prioritizing technocratic outcomes. This study evaluates the multidimensional STREM-C (Science, Technology, Religion, Engineering, Mathematics, and Culture) curriculum model to redefine holistic education. Guided by the PRISMA protocol and the TCCM (Theory, Context, Characteristics, Methodology) framework, this systematic literature review analyzed 48 eligible articles from the Scopus database through thematic extraction. The findings expose a profound geographic bias, indicating that 79,17% of current literature is entrenched in Western, secular-dominant systems. Conversely, pioneering research from religiously influenced contexts champions STREM-C by bridging empirical science with Islamic values and Indigenous Knowledge Systems, effectively challenging Eurocentric scientific hegemony. The synthesis demonstrates that while interdisciplinary STEM increasingly relies on digital technologies, such as Artificial Intelligence (AI) and Augmented Reality (AR), to amplify cognitive engagement, these innovations remain pedagogically hollow without explicit value-based integration. Furthermore, comprehensive teacher competence—demanding simultaneous technological fluency and socio-spiritual sensitivity—emerges as the primary enabler for successful classroom implementation. This review establishes STREM-C as an emancipatory paradigm that elevates cultural heritage to a core epistemological pillar. Future scholarship must transcend cross-sectional qualitative designs by employing rigorous longitudinal methodologies, utilizing AI-driven learning analytics, and expanding empirical validations within diverse faith-based educational systems.