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This article discusses two integration curriculum models applied in the the curriculum of Islamic Education. One of the models is the interdisciplinary Robin Forgarty's Integrated Curriculum Model which explains the concept of integrated curricula. Another model used in this paper is the Selangor State Integrative and Holistic Education Model. The integration concept and its relation to other knowledge discipline introduced by Forgarty is carried out by matching a subject with another subject based on their similarities in the concepts, skills, values, themes and topics. In this research, we used content analysis to gather detailed information on the topic at hand. The main finding illustrated that the meaningful teaching and learning practice among teachers and students is the major focus of the model. The students' cognitive, affective and psychomotor skills must (should?) be emphasized by teachers. At the same time, important skills such as metacognitive, study skills and problem solving skills should be reinforced given the diversity in knowledge discipline. The paradigm of these models reflects that the teacher's synergy is needed to develop cooperation in assimilating one's discipline in the process of curriculum integration at school. [ABSTRACT FROM AUTHOR]