ANALYSIS OF ISLAMIC RELIGIOUS RELIGIOUS EDUCATION TEACHER'S PEDAGOGIC COMPETENCE IN CURRICULUM DEVELOPMENT

Pedagogical competence is a fundamental competency that every Islamic Religious Education (PAI) teacher must possess, particularly in the context of pesantren, which demands the integration of mastery of religious subject matter with professional learning management skills. However, the reality at Pondok Pesantren Bahrul Ulum Tambakberas Jombang shows that the pedagogical competence of PAI teachers is not yet optimal, especially in relation to lesson planning, the implementation of active learning, the use of instructional media and technology, and the conduct of authentic assessment. This study aimed to analyze in depth the forms of pedagogical competence problems among PAI teachers and the factors influencing their emergence. The research employed a qualitative approach with a case study design, with data collected through in-depth interviews, participatory observation, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing, while data trustworthiness was ensured through source and technique triangulation. The findings indicate that the problems in PAI teachers’ pedagogical competence include: (1) the preparation of learning tools that is not yet systematic; (2) the use of conventional teaching methods with minimal variation; (3) suboptimal utilization of instructional technology; and (4) learning evaluation that tends to be cognitively oriented. The main contributing factors include high teaching loads, limited access to professional training, a pesantren culture that is more oriented toward traditional kitab learning, and limited supporting facilities. These findings underscore the need for strategic interventions through the enhancement of teachers’ professional competence, structured pedagogical training, and the strengthening of quality management of instruction based on both pesantren and national curricula. In conclusion, strengthening the pedagogical competence of PAI teachers at Pondok Pesantren Bahrul Ulum Tambakberas Jombang requires institutional support and sustainable capacity-building programs, including the renewal of pedagogical practices so that they are aligned with contemporary learning needs.

This research describes the pedagogical professional competency development program for Muhammadiyah Elementary School teachers as PSP Class 1. The study aims to outline a program aimed at enhancing professional pedagogical competencies in elementary schools, focusing on the development of teachers' professional pedagogical competence. This research employs a descriptive qualitative approach. The data sources include interviews conducted with five school principals and thirty-seven teachers. Data collection techniques involve interviews, observations, field notes, and documentation. The study's findings reveal that the pedagogical competency development program at Muhammadiyah Elementary School in Klaten Regency is deemed satisfactory. The school administration organizes various teacher competency development programs, including the Teacher Working Group (KKG). These programs and training activities encompass several aspects such as enhancing teachers' educational insights, curriculum development, improving understanding towards students, implementing effective and logical teaching methods, developing proficiency in lesson planning, utilizing ICT for teaching and learning purposes, and enhancing teachers' abilities in utilizing nature-based teaching methods and conducting student assessments. Several supporting factors contribute to the development of teachers' pedagogical competence in Muhammadiyah elementary schools. The driving factors behind these initiatives include support from internal school structures such as learning committees, study groups, colleagues, school psychologists, parents, foundations, and the government. The programs are tailored to meet the specific needs and conditions in the field, thereby supporting school activities as implementers of School Mobilization Force 1. Furthermore, pedagogical competency development activities necessitate a carefully planned and staged approach to ensure effectiveness and sustainability.

Supervision is an activity of providing assistance and guidance for teachers in carrying out their duties and responsibilities. The leadership role of the Junior School head as a supervisor is very important in providing assistance and guidance as well as services to teachers including PAI teachers in improving their pedagogical competence. The leadership role of the Junior principal enables the implementation of an optimal learning process in Junior School. This is also a concern for the head of UPTDSDN 2 Raman Utara Kec. Raman Utara Lampung Timur Regency, Lampung Province in carrying out its supervisory role in order to improve the pedagogic competence of teachers, including PAI teachers so that the quality of education in the Junior School they lead can develop and excel in both academic and non-academic fields. This study discusses the "Leadership Role of Junior School Heads as Supervisors in Improving the Pedagogic Competence of PAI Teachers at UPTD SDN 2 Rama Puja Kec. Raman Utara Lampung Timur Regency Lampung Province” with the formulation of the problem: How is the Leadership Role of Junior School Heads as Supervisors in Improving the Pedagogic Competence of PAI Teachers at UPTD SDN 2 Rama Puja Kec. Raman Utara, Lampung Timur Regency, Lampung Province ?. The purpose of this study was to analyze the leadership role of the Junior School head as a supervisor in improving the pedagogic competence of PAI teachers at UPTD SDN 2 Rama Puja Kec. Raman Utara, Lampung Timur Regency, Lampung Province. The results of the analysis show that the leadership role of the Junior School head as a supervisor in improving the pedagogic competence of PAI teachers at UPTD SDN 2 Rama Puja Kec. Raman Utara Kab. Lampung Timur, Lampung Province is to create an atmosphere of teaching and learning process that meets standards or aspects of pedagogic competence so as to improve the quality of education both in quality and quantity. This is done by the Head of Junior School through assistance and guidance as well as using existing supervision techniques, thereby motivating the teacher himself in improving his pedagogical competence.

This paper attempts to examine the leadership competence of Islamic Religious Education (Pendidikan Agama Islam/PAI) teachers in the areas of Islamic theology and Morality with the qualification of Bachelor Degree (S1) and pesantren-assigned teachers (guru tugas pesantren) graduated from IslamicSenior High School and factors that influence it. PAI teachers with the qualification of S1 or those who have pedagogical competence are believed to have higher leadership competencies, and vice versa,pesantren-assigned teachers with secondary level education qualification, have lower leadership competence. The results show a contrasting real picture of the phenomenon. This reality is interesting to examine further in order to find the pattern to increase the competence of teachers in accordance with the needs of madrasahs/schools. This study uses a combination of methods, quantitative supported by the analysis of qualitative data (mix-methods) by taking the population of Islamic Theology and Morality teachers who teach in Madrasah Ibtidaiyah (MI). The results of the analysis illustrate the average value of the competence of PAI teachers with S1 qualification which is 55.8333 and pesantren-assigned teachers which is 51.4000 with the mean of difference 4.43333. Although there is an average difference, it is not so significant. The level of significance is only 0.040 which means <0.05. Based on the statistical calculation, there is no difference in leadership competence among S1 graduated teachers and pesantren-assigned teachers. Qualitative data analysis shows that there are structural factors that negatively affect the achievement of the competence of PAI teachers with S1 qualification. On the other hand, the positive achievement of leadership competence of pesantren-assigned teachers is influenced by the success of technical guidance, strict recruitment, and habituation as peer teacher while they were in pesantren. There is a relative deprivation phenomenon that emerged among PAI teachers who have had academic competence. The various structural policy packages issued by the government that is ideally projected to improve competence, including the leadership competence of the teachers, have a negative impact in the implementation realm. In particular, policies highlight more on improving learning administrative governance aspects which result in a decrease of teachers creative ability in learning.<br />

Abstract: In the digital era, learners gain knowledge from various modes or multimodal. However, it is not in line with the Indonesian teachers’ competencies, particularly in conducting multimodal teaching. For the reasons, this study explored the development of student teachers’ competencies through collaborative multimodal teaching using VR. Moreover, it investigated the difficulties encountered by student teachers in developing the teacher competencies through collaborative multimodal teaching. The teacher competencies consist of the pedagogical, professional, social, and personal competencies (Ministry of National Education, 2007). This study applied qualitative design (multi-case study) involving 45 student teachers studying at three different study programs and 15 model teachers teaching at elementary schools in Cianjur, West Java. Three instruments were employed for the data collection of this study, i.e., observations, questionnaires, and interviews. The results indicate that the collaborative multimodal teaching (using VR) among the model teachers and the student teachers is conducted in five stages, i.e., observing, planning, simulating, practicing, and evaluating. In collaborative multimodal teaching using VR, students teachers involved in a group of teaching using VR as the instructional media naturally, get the transformation of pedagogical knowledge, and practice multimodal teaching directly in the natural teaching-learning processes. Moreover, it fosters the student teacher to develop the teacher competencies optimally, such as practicing teaching methodology and implementing multimodal teaching using VR in real-life contexts (pedagogic competence), expanding digital knowledge (e.g., VR), and utilizing it in teaching-learning processes (professional competence), showing pride in being future teachers (personal competence), interacting and communicating with the teachers and learners naturally (social competence). Thus, they are more ready to be future professional teachers in the millennial era. Nevertheless, they should keep learning and developing the teacher competencies (exceptionally professional and pedagogic competencies) to overcome teaching difficulties, such as learner characteristics, teaching management, material evaluation, curriculum development, and assessment.

Implementation of Competency Based Islamic Education Curriculum on SDIT Ukhuwah, closely related to the role of Principal as a teacher of Islamic Religious Education competence and the readiness of Islamic Religious Education teachers to improve their competence as well as competence of students. Principal Competence as a coach is supported by academic education background and teaching experience. Furthermore, the success of developing the competence of Islamic Religious Education teachers has relevance to the role of the Principal as supervisor and supervisor, as well as the discipline of Islamic Education teachers in applying their competence in the learning process. The main issue of this research is how the Principal coaching efforts on the competence of Islamic Religious Education teachers in the implementation of Competency-based Islamic Religious Education curriculum, and how the competence of teachers of Islamic Religious Education on the aspects of professional competence, personality competence, social competence, and pedagogic competence at SDIT Ukhuwah Banjarmasin. This type of research is Field Research. This research is descriptive qualitative. Principal research subjects and 4 (four) teachers of Islamic Religious Education (or PAI) , while the object of research is the efforts of the Principal in fostering the competence of teachers of Islamic Education on aspects of professional competence, personality competence, social competence, and pedagogic competence. as well as the performance of teacher competence of Islamic Religious Education in learning. Technique of data collection ar e with observation, interview and documentary. Further data presented in the form of exposure, then in qualitative analysis which in the end drawn a conclusion by using inductive methods. The results of the field research indicate that the Principals' guidance on the competence of PAI teachers in implementing competency-based Islamic Education curriculum in the form of training has been done well, while the guidance of competence in the application of learning PAI has not been fully implemented properly, because the headmaster has not intensive conduct supervision, supervision, and assessment of PAI teachers. Similarly, PAI teachers are not competent on the application of professional competence aspects, personality competence, social competence, and pedagogic competence, because PAI teachers are less disciplined in applying Competency Based Islamic Education curriculum in learning Islamic Education on SDIT Ukhuwah Banjarmasin.

To conduct teaching English in the classroom, a teacher requires good preparations such as lesson planning preparation. Lesson plan needs to be developed by a teacher as a direction or road map towards all activities to be done by the teacher and students in the classroom in order to achieve one or more specific competencies appropriately and effectively. There are some English teachers who still face difficulties in developing effective and systematic lesson plans for a teaching program. In fact, they tend to imitate or even copy the ones provided in the textbook and the internet. The scarcity of English teachers in having trainings and workshops related to teaching, syllabus, and lesson plan development was also the problem in this study. Furthermore, the research conducted related to or the same as this study in Indonesia is rare. Considering these problems, a study related to an analysis of English lesson plan academic year 2012/2013 at the first semester of Madrasah Aliyah Swasta (MAS) Darul Ulum, Banda Aceh was conducted. There were nine lesson plans analyzed as they were developed by the teacher for one semester.The objective of this study was to investigate whether the English lesson plans provided by the only teacher of English at the first semester of MAS Darul Ulum, Banda Aceh are appropriate with the Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-based curriculum or not and to find out the difficulties encountered by the teacher of English in developing the English lesson plans in terms of non-component of lesson plan basis and component of lesson plan basis as well as the efforts made by the teacher to overcome the difficulties. For this purpose, the writer conducted a qualitative research employing four different techniques of research, namely, content analysis, questionnaire, interview, and documentary study.The qualitative data were obtained from the content analysis checklist, the questionnaire distributed to the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh as well as the interview conducted to the teacher of English at the first year and the principal of MAS Darul Ulum, Banda Aceh, and also the document such as syllabus.The findings showed that the lesson plans developed by the teacher at the first semester of MAS Darul Ulum, Banda Aceh generally met the standard determined by the KTSP, Standard of Content, and Standard of Process. Specifically, all of the components of a lesson plan were covered in the lesson plans developed. However, there were deficiencies found in 6 components from most lesson plans developed by the teacher, namely, materials, methods of teaching, teaching activity, time allocation, resources, and assessments. The analysis of the questionnaire data verified by the interview data also showed that the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh faced 5 difficulties related to non-component of lesson plan basis, namely, (1) lack of time because of high load of teaching, (2) lack of ability in matching between students’ aptitude/ability and appropriate method of teaching, (3) difficulty in developing lesson plan based on KTSP related to students’ individual differences, (4) difficulty in developing lesson plan based on KTSP related to students’ encouragement to be active learners, and (5) lack of ability in matching between technique of teaching and students’ learning styles. Meanwhile, the difficulties of component of lesson plan basis faced by the teacher were 4, namely, (1) difficulty in adjusting between materials of study and appropriate method, (2) difficulty in arranging the steps of teaching activity especially in pre-teaching stage, (3) difficulty in matching between methods or strategies and the competency to be achieved by the students, and (4) difficulty in matching between resources such as media or tools of learning and materials of study. Moreover, there were 4 efforts made by the teacher to overcome the problems of non-component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in Musyawarah Guru Mata Pelajaran (MGMP) or subject teacher discussion group, and (4) participating in seminars or workshops related to concept of teaching-learning, curriculum, syllabus and lesson plan development. Meanwhile, there were 5 efforts made by the teacher to overcome the problems of component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in MGMP, (4) conducting classroom action research, and (5) participating in seminars or workshops related to curriculum, syllabus and lesson plan development. It suggests that the teacher still has a few problems and deficiencies related to the teacher’s competence and pedagogic competence especially in terms of developing lesson plan. However, in terms of efforts conducted to overcome the difficulties, it suggests that the teacher is a teacher who has good personality competence.

This research aims to analyze the impact of teachers' pedagogical competence in building students' social interaction in Islamic Religious Education (PAI) subjects at SMAN 4 Palangka Raya. The pedagogical competence examined includes seven indicators: mastery of student characteristics, mastery of learning theory, curriculum development, implementation of educational learning, student potential development, communication, as well as learning assessment and evaluation. This research uses a qualitative narrative approach with one PAI teacher and 12 grade XI students as informants. Data collection techniques were conducted through in-depth interviews, observation, and documentation, which were then analyzed descriptively through data reduction, data presentation, and conclusion drawing processes. The research results show that teachers have attempted to apply pedagogical competence in the learning process, but its implementation is still limited to lecture methods, less varied use of learning media, and communication that is not yet fully two-way. This impacts the low active participation of students and limited development of healthy social interactions in the classroom. These findings confirm the importance of strengthening teachers' pedagogical competence through reflective training and the use of more inclusive learning strategies. This research contributes to the development of PAI learning approaches that not only focus on cognitive achievement but also encourage character building and students' social skills, which are essential in addressing educational challenges in the 21st century era.

This study aims to describe the pedagogical knowledge and skills of history teachers at MTs Al-Khairaat Kalukubula and identify factors that support and hinder their implementation. Pedagogical competence is a teacher's ability to understand students, design and implement learning, provide learning outcomes, and develop students' potential to achieve optimal learning objectives. This study used a qualitative descriptive approach with data collection techniques including interviews, observation, and documentation. The research subjects included history teachers, the principal, and students at MTs Al-Khairaat Kalukubula. The results indicate that historical teachers understand student characteristics and systematically plan learning through tools such as syllabi, lesson plans, annual programs (Prota), and semester programs (Promes). Learning progressed quite well, despite challenges such as limited media, infrastructure, and limited teaching staff. Learning outcomes were evaluated through assignments, daily tests, mid-term exams, and remedial classes for students who have not yet met the Minimum Completion Criteria (KKM). In general, the pedagogical competence of history teachers at MTs Al-Khairaat Kalukubula has been quite good, demonstrated by their ability to manage educational, communicative, and reflective learning. However, improvements are needed in the areas of method variation, the use of digital learning media, and more optimal implementation time.

This study aims to find out 1) an overview of teacher competency in ICT-based PAI learning in SMP Negeri 3 Parepare, 2) form of teacher competency implementation in ICT-based PAI learning in SMP Negeri 3 Pareparel, 3) supporting and inhibiting factors for implementing teacher competence in PAI learning ICT-based in SMP Negeri 3 Parepare. This type of research is descriptive qualitative research. Research instruments are guidelines for observation, interviews, and documentation. Data collection techniques through observation, interviews, and documentation. The results of this study indicate that: (1) PAI teachers in SMP Negeri 3 Parepare, if their competencies are analyzed starting from pedagogic competencies, personality competencies, social competencies, and professional competencies and leadership competencies can be stated that PAI teachers in SMP Negeri 3 Parepare already have good competency but still needs to be improved in order to be more optimal (2) Implementation of ICT-based PAI teacher competencies in SMP Negeri 3 Parepare, analyzed from the use of theory, development of fields of study, and the use of information and communication technology (ICT) but not maximal so it still needs to be improved. (3) Supporting factors for implementing the competence of PAI teachers in SMP Negeri 3 Parepare are curriculum, teaching staff, and a conducive atmosphere of the school environment, while the inhibiting factors are facilities and infrastructure that do not support.

This research aims to discuss Pedagogic and Professional Competence of teacher and determine the extent and effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students. the results are based on the questionnaire about pedagogic and professional competence’s score respondent. the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School was very good, and the Arabic language learning score for tenth grade students are very good with total score 5963 and median students’ score 91,75 The Pedagogic competence (x1) and professional competence (x2) for the Arabic language learning score(y) of the students are 0.813, which indicates that there are strong effects, and the ratio of the variable (x1) and the variable (x2) = (0.813)2 x 100% = 67%. The researcher found that there are effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students, with a percentage range of 67% or (Ha) acceptable.

This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.

The quality of education depends on the quality of teachers seen from their competence. However, it was found that the pedagogical and professional competence of teachers at SMPN Banjarmasin City was still less than optimal. It is thought that what influences teacher pedagogical and professional competence is teacher leadership, learning experience and assessment. The research aims to describe: (1) teacher leadership, learning experience, assessment, pedagogical competence and professional competence of English teachers in SMPN throughout Banjarmasin City, (2) direct relationship between teacher leadership, learning experience, assessment of pedagogical competence and professional competence of language teachers English at SMPN throughout Banjarmasin City. This research is descriptive correlational with a quantitative approach. This research is intended to describe and find relationships between research variables, with a population of 123 English teachers in 2023/2024 and a sample of 55 teachers. Researchers used a Likert scale, data collection techniques using questionnaires, and validity, reliability and normality tests for 15 people. Data analysis used descriptive statistical analysis and SPSS version 21 statistics. The results found: a) the relationship between teacher leadership, learning experience, assessment of teacher pedagogical competence had a significant relationship, b) the relationship between teacher leadership, learning experience, assessment of teacher professional competence had a significant relationship , and c) the simultaneous relationship between teacher leadership, learning experience, assessment of teacher pedagogical and professional competence has a significant relationship.

The aims of this study were to: (1) analyze the effect of Virtual Coordinator Training on teacher pedagogic competence in Indonesia, (2) analyze the effect of pedagogic competence on teacher professional competence in Indonesia, (3) analyze the effect of Virtual Coordinator Training on teacher professional competence in Indonesia, and (4) analyze the effect of Virtual Coordinator Training on professional competence through the pedagogic competence of teachers in Indonesia. This research is included in the quantitative research design. The population in this study were all teachers in Indonesia who took part in the Virtual Coordinator Training batch 5 and were declared to have passed as many as 725 teachers. The sampling technique used in this study is through Quota Random Sampling. In this study, the samples taken were elementary school teachers in Indonesia. Through this sampling technique, the number of research samples is 251 teachers, which has exceeded the minimum sample size. Data collection was carried out through distributing questionnaires. The data analysis technique used was SEM (Structured Equation Modeling) based on PLS (Partial Least Square) using SmartPLS 3.3.5 software. The results of this study indicate that: (1) Virtual Coordinator Training has an effect on the pedagogical competence of teachers in Indonesia. The influence of Virtual Coordinator Training on the pedagogical competence of teachers in Indonesia is a positive and significant influence. (2) Pedagogic competence influences the professional competence of teachers in Indonesia. The influence of pedagogic competence on the professional competence of teachers in Indonesia is a positive and significant influence. (3) Virtual Coordinator Training has no significant effect on the pedagogical competence of teachers in Indonesia. The effect of Virtual Coordinator Training is positive on the professional competence of teachers in Indonesia but this effect is not significant. (4) Virtual Coordinator Training has a positive and significant indirect effect on professional competence through the pedagogical competence of teachers in Indonesia. The indirect effect of Virtual Coordinator Training on teacher pedagogic and professional competence in Indonesia is a positive and significant influence.

Exspectations of quality education is very desirable by all parties. One of the factors that determine which teacher is competent enough to carry out the lesson well. Madrashah Aliyah boarding School distriet Khunuzul Imam Kauman Bondowoso. With goverment support, the commite, along with the teachers who served in it are competent teacher who is able to carry out their duties to the fullest, effectively and efficiently. The purpose of this research is for describe development of curiculum in Regency of Pelalawan which covering the concept of-concept curriculum of development and Implementation curriculum development. Expected the results of thus research as one of a donation towards curriculum development in Madrasah Aliyah Khunuzul Imam Kauman Bondowoso. This is a source of research data Madrasah head, deputy head of the madrasah curriculum, teachers, documentation and literature related to curriculum development, while the method used is descriptive and qualitative approach. Techniques of data collection using interviews and documentation, while the analysis of the data presented in the form of words instead of numbers refers to the reducation of data or display of data and drawing conslusions. The results of this research is teachers-teachers in Madrasah Aliyah Khunuzul Imam Kauman Bondowoso not yeat all meet the Quanlitative the academic for educational unit level madrasah, is it as completed the bachelor education (S1), Which already in accordance with academic qualifications there are 12 persons (57.13%) which not yeat in accordance with the eyes subjects who nurtured as many as 9 persons (42.86%). All all of the teachers involved in developing the curriculum. Issue in this study focused on the concepts of curriculum development that includes the principles of curriculum development and curriculum development principles. Principles of curriculum development consisting of goal-oriented, relevance, efficient and effective, flexible (flexibility), and continuous (continuity), an integrated, quality, as well as the nation's berdasrkan filosophy, psychological and sosiologis. Then in focus also on implementasi curriculum development consists of the annual program, the semester program, RPP and minimum completeness criteria (KKM).