Abstract
The religious life of people in Indonesia, especially in religious life, has received the spotlight from various parties, both from within and outside the country. This is inseparable from the emergence of social conflicts with religious backgrounds in society. Starting from cases of religious blasphemy, destruction of houses of worship, hate speech on social media and mutual discredit between one people and another and people who are of the same faith.This research methodology is qualitative with a case study of Moderate Islamic Curriculum Implementation at SD Syafana Islamic School aims to describe: (1) Moderate Islamic curriculum implementation; (2) Implementation of the hidden Curriculum; and (3) The effectiveness of the moderate Islamic curriculum.From the results of interviews, questionnaires and analysis of the research documents, the results are as follows. (1) The moderate Islamic curriculum at SD Syafana School is implemented according to plan because it is supported by teachers and education personnel as well as available sarpras. The teachers are trained first before carrying out the lesson. (2) Likewise, the hidden curriculum can be applied through various activities outside of subject learning, but through school activities, such as several competitions, tahfish, and so on. (3) The Moderate Islamic Curriculum at SD Syafana School goes according to plan, provides knowledge, fosters attitudes and behavior as students who have character and tolerance among fellow students and are able to avoid actions and speech that are inappropriate or not praiseworthy, including bulyying for Muslim students. Thanks to the guidance and support of teachers and education staff, the implementation of the Moderate Islamic Curriculum has been effective.In conclusion, the application of the Hidden Curriculum at SD Syafana Islamic School has an impact in the form of understanding, tolerant attitudes and behavior towards diversity , differences of opinion, views, avoiding hate speech and bullying and still associating with empathy and mutual respect as a reflection of the character of students. Keywords: Curriculum Implementation, Moderate Islam, Character Education DOI: 10.7176/JEP/11-36-04 Publication date: December 31 st 2020
Highlights
(1) The moderate Islamic curriculum at SD Syafana School is implemented according to plan because it is supported by teachers and education personnel as well as available sarpras
(2) Likewise, the hidden curriculum can be applied through various activities outside of subject learning, but through school activities, such as several competitions, tahfish, and so on. (3) The Moderate Islamic Curriculum at SD Syafana School goes according to plan, provides knowledge, fosters attitudes and behavior as students who have character and tolerance among fellow students and are able to avoid actions and speech that are inappropriate or not praiseworthy, including bulyying for Muslim students
That the connection with the application of Hidden Curriculum is part of the curriculum structure which explains that the school has a curriculum of its own that has designed the school as Local content, selfdevelopment and activities of habituation In the social system of the school is strengthening with their habituation course have an impact on students who are carried out regularly, which has a long-term effect in daily life
Summary
The implementation as described in the previous section (point 1) above is implemented in the form of www.iiste.org teaching and learning activities. Teaching and learning activities (KBM) are led and guided by the teacher, using learning methods that are in accordance with the learning objectives, the conditions of students and the environment as well as the specificities of learning materials. Existing facilities and infrastructure are used optimally so that students achieve predetermined competencies. Scheduled teaching and learning activities include: Tausiah and motivation ; Tahfidz ; learn ; prayer duha congregation ; snack time ; learn ; noon prayer ; lunch together ; learn ; and murojaah. Teaching and learning activities are integrated between cognitive, affective and psychomotor
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