Abstract
Despite studies in the realm of Islamic education teaching has been extensively conducted, the application of Islamic education curriculum in Indonesian secondary schools receives scant academic attention from the previous researchers. To fill this void, the present exploratory case study aims to explain practices of Islamic education enacted as a nationally-mandated school subject in secondary schools and to explore to what extent the Indonesian government supports Islamic education teachers to handle this compulsory school subject. Four Islamic education teachers of junior secondary schools volunteered to participate in this research. Data were garnered through classroom observation and in-depth interviews. Framed in thematic analysis, this study reports that the syllabus, lesson plan, learning resources, classroom-based practices, and authentic assessment required thorough concern. In response to this, the government support was needed to promote the best practices, i.e. teacher professional development and provision of sufficient school facilities. To policy authorities in Indonesia, the study recommends facilitating Islamic education teachers with sustainable professional development and redesigning the government-prescribed textbooks to foster teacher creativity in their teaching and learning processes.
Highlights
The 2013 Curriculum has been enacted in Indonesia as a result of curriculum reforms since the academic year of 2013
This study reported that both countries employed similar phases of Islamic education curriculum in relation to planning, implementation, and evaluation
Little empirical research has been conducted to examine practical applications, challenges, and future prospects of Islamic education in Indonesia so as to afford policy recommendations for elevated Islamic education curriculum. This exploratory case study aims to explain practices of Islamic education enacted as Islamic a nationally-tailored school subject in junior secondary schools and to explore to what extent the Indonesian government supports Islamic education teachers to handle this required school subject
Summary
The 2013 Curriculum has been enacted in Indonesia as a result of curriculum reforms since the academic year of 2013. This study reported that both countries employed similar phases of Islamic education curriculum in relation to planning, implementation, and evaluation This growing body of research has been the prominence to shed light on the pedagogical issues on Islamic education. Little empirical research has been conducted to examine practical applications, challenges, and future prospects of Islamic education in Indonesia so as to afford policy recommendations for elevated Islamic education curriculum To fill this gap, this exploratory case study aims to explain practices of Islamic education enacted as Islamic a nationally-tailored school subject in junior secondary schools and to explore to what extent the Indonesian government supports Islamic education teachers to handle this required school subject. The results of the present study may give empirical insights into practices of Islamic education subject enacted in the 2013 Curriculum and provide recommendations to related policy makers
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