Science education at Islamic university: vision and distinction

Abstract

The Indonesian National Qualification Framework Curriculum or often called the KKNI curriculum has forced all universities in Indonesia to equate curriculum content according to national standards, not least the science education curriculum at the Islamic University. This paper wants to describe the characteristics of curriculum and science learning in one of Islamic University in Indonesia. The research method used is descriptive qualitative through stages of science education curriculum analysis, interview with representatives of curriculum development team and Focus Group Discussion (FGD). The results of this study are: (1) there are differences of science content in science education curriculum at Islamic University, either with the similar program or with pure science program in the public university. (2) Islamic content as an indicator of the achievement of the university’s vision and differentiator should not be expressed in a special course, but rather incorporated in the existing courses with the appropriate integration model. (3) The profile of learning achievement of science education students at Islamic University is expressed in three complementary coordinate axes, namely content, pedagogical and Islamic values. This difference in learning achievement affects lecturing activities from planning, implementation to assessment.