The Process of Developing the Islamic Religious Education Curriculum in Schools and Madrasah

This study aims to examine the relevance of Muhammad Basiuni Imran's work, namely a book entitled the full Bidāyat al-Tauhīd fī 'Ilmi al-Tauhīd with the Islamic Religious Education (PAI) curriculum in schools. The research method used is literature study, which is an analysis of the contents of this book of monotheism and the PAI curriculum in schools. The results of the study show that this book has great relevance to the PAI curriculum in schools. Muhammad Basiuni Imran's work has a significant contribution to the Islamic Religious Education curriculum at all levels of education. This data can become information for the development of teaching materials and learning methods that are more effective and efficient. This work can be a useful reference for policy makers and educators in developing a more comprehensive Islamic education curriculum.

After the World War-II, human rights education has become an increasingly visible feature of the educational policies, debates and foundations at international level. Steps have been taken by various nations to incorporate human rights education in their school curriculum. In India, a few studies have been conducted in the context of incorporating human rights education in school curriculum in general and in secondary school curriculum in particular. In the present study, an attempt was made to study the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum. The study mainly focused to compare the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum, and to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum. The study was considered under descriptive survey-cum-content analysis research. The participants of the study included 640 students, 256 teachers and 88 educational administrators under secondary schools of Bihar, India. A self-developed attitude scale titled ‘Attitude scale for studying the attitude for incorporating human rights education in secondary school curriculum’ was used for collecting data from participants for the study. Both the quantitative and qualitative methods of data analysis were employed for analyzing the collected data of the study. The study mainly revealed that among the entire sample studied, the students possessed better attitude than teachers and educational administrators for incorporating human rights education in secondary school curriculum. Further, the study helped to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum.

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student’s right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I’d like to abstract results of this paper as followed. First, it should be considered student’s right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

Purpose – This research aims to obtain information about the development and implementation of Islamic religious education curricula in inclusive schools or madrasas. An inclusive school or madrasah is an educational institution that provides opportunities for all students, including students with special needs, to study together with the help of accompanying teachers. Design/methods/approach – This study used a systematic literature review of accredited articles from 2018-2023, data collected from Google Scholar, the Science and Technology Index of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, and Scopus. Descriptive analysis techniques were used as data analysis techniques. The researcher obtained 120 articles, which further extracted and coded them using the NVivo application, and then found 25 articles that met the TAPUPAS criteria and were relevant to the research question. Findings – Based on the results of the analysis and literature review, some conclusions have been drawn. First, developing an inclusive Islamic religious education curriculum in schools or madrasas has been adjusted to the character of students with special needs and the simplification of subject matter. Meanwhile, the obstacle for Islamic teachers in developing the curriculum is the lack of knowledge to identify students with special needs and limited learning resources and media about it. Second, the implementation is in the form of the application of individual approaches, varied models and methods that have an impact on the effectiveness of learning, and visual media and assessment techniques based on basic abilities for students with special needs in inclusive schools or madrasas. Research implications/limitations – The results of this study still have limitations in the number of articles analyzed and reviewed, especially those published in Sinta 1 accredited journals. Originality/value – This study can be used as a reference for future research, which is expected to provide a more comprehensive study so that the research findings can be improved or perfect.

Content Analysis of the Status and Place of Sexuality Education in the National School Policy and Curriculum in Tanzania.

Abstract: Islamic boarding schools in the village of Malang Ganjara
 n
 Gondanglegi are Islamic educational institutions with a Salaf Islamic curriculum
 so far believed to be a place of religious education, proven to be one of the places
 where preaching education still exists. However, curriculum development and
 evaluation i
 n this Islamic boarding school, there is still no data that can be
 ascertained, so it is interesting to study. So the researcher raised a title
 "development and evaluation of educational curricula in Malang Ganjaran
 Gondanglegi boarding school". Based on t
 he background of the problem stated
 above, the problem formulation can be taken, namely: 1) How is the development
 of the Islamic religious education curriculum in the Islamic boarding school of
 Ganjaran Gondanglegi village in Malang ?. 2) What is the eval
 uation of the
 Islamic religious education curriculum in the Islamic boarding school of
 Ganjaran Gondanglegi village in Malang ?. This study uses a qualitative
 approach. Data was collected through interviews, participant observation and
 documentation. From
 the results of this study it was found that the development of
 the Islamic religious education curriculum in the Ganjaran village Islamic
 boarding school is by developing a curriculum plan with clear objectives,
 developing curriculum plans according to the
 characteristics of the santri,
 preparing the lesson schedule, determining the teaching materials to be taught,
 determining the material that must be read by santri, provide a source of teaching
 and learning processes, prepare prospective Islamic religious
 education teachers,
 and in the application of educational curriculum is strongly influenced by the
 ability of the teacher. The evaluation of the Islamic religious curriculum in the
 Ganjaran village boarding school was carried out twice in the development
 of its
 curriculum, using measurement instruments in the form of standard tests, teacher
 -
 made tests, oral tests, and questionnaires.

Islam is a universal religion that is rahmatan lil alamin. That the difference between one individual and another is determined by the quality of his devotion, is a very qualified limitation. In the sense that Islam does not differentiate humans from certain tribes, races, groups or ethnicities. This gives rise to evidence that Islam really upholds the principle of equality. A distinctive aspect of the Islamic concept of human rights is that there is no other person who can forgive a violation of rights if the violation occurs against someone whose rights must be fulfilled. Even though Allah Himself has bestowed these rights, and originally they remain with Him. And it is before Him that all humans must be held accountable, Allah will not exercise His power to forgive violations of rights in the afterlife. The democratic principles of Islamic education are imbued with the principles of democracy in Islam, or in other words, the democracy of Islamic education is the implementation of the principles of Islamic democracy in Islamic education. Through the Islamic Religious Education curriculum in schools, it can support the formation of students' character. In cultivating an anti-corruption character, schools need support from the government as the organizer of education policy. Anti-corruption education needs to be included in the curriculum content as the government's way of eradicating corruption from an early age.

This paper seeks to examine the instructional delivery process of entrepreneur education curriculum in senior secondary schools in Abuja, Nigeria, to achieve this purpose, the study utilized a descriptive research design. The experimental method was adopted in the study. The population of this study comprised of 135 entrepreneur teachers and 122 managements staff. The instrument for data collection was a structured questionnaire titled “Instructional Delivery of Entrepreneur Education Questionnaire” (IDEEQ) which comprised of 22 items. The stratified and simple random sampling technique was used in the selection of the schools and management. The reliability index of 0.84 was established using Cronbach Alpha reliability technique. The data generated were analyzed using simple percentage, mean score, two-independence sample t-test. The findings showed among others that: a variety of entrepreneur education programmes are available in secondary schools in Abuja, Nigeria; teachers’ competence for the instructional delivery of entrepreneurship education curriculum in urban and rural secondary schools was to a high level and the instructional methods employed by teachers for the instructional delivery of the entrepreneurship education curriculum in secondary schools in FCT was inadequate. It was recommended that more entrepreneur education programmes should be encouraged and added in the secondary school curriculum, teachers are encouraged to continue to acquire and improve on the necessary competence for effective instructional delivery of entrepreneur education curriculum in secondary schools and entrepreneur education teachers should endeavor to be learner-centered when teaching and use learner centered strategies in teaching and learning, so that students can take active participation in the teaching learning process.

This study examines the application of a humanistic approach in the development of the Islamic Religious Education (PAI) curriculum in schools as an effort to realize more participatory, reflective, and experience-centered learning of students. The background of this research departs from the global need for religious education that not only conveys doctrine, but also humanizes students according to human values and Islamic teachings. International studies on humanistic religious education show this direction, while research in the Indonesian context is still limited and has not described the implementation of the curriculum comprehensively. This study uses qualitative methods through in-depth interviews, observations, and document analysis in schools that have implemented humanistic learning, with an interactive analysis process assisted by NVivo software for thematic coding. The findings of the study show a change from a teacher-centered learning pattern to learning that emphasizes dialogue, reflection, learning experiences, and personal interpretation of Islamic values. The humanistic approach is reflected in holistic learning objectives, the selection of contextual materials, learning strategies that involve the active participation of students, and authentic assessments that assess spiritual processes and development. This study concludes that the humanistic approach plays an important role in strengthening the relevance of the PAI curriculum to the needs of today's learners and the dynamics of modern education, although this study has limitations in the scope of location. Further studies are suggested to broaden the research context and assess the long-term impact of humanistic approaches on the spiritual and social development of learners in various educational settings.

This is part of a larger study that investigated the impact of democratic pedagogy in the Religious Education (RE) curriculum in Botswana secondary schools. It investigated the teaching and learning styles in the RE curriculum in Botswana secondary schools. This was intended to explore how far the democratic space has been appropriated in the Botswana RE classroom. The literature review focused on some studies that focused on the need to promote democratic pedagogy in the classroom. The research methodology employed both quantitative and qualitative methods. The data generated for this study, as projected by graphical analysis in Table 1 and Figure 1, indicate how in most of the 4-minute observation intervals the teacher tallies on the rate of class participation exceeded those of students. This provides evidence that RE teachers tend to restrict participation of learners. RE teachers, therefore, might need to vary their classroom roles from being dominative to emphasize facilitation of more learners’ active classroom participation.

Due to increasing social crises - particularly as a result of climate change - questions and interest in education for sustainable development (ESD) are constantly growing in Germany (Hauenschild, 2023). Based on this, the Conference of the Ministers of Education and Cultural Affairs(Kultusminister Konferenz, 2024) adopted a recommendation to include ESD in school curricula on an interdisciplinary basis. However, this decision did not clarify how ESD should be integrated into everyday school life and didactically into the school curricula. For sustainable ESD, it seems essential to integrate outdoor education into everyday school life (Molitor, 2024). The further development of school curricula therefore requires inspiration and expertise from countries that already have extensive experience with outdoor education in everyday school life. In Europe, the Scandinavian countries are regarded as pioneers regarding outdoor education. On closer inspection, Norway stands out with its socially recognised concept of friluftsliv, which is even included in school curricula (Gelter, 2000). As a consequence, this article presents a comparative curriculum analysis between Norway and Germany. The aim is to investigate the question: To what extent are outdoor education and friluftsliv included in Norwegian and German education curricula and how are they described? The secondary school is at the centre of the analysis, as this is a research desideratum in Germany regarding outdoor education. The analysis is intended to outline the status quo. Outdoor education in the Norwegian school system is thus seen as a kind of development aid for the German school system and curricula.

The Islamic education curriculum in Junior High Schools (SMP) plays an important role in shaping students' character and spiritual values. This research aims to analyze the curriculum structure, teaching methods, and challenges in implementing the Islamic education curriculum in junior high schools. The research methodology used is qualitative with a case study approach in several junior high schools in Indonesia. Data was collected through interviews, observation and document analysis. The research results show that the Islamic education curriculum in junior high schools includes subjects such as the Al-Qur'an, Hadith, Fiqh, Aqidah, Akhlak, and the History of Islamic Culture. The teaching methods applied vary, from lectures, discussions, to religious practices. The main challenges faced are limited resources, teacher readiness, and support from the school and parents.

The study determined professional development of Computer Studies teachers for effective implementation of Computer Education curriculum in secondary schools in Enugu Education Zone, Enugu State. Three research questions guided the study. Descriptive survey research design was adopted. The population for the study was 182 Computer Studies teachers. There was no sampling as the population size was manageable. The research instrument was a structured questionnaire titled “Strategies for Enhancing Professional Development of Computer Studies Teachers’ Questionnaire (SEPDCSTQ)”. Three experts validated the instrument and an overall reliability correlation co-efficient of 0.94 was obtained using Cronbach’s Alpha. Mean ratings and standard deviation were used to answer the research questions. The study revealed that educational supervision, mentoring services and in-service training enhances the professional development of Computer Studies teachers for effective implementation of Computer Education curriculum in secondary schools in Enugu Education Zone, Enugu State to a high extent. The study concludes that educational supervision, mentoring services and in-service training are strategies for enhancing the professional development of Computer Studies teachers. The study recommended that in-service training via workshops, seminars and so on should be regularly organized for teachers of Computer Studies so as to enhance their professional development for effective implementation of Computer Education curriculum in secondary schools and to help them develop experiences in the teaching field. Keywords: Professional Development, Computer Studies, Teachers, Implementation, Computer Education, Curriculum. DOI : 10.7176/JEP/10-20-01 Publication date :July 31 st 2019

Evaluation of the Islamic education curriculum is an activity to determine the level of progress of students in an educational process that can be used as a reference and indication to revise or develop the Islamic religious education curriculum. While the evaluation results become a reference for the development of the Islamic education curriculum, namely an activity to create an Islamic religious education curriculum through a process that combines one component with another in order to realize a better Islamic religious education curriculum in the future. This study aims to examine and analyze the implementation of evaluation and development of the concept of Islamic education curriculum as an academic rationalization in high school. This research uses a qualitative method of phenomenology type whose unit of analysis is Daar El-Azhar High School. The data collection uses observation and interviews as well as documents, with the analysis of the research data using data reduction, display model and conclusion drawing. The results of the research findings found that the implementation of Islamic education curriculum evaluation in senior high schools has been based on academic rationalization in the form of: formative and summative assessments, supervision of the learning process, peer assessment learning communities and measuring the level of satisfaction with stakeholders. The implementation of Islamic education curriculum development in senior high schools has been based on academic rationalization in the form of: detailed learning modules, diverse teaching material sources, specific Islamic education subjects and extracurricular Islamic education. The Islamic religious education curriculum in senior high schools according to the development results, in the form of; specific teaching modules, taking teaching material sources from package books, reference books, journals, the internet, classical and modern books and specific Islamic religious education subjects, namely; Qur'an hadith and aqidah akhlak and tafsir, fiqh and Islamic history and Arabic.

Since 2004, five events have led to issues and challenges for economics education in South Korea: economics education fever in 2004; a debate on the economics textbook in 2007; revision of the economics curriculum in secondary schools during 2005–2007; alternative trial of economics standards in and out of school economics education in 2008; and re-reformulation of the economics curriculum in secondary schools in 2009. These gave an opportunity for considering the effectiveness of the economics education curriculum in schools and the relationship between economics education and ideology.