Islamic Religious Education Curriculum Research Articles

Inovasi Kurikulum PAI Berbasis Pembiasaan Khitobah untuk Meningkatkan Rasa Percaya Diri Siswa di MAN 2 Karanganyar

A curriculum innovation is a specific and recent idea, idea or action carried out in a curricular area. This innovation is designed to solve the problem of education. When there is a problem of the lack of self-confidence of the students of Madrasah Aliyah State 2 Karanganyar, then it is felt necessary to innovate the curriculum of Islamic Religious Education (PAI) by holding routine changes for students in turn. This method of research uses qualitative descriptive research that explains what happens in accordance with the facts on the ground. Data collection techniques are done through observation, documentation and interviews. The results of the research show that the innovation of the PAI curriculum based on the practice of chitobah runs well and has a positive impact on students. Chitobah is running on schedule, although there are some obstacles, but there can be solutions.

Adjusting the Ideal Islamic Religious Education Curriculum to the Development of AI-Based Technology

The development of technology is currently experiencing a very rapid development, one of which is the emergence of an innovation called AI (artificial intelligence). Islamic religious education indirectly gets an impact on the emergence of AI (artificial intelligence) so that it requires adjustments in the Islamic religious education curriculum so that the Islamic religious education curriculum remains ideal with the times. This research is a qualitative research using library study research method with causal descriptiva analysis. Primary sources in this research are all literature relevant to this theme, namely the Islamic religious education curriculum and AI (artificial intelligence) and secondary sources focus on other literature that is indirectly relevant to this research. The result of this study is to describe five adjustments to the Islamic religious education curriculum towards AI (artificial intelligence), namely understanding the concept of technology and AI, ethics of using AI, digital literacy skills, character education, and strengthening Islamic values.

Menuju Super Smart Era 5.0: Tantangan Baru dan Pengembangan Kurikulum Pendidikan Agama Islam

This research aims to analyze and explore the challenges related to the problems faced in Islamic religious education in the super smart era 5.0, as well as the development that must be done on the Islamic religious education curriculum in order to be relevant to the super smart era 5.0. This research uses qualitativ method by using descriptiv-analysis technique to analyze and describe the data and findings of this research. Then the approach used is Library research in the study of research and the data source of this research is obtained from various sources of scientific studies such as articles, journals, books, documents, and other data relevant to this research. The results in this study are (1) the development of technology in the super smart era 5.0 provides challenges in the sustainability of Islamic religious education, such as preventing moral degradation in students, preparing educators and students to be able to integrate the use of technology in education, the difficulty of filtering digital content, the influence of social media, the emergence of addictive properties, providing an understanding of the importance of balance between understanding religion and technology, the difficulty of maintaining data security, and (2) the Islamic religious education curriculum must be developed to answer the problems and needs of society, namely by using Tyler's goal-oriented curriculum development model.

Satu Suro Ceremony Tradition: Tahlilan in the Perspective of Islamic Religious Education

Purpose of the study: The aim of this research is to investigate and understand the meaning and religious context of the Satu Suro Ceremony Tradition: Tahlilan in the Perspective of Islamic Religious Education.
 Methodology: This research uses qualitative methods with a naturalistic design. This research data collection technique uses structured interviews and direct observation. Data analysis in this research uses the Miles and Hubermen model.
 Main Findings: The results of this research show that the Satu Suro Tradition, especially Tahlilan, has been proven to have a significant positive impact on society. Tahlilan is not just a religious ritual; More than that, this tradition strengthens a sense of togetherness, mutual cooperation and religious values. Active participation from various levels of society creates strong social ties, from families to the younger generation. In the context of Islamic religious education, the integration of Tahlilan helps students understand religious teachings more deeply and apply them in the context of local culture and traditions. Tahlilan is a source of inspiration and spiritual guidance, creating a deeper understanding of togetherness, solidarity and spirituality in Islam.
 Novelty/Originality of this study: This research presents an innovative concept in integrating local wisdom values and Islamic teachings, highlighting the close relationship between religion and culture. This novelty becomes the basis for new thinking in developing an Islamic religious education curriculum in madrasas, Islamic boarding schools or public schools that is not only relevant to the local cultural context, but also penetrates the meaning of religion in people's daily lives.

Sociology as a Basis for Curriculum Development for Islamic Religious Education

The purpose of this article is to explain how sociological foundations are the basis for developing the Islamic religious education curriculum. This article uses qualitative research methods, data collection techniques using library research. Library research includes four stages: preparing necessary documents, preparing reference materials, managing time, reading and recording research materials. The results of sociological research are the basis for developing an Islamic religious education curriculum with a focus on introducing culture and the rules of science and technology by maximizing technological developments in learning activities. The world of Islamic religious education experiences a number of significant shifts periodically; Therefore, to compensate for this shift, it is necessary to develop an appropriate curriculum that is supported by a solid foundation. The direction of development goals is understood to ensure that appropriate principles must be applied when designing the Islamic religious education curriculum. The application of sociology in curriculum development contributes to the theoretical and practical development of the Islamic religious education curriculum and can increase authority in decision making regarding Islamic religious education regarding the Islamic religious education curriculum.

Humanistic Model in the Development of Islamic Religious Education Curriculum


 
 
 The humanistic model of Islamic religious education aims to develop the human aspects and values of life within the context of religious learning. In this approach, the focus is placed on understanding, internalizing, and applying the teachings of Islam in everyday life, with the goal of shaping positive attitudes, character, and morality in students. In the humanistic model, students take center stage in the learning process, actively engaging and encouraged to develop their emotional, social, and spiritual aspects. The instructional methods employed include discussions, reflections, simulations, role-playing, and relevant real-life experiences. The main objective is to cultivate morally upright Muslim individuals who possess empathy, tolerance, social concern, and awareness of the needs of others.
 
 

Various Approaches in Islamic Religious Education Curriculum Development


 
 
 The curriculum encompasses learning plans in schools or conferences, with a modern interpretation emphasizing a holistic understanding of objectives, teaching methods, and content. However, challenges related to the alignment of the Islamic Religious Education (PAI) curriculum with modern demands necessitate continuous efforts to adapt to the evolving times, integrate technology, and ensure the curriculum's relevance and quality. The role of the PAI curriculum in Indonesia is to guide behavior and commercial activities in line with Islamic values, fostering harmony among people of different faiths. The curriculum should reflect the moral and religious values of Islam, and its implementation involves teachers shaping understanding, beliefs, and appreciation of these values. The development of the PAI curriculum aligns with the concept of shaping a perfect human (al-Kamil) according to Islamic teachings. To achieve this goal, collaboration among educators, stakeholders, and the government is crucial to enhance and maintain the quality of Islamic curricula in Indonesia to remain relevant and effective
 
 

Challenges and Opportunities in the Implementation of Islamic Religious Education Curriculum in Pesantren- Based Schools


 
 
 Islamic religious education (IRE) holds significant importance in the curriculum of pesantren-based schools, reflecting the integration of religious teachings with academic subjects. This study explores the challenges and opportunities in implementing the IRE curriculum within the context of pesantren- based educational institutions. Employing qualitative methods, including literature review and library research, this paper examines the multifaceted aspects shaping the implementation of the IRE curriculum. The analysis reveals various challenges encountered, such as curriculum alignment with national educational standards, teacher qualification and training, pedagogical approaches, and resource limitations. Additionally, the study uncovers opportunities present in the integration of technology, community engagement, and partnerships with governmental and non- governmental organizations to enhance the effectiveness of IRE curriculum delivery. By addressing these challenges and leveraging available opportunities, pesantren- based schools can better navigate the complexities of implementing the IRE curriculum and foster holistic Islamic education for students.
 
 

Dimensions of Sufism Within The Islamic Religious Education Curriculum in Higher Education

Education is currently increasingly directing students toward a passion for competition. Competitive model education can blunt emotional and spiritual intelligence to inhibit the growth of vibrant and affective traits in student personalities. Therefore, the Dimensions of Sufism in education can function as an alternative to stem the disruption and problems of millennial education. This study uses a multi-case study type of Higher Education in East Java, Indonesia. The dimensions of Sufism in Islamic religious education in higher education show their uniqueness. The unique fact is the teaching of Sufism at Darul Ulum University (UNDAR) Jombang, which prioritizes the teaching of the Trisula course with three pillars: the concept of boarding schools, Sufi order, and campus. Sufism values are taught in all study programs and are internalized practically through the ritual of the Sufi order in the structured campus activity program. At the same time, the uniqueness of Sufism teaching in the other six higher educations emphasizes the basis of the cluster in the field of science. This study argues that the injection of Sufism values into the structure of the higher education curriculum is a primary need to equip intellect intelligence to control themselves against the dynamics of life.

Development of Environmentally Conscious Islamic Religious Education Curriculum at Elementary, Secondary, and Tertiary Education Levels

The aim of this study is to identify and analyze environmentally conscious approaches that can be integrated into the Islamic Religious Education (PAI) curriculum at various levels of education, from elementary to tertiary education. This research also explores teaching strategies that can be used to introduce environmental concepts within the context of PAI. The research method employed is a literature review, involving the collection and analysis of relevant literature on environmental education, the PAI curriculum, and environmentally conscious approaches in religious education. The results of this research are expected to provide guidance for the development of a more inclusive PAI curriculum regarding environmental issues, as well as practical guidelines for PAI educators to integrate environmentally conscious aspects into their teaching. This research has the potential to make a positive contribution to sustainable religious education understanding and practices, promoting environmental awareness and social responsibility among students and university students. In conclusion, the integration of environmentally conscious perspectives into the PAI curriculum can be a crucial step in preparing the younger generation to face global environmental challenges in the future.

The hidden curriculum in islamic religious education and its impact on the character formation of Sudirman Kaliangkrik islamic high school students

Character building is one of national education purposes. This is in accordance with the contents of the 2003 National Education System Law Article 1 which states that, among the goals of national education is to develop the potential of students to have intelligence, personality and noble character. The mandate of the 2003 National Education System Law intends that education does not only form intelligent Indonesian people, but also personality or character. The Hidden Curriculum of Islamic Religious Education is a set or an unwritten plan relating to Islamic material or lessons, the objectives of the learning process, methods and approaches, as well as forms of evaluation in preparing students to know, understand, live to believe in and practice Islamic teachings in full. . This study uses descriptive qualitative methods, and data collection is carried out taken from journal documents, or other documents. Data collection by way of observation, interviews and documentation. Technical analysis of data by means of data collection, data reduction, data presentation, drawing conclusions. The application of the PAI hidden curriculum at Sudirman Kaliangkrik Islamic High School includes: (1) Memorization of short surahs, midday prayers in congregation, Kultum, Adhan, Tahlilan, Yasinan. (2) The implication of the hidden curriculum consists of two characters, namely, the first is the character of amali, seen from the congregational midday prayers, tahlilan which contains dhikr and also yasinan. The second is a cult whose goal is self-development and also learning how to preach after praying in congregation. (3) The strategy for implementing activities by providing exemplary examples to students, the application of habituation to hidden curriculum activities, and the existence of collaboration between teachers.

Rekontruksi Kurikulum PAI Rahmatan Lil ‘Alamin Aman bagi Peserta Didik

This article discusses efforts to reconstruct the Islamic Religious Education Curriculum. The concept of Rahmatan lil 'alamin is a step in reconstructing a curriculum whose content has the potential to lead to radicalism into a humanist curriculum to strengthen the spirit of tolerance (tasamuh) and moderation (tawasuth). This research method uses descriptive qualitative by obtaining data from scientific literature and campus media sources as research objects. The Rahmatan Lil'alamin Islamic Education Paradigm is a holistic and holistic way of thinking about the portrait of Islamic education which is built through universal values based on the Qur'an and al-Hadith, by prioritizing love (mahabbah) togetherness (ijtima'iyyah), justice ('is) and brotherhood towards others (ukhuwah). The results of this research explain that the Islamic religious education curriculum for the rahmatan lilalamin model includes all curriculum components, namely objectives, content, strategies or methods and evaluation. This model must foster a sense of tolerance, caring, justice, compassion, and be able to develop the interests and talents of the people around them.

Philosophical Foundations for Developing an Anti-Corruption Based Islamic Religious Education Curriculum

This research is motivated by the widespread practice of corruption, collusion, and nepotism, especially in the education sector. The purpose of this article is to describe the overall philosophical aspects underlying the development of the Islamic Religious Education curriculum which focuses on preventing corruption based on KMA 183 and 184 of 2019. This research is qualitative with a literature review approach. Data sources come from documentation in the form of books and scientific articles that review the philosophical aspects of anti-corruption-based PAI curriculum development. Data is collected through documentation techniques, which involve selecting relevant data for the research topic. Next, an investigation was carried out using various sources such as books, journals, articles, papers, and other reference materials relevant to this research. Anti-corruption education values should not only be seen as a hidden curriculum but must have reached the stage of integration with the material in PAI subjects, up to the stage of preparing specific material related to the implementation of anti-corruption education values that are in line with the mandate of the revelation. If the anti-corruption-based PAI curriculum is only seen as a hidden curriculum, concerns about its implementation will become blurred and unfocused.

THE PERENNIALISM APPROACH IN THE DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION CURRICULUM

Islamic religious education in Indonesia has undergone various changes in the development of its curriculum. Education itself has an important and influential role in changing a person. In the context of the moral and moral crisis that is currently sweeping Indonesia, education is expected to help overcome the current crisis. Seeing these problems, the perennialism approach in the development of the Islamic religious education curriculum aims to maintain traditional values that are considered to have eternal and universal truths. In this approach, the curriculum is designed to focus on fundamental values such as faith, morals, and worship, as well as the formation of strong character and good morals. Effective and efficient teaching methods, such as discussion, question and answer, and problem solving, are also emphasized in this approach. It needs to be adapted to the conditions of the times so that traditional values remain relevant in modern life.

Pengembangan Model Kurikulum Pendidikan Agama Islam Berbasis Multikultural

In the context of globalization and cultural diversity, religious education needs to accommodate societal diversity to remain relevant and inclusive. This research employs a curriculum development approach to design a model that integrates Islamic values with the concept of multiculturalism, aiming to develop a Multicultural-Based Islamic Religious Education curriculum. The methodology utilized a qualitative approach through interviews, observations, and document analysis. The findings of the research emphasize the importance of a multicultural-based Islamic religious education curriculum, given that Indonesia is a diverse nation comprising various ethnicities, languages, religions, and cultures. Implementing a multicultural-based Islamic religious education curriculum is expected to have a positive impact on fostering harmony and tolerance among individuals.

The Islamic Religious Education Curriculum Towards Globalization of Education: A Study on the Dynamics and Implications of Curriculum Changes

The quality of education is closely related to the curriculum that is implemented. Due to the consequences of changes in political, social, cultural, economic and technological systems, the curriculum also undergoes changes. Since Indonesia’s independence in 1945, the country has developed and been implementing its own school curriculum starting in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006, and 2013. This study aims to analyze the dynamics and implications of curriculum changes in Islamic education and to examine its existence in the globalization of education. The research method used a library research approach with data analysis techniques including data reduction, data presentation and conclusion drawing. The results show that Islamic education has been implemented since the independence era, albeit influenced by the Dutch at that time. After the era of independence and reformation, the changes in curriculum resulted in the government giving special attention to Islamic Religious Education (called as PAI), which was demonstrated by the establishment of Islamic institutions called “madrasa” and Islamic universities. Indonesia’s experience in various curriculum models is a strength in exploring the potential of Islamic education to adapt to the discourse of global education. Moreover, Islamic education in Indonesia has the opportunity to become a world leader. To achieve this, efforts are needed to strengthen the Islamic education system and its curriculum, expand access to information and communication technology, improve the quality of teachers and researchers through increasing academic qualifications, and build international cooperation with other countries in the form of curriculum development and scholarships for foreign students who want to study PAI.

The Curriculum of Islamic Religious Education in the Whirlwind of Independent Education and Its Implementation on Learning

The curriculum is an important tool in the learning process that should provide guidance and direction for educational performance. Islamic religious education as an effort to internalize fundamental, social, and moral values, urgently needs an effective and efficient curriculum. This research is a Library Research with literature studies related to the Islamic religious education curriculum and Independent Learning. The data analysis technique used is content analysis by categorizing data so that it can be formulated based on the problem under study. The collected data is analyzed by analytical descriptive methods. The approach used is a qualitative approach where the data is in the form of narratives or sentences, and this data is processed systematically to produce conclusions. This research is also a type of historical-philosophical research. The results showed that, first, the Islamic Religious Education curriculum in the vortex of independent education became a challenge in itself, where the rapid development of science and technology, changes in education ministry regulations that hinted at independent education, and the demands of the industrial revolution 4.0. Second, the implementation of the Islamic Religious Education curriculum in Independent Learning education must be adjusted to include the values of science and technology, social values, culture, and the demands of the industrial revolution 4.0. especially after the Covid 19 pandemic which has changed the paradigm of Islamic religious education.

Reviving Islamic Religious Education: A Transformative Journey in Banten's High Schools

Given the persisting issues among high school students in Banten about their inadequate comprehension of Islamic religious education content, particularly in relation to corpse management, it is imperative to revise and enhance the Islamic religious education curriculum in these schools. The objective of this study is to investigate and assess the changes, approaches, and assessment of Islamic religious education instruction in high schools in Banten. The research findings indicate that Islamic religious education material in Senior High Schools can be renewed by incorporating corpse management material and guide tutorial modules. This renewal can also involve adopting the Blended Learning method, which combines traditional teaching methods with online resources such as package books, assignments, and tutorials accessed through e-learning platforms like 'Sipintar', Quizzizz, and Google Classroom. Additionally, the evaluation of Islamic religious education in high schools can be enhanced by implementing evaluation instruments that focus on online corpse management material. These evaluations can be conducted using the 'Sipintar', Quizzizz, and Google Classroom applications.

Nilai-Nilai Moderasi Beragama dalam Kurikulum Pendidikan Agama Islam Rahmatan lil’alamin tingkat Madrasah Ibtida’iyah

This research aims to analyze the Rahmatan Lil'alamin Islamic Religious Education curriculum model and its impact on strengthening religious moderation values in Madrasah Ibtidaiyah. In its background, this research highlights the urgency of educating the younger generation with the values of religious moderation to create a tolerant and harmonious society. The research methodology is qualitative, involving Islamic Religious Education teachers as samples, and using interviews, observation, and documentation as research instruments. The results show that the implementation of the Rahmatan Lil'alamin Curriculum Model has a positive impact in shaping student character. This model emphasizes a balanced understanding of religion, promotes tolerance through interfaith dialogue, and encourages student empowerment as agents of social change. This curriculum also emphasizes moral values and student independence, creating an educational environment that supports the formation of student characters who are moderate, tolerant, and wise in carrying out religious teachings in various life contexts.

Integration of Religious Knowledge with Science and Technology in Islamic Education

Islamic education plays a major role in shaping the personality of individual Muslims and keeping abreast of the development of science and technology in the modern era. The integration of science and technology is an important need to achieve the goals of Islamic education that are relevant to the times. However, the application of science and technology in the Islamic Religious Education (PAI) curriculum did not run smoothly. Limited facilities and infrastructure in Islamic educational institutions, especially those with financial limitations, is one of the obstacles. This includes the availability of hardware, internet access, and training for teachers in using technology. This obstacle can hinder the development of a curriculum that is integrated with science and technology. In addition, concerns related to the negative impacts of technology, such as misuse of information, loss of social interaction, and influence on religious values, are also of concern. Therefore, a deep understanding of how to manage sai integration. The purpose of this study is to analyze the impact of these problems on the effectiveness of integrating science and technology in the PAI curriculum. The research method used is a literature review with a qualitative approach, collecting data from literature that discusses Islamic philosophy, thought, and civilization The findings from this study can provide guidance for improvement and improvement in overcoming the obstacles faced, so that Islamic Education can remain relevant and effective in the technological era.