Islamic Education Curriculum Research Articles

Empowering Diversity: A Multicultural Approach to Inclusive Islamic Education

This study aims to analyze the learning model in multicultural-based inclusive Islamic education conducted at the State High School Education institution 1 Sumber Sumber District, Probolinggo. This research method is a qualitative research type case study. The informants in this study were three people: school principals, PAI teachers, and curriculum waka. The results of this study show that the learning model in multicultural-based inclusive Islamic education applies first the Islamic Education Curriculum with an Inclusive-Multicultural Vision to internalize the learning model in the implementation of multicultural education so that awareness is born to maintain community cohesiveness while honing self, social, and cultural wisdom, none other than the formal learning process at each level of education. Second, the Epistemological Transformation Paradigm of National Education can be applied to the principles of national education implementation. Based on the study's results, several implications can be made for improvement in education. These results and research will likely improve how learning models can be designed and implemented effectively in multicultural-based, inclusive Islamic education.

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.

Islamic Education Perspective of Mahmud Yunus

The thinking of Islamic education in the perspective of Mahmud Yunus is a holistic and innovative approach that emphasizes the integration between Islamic teachings and modern knowledge, character building, inclusivity, and the use of participating teaching methods. The contribution of Mahmud Yunus' thought in the field of Islamic education has not only had an impact at the conceptual level, but also seen in its implementation in modern pesantren educational institutions in Indonesia. Many of the holistic and innovative principles he proposes have been applied successfully, helping to shape Islamic education that fits the demands of the times and the needs of the Indonesian people. The goal of Islamic education is to create Muslim individuals who are strong in faith, have noble character, are knowledgeable, and have practical world skills. Mahmud Yunus also championed an Islamic education curriculum that unites religious knowledge and general science, as well as integrated Arabic language teaching. His thinking influenced modern pesantren educational institutions in Indonesia in developing holistic and modern Islamic education in Indonesia.

Optimalisasi Kurikulum Muatan Lokal Keagamaan untuk Meningkatkan Kualitas Pembelajaran PAI di Sekolah Umum

This study aims to analyse the optimisation efforts of local religious content curricula to improve the quality of Islamic Education learning at SMPN 1 Mojowarno Jombang. The research was conducted using a qualitative approach and descriptive design. Data were collected through observation, interviews, and document review. The results showed that schools had implemented local religious content in the form of Arabic and Javanese language subjects. However, its implementation still faces several challenges, such as time allocation, teacher competence, availability of teaching materials, completeness of infrastructure, and cooperation with stakeholders. Therefore, optimization must be done through increasing time allocation, teacher training, developing teaching materials, strengthening infrastructure, cooperation with related stakeholders, and regular monitoring and evaluation. With such optimisation, it is hoped that implementing local religious content can run effectively and contribute maximally to improving the quality of Islamic Education learning and internalising religious values in students. Theoretically, the results of this study have contributed to developing an Islamic Education curriculum contextual to local needs.

TRANSFORMATION OF INDEPENDENT ISLAMIC EDUCATION SYSTEM IN THE MINORITY MUSLIM ENVIRONMENT OF DENPASAR, BALI

This research aims to analyze the implementation of the Islamic education system in public schools, specifically in public high schools and vocational schools (SMA/SMK Negeri) in Denpasar, Bali. Considering that Hindu communities predominantly inhabit Bali, it is essential to delve deeper into how the Islamic education system operates in educational institutions controlled by the Hindu community, namely SMA/SMK Negeri. The research is field research with a qualitative approach, focusing on Muslim teachers and students as the subjects. The findings of this research indicate that the Islamic education system, initially conducting traditional classroom learning activities, transformed response to the challenging conditions. This transformation involved strengthening the Islamic Education (PAI) curriculum by reinforcing faith, religious values, and religious practices. Furthermore, the transformation expanded various learning activities, spiritual practices, and other religious activities through intra and extracurricular organizations. As a result, the Islamic education system enhanced its image positively regarding extrinsic elements, including the school community and the wider society. This transformation also contributed to notable achievements, exemplified by the school's participation and success in the Halal Olympics organized by the Indonesian Ulama Council (MUI).

Management of Educational Curriculum Development from a Koranic Perspective in Improving the Morals of Students at Al-Washliyah 18 Tembung

The Islamic curriculum not only describes a series of knowledge that must be taught by educators (teachers) to students, but also all educational activities that are deemed necessary because they have an influence on students in order to achieve the goals of Islamic education. Among the educational activities that are considered urgent are instilling the values ​​of discipline and character education in children. This research: Management of the Islamic education curriculum is a necessity that must be carried out as an effort to increase the success of Islamic education. Because management essentially involves optimizing the work of school/madrasah institutions systematically and systemically to become the educational goals to be achieved which are colored with Islamic nuances. Based on this idea, it is necessary to carry out and implement educational curriculum management from a Koranic perspective in improving the morals of students at Al-Washliyah 18 Tembung.

Application of semester credit system curriculum in high school in Indonesia: Opportunities and challenges in the industrial age 4.0

One of the innovative efforts made to improve the quality of education in Indonesia during the industrial era 4.0 is the application of the Semester Credit System. The research objective in implementing the Semester Credit Unit system is intended to stimulate creativity and train children's intelligence in the learning process so that those who can complete it quickly, precisely and efficiently. This type of research is field research. The method used in this research is qualitative research. The kind of approach used is descriptive analysis with a phenomenological approach. The subjects of this study amounted to nine people consisting of the principal, vice-principal of the curriculum field, class teachers and students. The data analysis technique uses data reduction procedures, data presentation and data interpretation based on important collected themes. The findings of this study have three points. First, the Semester Credit Unit system learning application innovations can increase children's enthusiasm for learning, thus spurring students to complete on time. Second, the existing supporting factor is the extraordinary support from the government, especially the Ministry of Religion. Third, the constraining factor in implementing the Semester Credit System at Madrasah Aliyah (MA) Negeri 3 Palembang in facing industrial revolution 4.0 is overstressed and stress that accumulates in the students of MA Negeri Palembang so that it hurts their learning achievement. This research is theoretically expected to help increase intellectual treasures, especially in studying the Islamic education curriculum at MA. Meanwhile, practically, this research is expected to help prepare strategic plans for curriculum development. There are still many limitations in this research. Subsequent analysis can be minimised with more in-depth study. Keywords: Innovation, challenges, opportunities, semester credit units.

IMPLEMENTATION OF ISLAMIC EDUCATION CURRICULUM DEVELOPMENT IN INTEGRATED ISLAMIC SCHOOLS IN SOUTHEAST SULAWESI

This study aims to determine the planning, implementation, and evaluation of implementing Islamic education curriculum development at integrated Islamic schools in Southeast Sulawesi. The method used in this study is qualitative research with a phenomenological approach. Data collection techniques include observation, interviews, and documentation; data is processed using data reduction, display, and verification. Data checking techniques use triangulation techniques, discussions with colleagues, and extending time in the field. The results show that the planning of the Islamic education program at integrated Islamic schools in Southeast Sulawesi is prepared at the beginning of each academic year and has been well implemented as an annual, semester, weekly, daily, enrichment, and remedial program. The curriculum implementation is carried out variably between the 2013 and independent learning curricula. Implementing the Islamic education curriculum in the classroom involves elements of educators, students, learning resources, and other supporting facilities and infrastructure. All subjects and all school activities are inseparable from the framework of Islamic teaching values. The excellence in implementing the Islamic education curriculum lies in additional activities such as Muhayyan, programmed sunnah fasting, memorization of six chosen surahs, and blessed Friday movements. The implementation of the Islamic Education curriculum can be evaluated by looking at four aspects: objectives, strategies, lesson content, and evaluation activities. Learning evaluation as a curriculum is implemented through formative, summative, and summative, with assessment targets covering cognitive, attitudinal, and skill domains.

The Role Of The Teacher In Curriculum Development Islamic Education At Smps Islamic Assirojiyah Omben Sampang

Abstract: educators have duties and responsibilities for the learning process by conveying knowledge and various beliefs to students so that they implement their knowledge in everyday life. The success of the learning process can be seen from the applied curriculum, the curriculum has two sides, namely as a document and as an implementation. From the problems above, the researcher interpreted and created a title " the role of the teacher in curriculum development islamic education at smps islamic assirojiyah omben sampang." in this study, the researcher used qualitative and data obtained by observation, interviews and documentation. the formulation of the problem in research 1) what is the role of the teacher in the development of Islamic education at smps islamic Assirojiyah Omben Sampang. 2) what are the forms of teacher activity in the development of the Islamic Education curriculum at smps islamic Assirojiyah Omben Sampang. 3) what must be mastered by a teacher in developing the Islamic Education curriculum at smps islamic Assirojiyah Omben Sampang. The research aims at what are the roles of the teacher, the forms of activities and what must be mastered by the teacher in the development of the Islamic education curriculum. Abstract: educators have duties and responsibilities for the learning process by conveying knowledge and various beliefs to students so that they implement their knowledge in everyday life. The success of the learning process can be seen from the applied curriculum, the curriculum has two sides, namely as a document and as an implementation. From the problems above, the researcher interpreted and created a title " the role of the teacher in curriculum development islamic education at smps islamic assirojiyah omben sampang." in this study, the researcher used qualitative and data obtained by observation, interviews and documentation. the formulation of the problem in research 1) what is the role of the teacher in the development of Islamic education at smps islamic Assirojiyah Omben Sampang. 2) what are the forms of teacher activity in the development of the Islamic Education curriculum at smps islamic Assirojiyah Omben Sampang. 3) what must be mastered by a teacher in developing the Islamic Education curriculum at smps islamic Assirojiyah Omben Sampang. The research aims at what are the roles of the teacher, the forms of activities and what must be mastered by the teacher in the development of the Islamic education curriculum.

Innovation of Educational Curriculum in Salafiyah Islamic Boarding Schools

This article is presented to describe the innovation of developing Islamic education curriculum at Riyadlul Mubtadiin Islamic Boarding School. which includes: development of learning approaches, learning systems, learning methods, the process of involving educational stakeholders. The method used in this study is a qualitative method, with a historical-instructionalist approach, with an approach able to see every side of development in the perspective of the History of Islamic learning. The result of this paper is the modernization of Islamic education at the Riyadlul Mubtadiin Islamic Boarding School including the development of a learning curriculum from pure salaf to semi-salaf. The learning methods taught are very varied, different from before. There is an evaluation of the program carried out both quarterly and every six months. Evalausion includes: Spective, Cognitive and Psychomotor. As well as the involvement of stakeholders, especially alumni, in determining the policy direction of institutional development.

Pengaruh Filsafat Positivisme Dalam Pengembangan Kurikulum Pendidikan Agama Islam

The Islamic religious education curriculum is an important component of the education system in countries with a majority Muslim population. It should reflect Islamic principles, but also incorporate modern elements to meet the broader demands of education. In this regard, the philosophy of positivism has played an important role in the development of the Islamic religious education curriculum. This research aims to outline the influence of positivism in the development of Islamic religious education curriculum, and discuss the implications and challenges that may arise. This research uses a qualitative method with a literature study taken from various sources, both print and electronic media, books and electronic journals. There are primary and secondary sources in the form of published scientific works with a high credibility index. data analysis is taken from a literature review by means of researchers collecting data, and complete information from various data collection procedures and with a specified time. The data collected is analyzed using descriptive methods to reveal the facts of the incident written in statements derived from the data sources studied. All data obtained related to the philosophy of positivism and science, the Islamic education curriculum is collected and analyzed which is then associated with its role in the development of the Islamic education curriculum so as to produce a description in accordance with the purpose of writing this article. In conclusion, the influence of positivism philosophy in the development of Islamic education curriculum has brought benefits in pursuing a more rational and evidence-based education. However, it should be kept in mind that religious values and spiritual aspects should also remain a focus in the development of this curriculum. A balance between the positivistic approach and religious values is the key to achieving a comprehensive and relevant Islamic religious education.

Developing Contextual Textbooks of Islamic Religious Education on Curriculum Development and Innovation Course

This research aimed to develop a textbook for the PAI (Islamic Education) Curriculum Development and Innovation course as a means of independent student learning. This is development research referring to the ADDIE development model. The subjects of this research were Islamic education Masters students at the Mamba'ul 'Ulum Islamic Institute (IIM) of Surakarta. The data were collected using textbook assessment instruments consisting of (1) tryout instruments by course content experts, (2) tryout instruments by learning design experts, (3) practitioner instruments, and (4) student assessment instruments. The data were analyzed using qualitative and quantitative descriptive methods. The research results showed that a score percentage of 89% was obtained for the expert assessment of course content, a score of 75% for the learning design expert assessment tryout, a score of 90% for the practitioner tryout results, and a score of 87.75% for the student assessment tryout. Based on the research results, it could be concluded that the textbook for the Islamic education curriculum development and innovation course belonged to the appropriate category and could be used for students taking the Islamic education curriculum development and innovation course at the IIM Surakarta Postgraduate School, especially Masters students in Islamic education.

ASAS KURIKULUM PENDIDIKAN ISLAM

Buya Syakur is a charismatic scholar whose intelligence is very broad, and very relevant to the times, his direction of thinking which prepares and produces cadres to create a nation that is very precise and extraordinary, by cultivating and developing enthusiasm and synergizing with socio-cultural realities. The indication is that apart from students understanding religion, first they do not rule out social life. Based on taukhid, as the main basis for implementing the Islamic education curriculum (having a good relationship with God). The meaning of taukhid here is not only to acknowledge the oneness of God (divine unity), but also to be proven by real reality by acknowledging the relationship between humans and others (hablun min al-nas, anthropo-sociological aspects), and the relationship between humans and their natural environment. (hablun min al-'âlam, cosmological aspect). Second, the Islamic Education curriculum that was initiated by Buya Syakur is good morals. This is aimed at providing provisions for children with good morals and a clean soul. The third principle of the curriculum is lifelong learning. This means that God gives an appeal to humans to always remember and always learn throughout life. Don't be afraid to fail or give up. The hope of Buya Syakur's thinking is to make humans as themselves and their gods, so that they realize that as a noble being, they must have noble privileges as well, so that ultimately create a cadre of understanding of religious values, proven by behaving well, broad in thinking, logical in opinion and have a clean soul. Keywords: Basic Curriculum And Islamic Education

Incorporating the Value of Religious Moderation in Islamic Education Learning

This article aims to analyze strategies, methods and models for internalizing the values of religious moderation through the role of teachers and learning Islamic education through curriculum and learning, as well as their implications for forming student character. This research uses a qualitative approach. Data collection techniques use semi-structured interviews, supporting documentation and observations of a series of learning processes in and outside the classroom. Checking the validity of the data uses triangulation techniques. Data analysis was carried out using the stages of data collection, data reduction, data presentation, and concluding/verification. This research shows that internalising religious moderation values includes planning, implementation, organizing and evaluation. Several methods of internalizing the importance of religious moderation include exemplary methods, motivation, habituation, insertion methods, enforcing rules and choosing teaching methods. In general, internalization can be grouped through the learning culture approach in the classroom and school culture. The stages include transforming values, building communication and interaction between teachers and students and synergizing mental attitudes and personalities. The model for integrating the importance of religious moderation through the Islamic education curriculum and learning can be carried out using informative insertion, confirmative insertion and corrective insertion methods. The implications of internalizing the values of religious moderation positively impact increasing student discipline, tolerance, compliance with school rules, respect, and social awareness.

Metode Mengajar Tafsir Al Qur’an (Sub Bahasan Dalam Mata Pelajaran Al Qur’an Hadits) Pada Siswa Madrasah Aliyah

Education is a fundamental need for every human being on this earth. This article discusses the methods of teaching Qur'anic commentary that are appropriate for Madrasah Aliyah students. Tafsir of the Qur'an is an important part of the Islamic education curriculum, and the selection of appropriate teaching methods can affect students' understanding of the sacred text of the Qur'an. In this article, the author describes various methods of teaching tafsir, such as tahlili, muqaran, ijmali, and maudhu'i, as well as considerations in choosing a suitable method for Madrasah Aliyah students. The study emphasizes the importance of understanding the students' level of understanding and learning objectives in choosing an appropriate teaching method. With the right approach, Qur'anic exegesis teaching methods can be an effective instrument in helping Madrasah Aliyah students understand and appreciate Qur'anic messages in that educational context.

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.

The Urgency of Curriculum and Model of Progressive Islamic Education in Realizing Agrarian Justice in Indonesia (A Study on Agrarian Pesantren Organized by Front Nahdliyin for Natural Resource Sovereignty)

This article describes the urgency of the progressive Islamic education curriculum in the Agrarian Islamic Boarding School organized by the Nahdiyyin Front for Natural Resource Sovereignty (FNKSDA) in the context of the struggle to achieve agrarian justice. This empirical research with a qualitative approach resulted in the conclusion that in the material aspect, the Agrarian Islamic Boarding School has an urgency to overcome the increasingly severe phenomenon of inequality and the agrarian and environmental crisis. In the ideational aspect, Agrarian Islamic Boarding Schools are also very important for introducing progressive Islamic ideas and at the same time providing examples of their actualization in dealing with agrarian problems. Agrarian Islamic boarding schools, in the end, are very useful in providing students with the capacity to research and strive for the emancipation of society from social-ecological problems in the spirit of cirital-humanist-religous education.

Promoting harmony and renewal: The transformation of peace education within the islamic education curriculum

Promoting harmony and renewal: The transformation of peace education within the islamic education curriculum

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.