Madrasah Curriculum Research Articles

Design For Development of PAI Curriculum in Madrasah Views from Science and Technology

The aim of this research is to analyze the views of science and technology in curriculum development design. The research method used is the library research method with books and journals as sources of information. The results of this research are: According to a review of the basis of science and technology, the design of PAI curriculum development in madrasah for each component must include science and technology in it, including objectives, materials, methods and evaluation. Then, in including science and technology in the development of the PAI curriculum in madrasah, there are several things that must be taken into account, including: a) must be effectively and dynamically balanced with human resource development, conducting research, and developing science and technology infrastructure; b) aimed at improving the nation’s quality of life and prosperity; c) must be in harmony with religious values, socio-economic conditions and culture at a higher level of productivity and development; and d) must have the ability to solve specific problems.

The Impact of Teachers' Perceptions and Readiness on Their Performance in the Implementation of the Independent Learning Curriculum

This research aims to analyze the influence of teacher perceptions and readiness on teacher performance in the Independent Learning Curriculum in one of the madrasah in East Java. This research uses quantitative methods with an explanatory and survey approach. The questionnaire was prepared based on research variables: perception, teacher readiness, and teacher performance. Research data was taken from 130 teachers who were the samples for this research using random sampling techniques. Data analysis uses multiple linear regression. The research results show a significant influence of perception on teacher performance in the Independent Learning Curriculum in madrasah. Additionally, teacher readiness significantly impacts teacher performance in the Independent Learning Curriculum in Madrasah. Overall, teacher perception and readiness significantly influence teacher performance in the Independent Learning Curriculum in madrasah. This research provides implications regarding the importance of paying attention to teachers' perceptions and readiness to improve their performance. By understanding and managing these factors, madrasah can be more effective in implementing new curricula and achieving desired educational goals.

Kurikulum Madrasah sebagai Penyeimbang Dampak Negatif Perkembangan Teknologi Digital

The development of digital technology has a significant impact on various sectors of life, including education. This paper explores the role of the madrasah curriculum as a counterbalance to the negative effects of digital technology development. Through an analysis of the madrasah context, including characteristics of the madrasah, students, educators, facilities, partnerships, potential funding sources, and socio-cultural environment, it was found that the madrasah curriculum needs to identify and explore differentiating strengths according to its characteristics. The learning plan for madrasahs includes the formulation of Learning Outcomes, learning objectives, assessments, and learning resources involving both extracurricular activities and projects that strengthen student profiles. Additionally, planning priority programs for madrasahs is an important focus. In the classroom, the learning plan includes the preparation of teaching modules, teaching materials, and other documentation reflecting the core learning objectives. The madrasah curriculum plays a central role as a counterbalance by integrating religious values, wise digital literacy, and moral development. With this approach, the madrasah curriculum shapes comprehensive Islamic individuals who are able to face modern technological challenges while remaining steadfast in traditional values. Thus, the madrasah curriculum becomes an essential instrument in shaping a balanced and adaptive generation in this digital era.

Literary Education and Wisdom Literature in Madrasa Curriculum

Literary Education and Wisdom Literature in Madrasa Curriculum

Developing the Islamic Religious Education Curriculum in Inclusive Schools or Madrasah and Its Implementation: A Systematic Literature Review

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.

Enhancing Critical Thinking Through the Integration of Self-Directed Learning in Sustainable Education in Madrasah

This research focuses on improving critical thinking skills through integrating independent learning in the context of continuing education in madrasah. This research explores the effectiveness of a self-directed learning approach in supporting the development of students critical thinking skills and understanding its impact on sustainable educational practices. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews with teachers and students, observation of the learning process, and analysis of curriculum documents. Research findings show that integrating independent learning significantly improves students’ critical thinking abilities, developing the ability to plan, evaluate, and reflect on their learning independently. Students who engage in independent learning improve analytical skills and creativity in dealing with problems and are better prepared to apply continuing education principles in everyday contexts. The implications of this research emphasize the importance of implementing independent learning in the madrasah curriculum to develop the critical thinking skills needed in continuing education and the challenges that need to be considered in adapting this method to the needs and learning styles of diverse students.

Transformasi Kurikulum Madrasah Strategi Integrasi Kecerdasan Spritual Dalam Kurikulum Fiqih di Madrasah Tsanawiyah

The background to the problem is the importance of transforming the Madrasah curriculum into spiritual intelligence strategies in the Fiqh curriculum at Madrasah Tsanawiyah. To answer the challenges of the times and advances in the world of education, the research methodology used is a descriptive qualitative method and a literary bibliography in the form of books. and internet. The research objective is to find out about implementation. obstacles and outcomes. The first implementation is to carry out direction (commanding), guidance (directing) and communication (communication). Second, implementation (actuating) is nothing but an effort to make planning a reality, through various directions and motivations so that each student can carry out activities optimally in accordance with their roles, duties and responsibilities. Spiritual intelligence strategy is a person's ability to surrender to God. and enjoy every reality and give meaning to worship in every behavior and activity through steps and thoughts that are natural towards the whole human being (hanif) and have a monotheistic (integralistic) thought pattern. Spiritual intelligence is the perfection of the development of the mind (such as intelligence, sharpness of mind), while "Spiritual" is psychological (spiritual, inner). Obstacles are circumstances that can cause implementation to be disrupted and not carried out well. The results achieved are setting life goals. The first step to increasing spiritual intelligence is by setting life goals. Understanding one's inner values. A person's inner values can shape beliefs, direct behavior and choices, and at the same time influence feelings about aqidah, morals and spiritual intelligence, ensuring that all elements work in balance.

School Principal Management in Implementing Madrasah Curriculum Operations

Damage to the education management system is often caused by ineffective school principal leadership. The success of educational institutions depends greatly on the ability of madrasa heads to carry out management functions such as planning, organizing, directing, and controlling. This research uses qualitative methods by collecting data through interviews, observation, and documentation at State Islamic High School 3 Central Tapanuli. Next, the data was analyzed through the stages of reduction, analysis, and drawing conclusions. The results of this research identify several important points related to management at State Islamic High School 3 Central Tapanuli. First, analyze the role of school principals in improving institutional performance through good leadership. Second, strategic planning involving staff participation contributes to the establishment of clear educational goals. Third, optimal organization with a structured division of tasks increases coordination and operational efficiency. Fourth, inspirational guidance from the madrasa head motivates teachers and staff to contribute optimally. Lastly, regular control ensures that the quality of education is maintained through continuous evaluation and improvement. Overall, this research confirms that the success of educational institutions is highly dependent on the effective implementation of management functions.

DISEMINASI MORAL ACTING DALAM MEMBANGUN NILAI KARAKTER: Studi Kasus Siswa Mts Takhassus Al-Qur’an Bonang Demak

The current behavior of students is very sad and worrying, not only students towards teachers but also towards each other, such as; bullying, fighting teachers, beatings. In fact, he has gained knowledge from teachers with noble behavior, through learning in the classroom and outside the classroom, but the impact has not been maximized, so he needs to take a step in building character values within himself through habituation in the madrasa which can grow the soul to internalize all the madrasa curriculum. This research aims to analyze learning and guidance as well as habituation (moral acting) that applies in madrasas, so that students have noble character as an implication of the education and skills process in madrasas, as well as institutionalizing the madrasa culture that has been built over a long time, and can be accepted by all school residents. This research uses a qualitative method, with a descriptive approach, namely the researcher analyzes the "habituation" method in madrasas and what forms of habituation there are, as well as noble moral values by adhering to theory and practice. The results of this research show that; Moral acting has become a culture at Madrasah Tsanawiyah Takhassus al-Qur'an with habits that have been established in the school, as well as regular assistance from teachers and transfer to other students, so that the school culture is the result of the creation of the school community (principal, teaching staff, students, homeroom teacher, committee, education staff) which are instilled through daily activities in accordance with the curriculum that has been determined and applied.

Curriculum Development for Islamic Cultural History Subjects

This article examines three questions: How is the development of the SKI curriculum of KMA No. 183 Madrasah 2019, How is the Implementation of SKI subject curriculum development based on KMA No. 184 of 2019 in Madrasah and how are the results of the development and implementation of SKI subjects KMA No. 183 and 184 MTs Ma'Arif NU in 2019 in Toruakat. This research is a type of qualitative research that uses observation, observation, and documentation. Primary and secondary data are the data sources used in the research. Reduction, submission, and verification are the data collection methods used. The results show that real activities or other activities involved in the learning process, such as practical exercises, are a real form of how the curriculum can be applied. This is in line with the statement of the principal of MTs Ma'Arif NU Toruakat, which is located in the Bolaang Mongondow region, especially Dumoga or Toruakat. The purpose of the development and implementation of the 2019 PAI curriculum and KMA Arabic No. 183 is to gradually train students to understand the principles of Islam relating to aqidah morals, sharia, and the development of Islamic culture, so that students can fulfill their religious obligations properly whether to Allah SWT, humans, or the universe. The Madrasah Curriculum Implementation Guidelines, stipulated in KMA 184, were issued in 2019 with the aim of encouraging and establishing rules for innovation in the implementation of the madrasah curriculum and providing a legal umbrella to develop the uniqueness of madrasahs, strengthen character, fight educational corruption, and develop religious moderation in madrasahs.

Pendekatan dalam Integrasi Kurikulum Pondok Pesantren dan Madrasah: Studi di Pondok Pesantren Al-Hikmah Bandar Lampung

Curriculum integration in islamic education refers to involves integrating the concepts and content of religius learning and general learning. This study outlines the integration of salaf Islamic boarding school education with the madrasah curriculum at Pondok Pesantren Al-Hikmah Bandar Lampung. This type of research is a type of qualitative research and data collection technique used snowball sampling for interviews, accompanied by observation and documentation. The data were analyzed using integrative and interactive techniques. This study found that the Islamic integrated curriculum in Pondok Pesantren Al-Hikmah Bandar Lampung was applied by combining the national curriculum with salaf islamic boarding school (pesantren salaf) education. The integration of madrasa and salaf Islamic boarding school curriculum is to open ourselves to the progress of the times where students are equipped with religious knowledge and general science. Implementation of curriculum integration with a social-religious approach by inserting religious moderation values in learning.

Traditional Authority Of Tuan Guru Leadership In Integrating The Curriculum At The Darul Musthofa NW Islamic Boarding School

Tuan Guru has position and power (authority) in Islamic boarding schools because Tuan Guru is an agent of change who brings change to Islamic boarding schools. Tuan Guru's power influences the education system in Islamic boarding schools. So integrating the madrasa curriculum with the Islamic boarding school curriculum is the policy of the authority of Tuan Guru. This research describes Tuan Guru's traditional authority in integrating the madrasa curriculum with the Islamic boarding school curriculum at the Darul Musthofa NW Islamic Boarding School. This research is descriptive qualitative research. Data collection by observation, In-depth interviews, and documentation. Data analysis by reducing data, presenting data, and clarifying data. The result; First, the traditional authority of Tuan Guru at the Darul Musthofa NW Islamic boarding school is demonstrated by (1) Islamic Boarding School feudalism by providing the closest family to take positions in the management structure of the Islamic Boarding School, (2) Wiridan Tradition such as wirid Hizib Nahdlatul Wathan and Thariqat Hizib Nahdlatul Wathan. secondly, the process of integrating the madrasa curriculum with Islamic boarding schools is based on four basic components in the madrasa curriculum, such as (1) Educational goals is to produce students who understand science, technology, and morals, (2) subject matter are based on the Turats books, (3) The methods used are classical-halaqah, mudzakarah method, memorization method, and Qiroati method, (4) The evaluation used is teacher evaluation and student evaluation Keywords: Traditional Authority, Tuan Guru, Integration Curriculum

Arabic Curriculum Design in the Merdeka Curriculum from the Perspective of the American Council on the Teaching of Foreign Languages (ACTFL)

This paper aims to analyze the design of the Arabic language learning curriculum in the Merdeka curriculum. Researchers use the ACTFL standard in analyzing the content of the Arabic language curriculum in the aspect of competence and depth of mastery of Arabic formulated in the Merdeka curriculum. The purpose of this analysis is to compare Arabic learning outcomes in the Merdeka curriculum with ACTFL standards used internationally in learning foreign languages. The type of research used is qualitative research with a content analysis approach. Data collection methods with documentation. The data and data sources of this research are the Decree of the Director General of Islamic Education 3211 of 2022 concerning the learning outcomes of Islamic religious education and Arabic for the Merdeka Curriculum in Madrasah. Qualitative content analysis design of the Kripendorff model through the stages of selecting units, determining samples, recording data, reducing data, drawing conclusions, narrating research results. The results showed that the Arabic curriculum in the Merdeka curriculum based on ACTFL is divided into 2 aspects, namely: aspects of language skills and language proficiency levels. Language skills include: 1) language skills (language proficiency and language elements), 2) communication skills: interpersonal communication, presentation communication and interpretive communication, 3) cultural skills. The Arabic language learning curriculum design in the Merdeka curriculum is taught from phase A, the easiest level relevant to the ACTFL standard at the low beginner level and phase F is the highest level relevant to the ACTFL standard at the superior level. Analysis of Arabic learning outcomes in the Merdeka curriculum based on ACTFL standards is at the Novice Low to superior level.

EDUCATION TRANSFORMATION: THE IMPACT OF TEACHER TRAINING IN IMPLEMENTING THE MERDEKA CURRICULUM IN MADRASAH IBTIDAIYAH

The Merdeka Curriculum is an important milestone in the transformation of education in madrasah ibtidaiyah, encouraging the need to improve the quality of teachers through directed training. The background of the adoption of the Merdeka Curriculum lies in changing the learning paradigm towards an inclusive approach, integrating national values without setting aside the substance of religious education. The purpose of this study is to describe the impact of teacher training on the implementation of Merdeka Curriculum in madrasah ibtidaiyah. This research method uses a literature study approach and analyzes various sources relevant to the context of teacher training and the adoption of Merdeka Curriculum in madrasah. In this study, it is presented that teacher training has a significant impact. Teachers who receive directed training are able to better apply Merdeka Curriculum concepts, improve teaching quality, and create a more dynamic learning environment. The results show that teacher training directly contributes to improving their understanding of the Merdeka Curriculum concept, improving skills in designing lessons that are in line with the demands of the new curriculum, and having a positive impact on student achievement. Improved learning quality, collaboration between teachers, and readiness to deal with change are the visible results of investing in teacher training in the context of Merdeka Curriculum in madrasah ibtidaiyah. This confirms that teacher training is not only a necessity, but also a necessity in realizing adaptive and inclusive education.

Learning Approach in Madrasah Institutions in Indonesia

Madrasahs have a strategic role in nation building. Madrasah is still considered number two because the implementation of madrasah still faces major problems such as management problems and low quality of madrasah education. In its development, there were two momentums for the existence of madrasahs, namely SKB 3 ministers 1975 which became the beginning of a recognition of madrasah as an Islamic educational institution equivalent to general education. National Education System Law Number 2/1989 which makes madrasah not only an educational institution equivalent to the public, but also madrasah is recognized as a public school. The emergence of SKB 3 ministers is considered a positive step for improving the quality of madrasahs. the value of the diploma and the curriculum. The development of the madrasah curriculum is inseparable from the beginning of converting to Islam and its development since the pre-independence era until now. Broadly speaking, the madrasah curriculum is divided into three periods, namely: the madrasah curriculum before independence, the madrasah curriculum after independence, the madrasah curriculum after independence. The curriculum in its transformation undergoes changes for education in the future and develops in accordance with the needs and developments of the times until it can become the curriculum it is today. With the curriculum, learning is more structured and directed.

Madrasah-Oriented Educational Management

The importance of madrasa-centered management and issues related to the management of the curriculum in madrasah in order to facilitate the learning process in an educational institution. This article aims to understand the concepts of Islamic education management, curriculum management, student affairs, infrastructure, finance, and the challenges Madrasah management faces. This article is written based on a literature study. This study relies on library research methods, where the necessary data and information to refine this article are taken from sources available in libraries, such as books and journals. A description of the madrasah, including its issues, curriculum management, facilities and infrastructure management, student management, financial management, and management challenges. Management is crucial in ensuring the smoothness of the learning process at educational institutions, including establishing positive relationships between the institution and parents or students, as well as the community. This discussion will address aspects of management at educational institutions, such as Madrasah management and its issues, curriculum management, facilities and infrastructure management, student management, and financial management and its challenges. All elements within the management of educational institutions must be integrated and have a close reciprocal relationship because if one aspect encounters problems, the learning process can be disrupted.

Management of Learning Resources to Support the Implementation of the PAI Curriculum in Madrasah

Abstract: This articles describes the management of learning resources to support the implementation of the PAI curriculum PAI Learning resources are an important foundation in advancing education that play a key role in providing access to knowledge, helping individuals develop deep understanding, and assisting in overcoming challenges in an ever-changing world. Management of learning resources can be carried out with various efforts, namely planning, procuring, distribution, utilization, storing and maintaining learning resources involving various aspects, including planning, procurement, organizing, using, monitoring and evaluating learning resources used to support Islamic education in madrasah. Therefore, managing learning resources is very important. This research is included in the type of literature study with descriptive analytical mrthods by konten analysis. The type of data collected is research results from various articles, papers, relevant books, library sources and appropriate documents. This article aims to conceptually describe the management of learning resources so that the implementation of the PAI curriculum in madrasah can be implemented well. Through in-depth analysis, this article provides useful insights for madrasah administrators, teachers and related parties in efforts to improve the quality of Islamic education. It is hoped that this article can be a practical guide for improving the management of learning resources supporting the implementation of the PAI curriculum in madrasah, which in turn will have a positive impact on the formation of student character and improving the quality of Islamic education. Abstrak: Artikel ini membahas tentang pengelolaan sumber-sumber belajar pendukung implementasi kurikulum PAI di madrasah. Sumber belajar sebagai pondasi penting dalam memajukan pendidikan yang memainkan peran kunci dalam memberikan akses ke pengetahuan, membantu individu mengembangkan pemahaman yang mendalam, dan membantu dalam mengatasi tantangan di dunia yang terus berubah. Madrasah sebagai lembaga pendidikan Islam memiliki tanggung jawab untuk menjalankan kurikulum PAI yang memadai sesuai dengan prinsip-prinsip agama Islam dan kebutuhan siswa. Maka dari itu, perlunya pengelolaan sumber belajar yang tepat. Pengelolaan sumber belajar dapat dilakukan dengan berbagai upaya, yaitu perencanaan, pengadaan, pendistribusian, pemanfaatan penyimpanan dan pemeliharaan sumber belajar serta melibatkan berbagai aspek, termasuk perencanaan, pengadaan, pengorganisasian, penggunaan, pengawasan, dan evaluasi sumber belajar yang digunakan untuk mendukung pembelajaran agama Islam di madrasah. Oleh karena itu, pengelolaan sumber belajar sangat penting dilakukan. Penelitian ini termasuk ke dalam jenis penelitian studi literature dengan metode deskriptif analistik dengan menerapkan analisa konten. Jenis data yang dikumpulkan berupa hasil penelitian dari berbagai artikel, makalah, buku-buku yang relevan, sumber pustaka dan dokumen yang sesuai. Artikel ini bertujuan untuk mendeskripsikan secara konseptual tentang pengelolaan sumber belajar sehingga pelaksanaan kurukulum PAI di madrasah berjalan dengan baik. Melalui analisis mendalam, artikel ini memberikan wawasan yang bermanfaat bagi pengelola madrasah, guru, dan pihak terkait dalam upaya meningkatkan kualitas pendidikan agama Islam. Diharapkan bahwa artikel ini dapat menjadi panduan praktis untuk meningkatkan pengelolaan sumber-sumber belajar pendukung implementasi kurikulum PAI di madrasah, yang pada gilirannya akan berdampak positif pada pembentukan karakter siswa dan peningkatan mutu pendidikan Islam.

Process Raw Materials Into Materials of Economic Value Higher in Enterprenour Program Tijarotul Qur'an Muhammadiyah Boarding School Sukoharjo

Abstract. Efforts to develop entrepreneurship education based on character education in the Madrasah curriculum are based on three things; First, prepare students to become graduates who have an entrepreneurial spirit. Second, entrepreneurial values are seen as being able to shape a person's character to become strong and independent. Third, no matter how free a person is to carry out independent activities, these activities must remain controlled so that the results are beneficial and valuable, and this is where Islamic values play the role of filling and framing them. These three premises seem to be aligned with the goal established by Madrasah Aliyah Muhammadiyah Tijarotul Qur'aniyah (MAMTQ ). Its main objective is to provide broad spaces for students and the entire community to initiate the reformation of ideas as well as to show concrete actions to achieve optimal graduate competency. The field that is focused on as its characteristic is entrepreneurship provision. This curriculum development concept requires at least two preparations; First, design local content in condition that entrepreneurship is not yet a national content. Second, the preparation of competent teaching staff, in this case, those who can integrate entrepreneurship education with character education. In conclusion, curriculum development should be carried out to optimize graduate competencies. Realizing the entrepreneurial characteristic roadmap requires an upstream and downstream pilot project. Starting from the creation of 14 semi-permanent fish ponds, fish management, and the development of processed fish products of high economic value. This is also continued with branding and professional management so that the sustainability of the pilot project can be realized in other fields.

Dynamics of the Islamic Education Curriculum in Madrasah: Study K-13 and Merdeka Curriculum

Since the new order era, the Indonesian education curriculum has undergone eight revisions, from the 1968 curriculum to the most recent, the Merdeka Curriculum. Each curriculum has its unique characteristics, including the 2013 Curriculum and the Merdeka Curriculum which are currently being implemented. Madrasas are the subject and aim of the research, namely explaining the dynamics of madrasa curriculum development in 2013-2023. Using a qualitative approach with a type of literature review, data sources from relevant books and journal articles, and data analysis using condensation, presentation and conclusion. The results of the research show that in the 2013 curriculum and the Merdeka Curriculum there are certainly developments in terms of curriculum based on the continued development of science and technology. The 2013 curriculum is designed to improve character education, increase locally-focused education, and create a fun and friendly educational environment. The independent learning program is a flexible program focusing on essential material, character development and student abilities. The Islamic education subjects found in madrasas consist of four groups: Al-Qur’an Hadith, Fiqh, Aqidah Akhlak, and SKI, all of which are regulated by Minister of Religion regulations under the auspices of the Ministry of Religion.

Tipe Kurikulum dan Implementasinya terhadap Manajemen Sekolah di MINU KH Mukmin Sidoarjo

Non-formal education is present as an effort in a more special learning process, namely increasing the potential of students who are more special. Madrasah Ibtidaiyah Nahdhatul Ulama KH Mukmin is a non-formal educational institution based on aswaja. In the ibtidaiyah madrasah, it is tentative to develop a curriculum for the institution in the future. The purpose of writing this article is to find out what type of curriculum is used in this Madrasah and find out how the implications of using the curriculum used on school management in this Madrasah Ibtidaiyah. The research method of this article uses a qualitative approach which conducts data collection directly through interviews. The results show that this school uses the Merdeka curriculum with a curriculum development process using planning, organizing, actuating, and controlling stages. The implications of using the Merdeka curriculum in madrasah are more effectively used and learning becomes more detailed. The independent curriculum emphasizes project-based learning, focuses on important material, and is more flexible in learning. The independent curriculum also provides opportunities for students to develop their talents and skills, especially in the field of technology.