PAI Curriculum Research Articles

The Multiple Intelligences Dimension In Indonesia`s Religious Education

The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.

Dinamika Pengembangan Kurikulum Pendidikan Agama Islam di Madrasah: Studi Perbandingan Penerapan Subject Centered Curriculum di Kabupaten Bekasi

In the context of the dynamics of curriculum development in Indonesia, the PAI curriculum still faces various problems in its development. This is due to differences in school ownership status, school environment, and available human resources. This study aims to analyze the problem of the application of development, construction, and supporting factors and inhibitors of the PAI curriculum in MTs An-Najah Bekasi and MTs Al-Hidayah Bekasi. This study uses field research with multi-site studies at two different institutions in Bekasi Regency. The results showed that the curriculum construction of the two madrassas focused on Subject Centered Design, which focused on subjects. This research is still limited to the implementation of the PAI curriculum in the two madrassas, so it is hoped that there are still many other studies with different locations so that it can be used as a source of research. Whereas the most dominant determinants are human resources and infrastructure. Comparison of curriculum construction models in the two madrassas lies in the essence and depth of the material. From the data of the two madrassas, the collaborative curriculum becomes a curriculum redesign choice that is considered ideal and can be applied.

Kompetensi Pedagogik Guru dalam Melaksanakan Standar Proses Kurikulum PAI 2013 Edisi Revisi di SMK PGRI Pekanbaru

This research is motivated by the implementation of the Revised Edition 2013 PAI Curriculum Process Standard which is still relatively low. Therefore, this study aims to: 1) determine the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru; and 2) knowing the factors that affect the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru. This type of research is a descriptive research conducted at SMK PGRI Pekanbaru. The population in this study were 1 teacher in the field of Islamic Religious Education, namely, Mr. Farizal., S.Ag., at SMK PGRI Pekanbaru. In this study, researchers took a saturated sampling technique. The data collection techniques used were observation, questionnaires, tests, and documentation. The data collected was then analyzed using SPSS version 18.00 for Windows. Based on the results of this study, it can be concluded that the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru is classified as "Good". The factors that affect the pedagogical competence of teachers in implementing the Revised Edition of the 2013 PAI Curriculum Process Standards are: 1) teacher educational background; 2) teachers' experiences in teaching; 3) teacher health; 4) teacher income; 5) educational facilities; 6) discipline in work; and 7) school supervision.

INOVASI KURIKULUM DALAM DIMENSI TAHAPAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

This paper contains a presentation about the curriculum in the development of Islamic religious education. The curriculum becomes very important in educational institutions because the curriculum is the "heart" of education. The curriculum is a set of tools to achieve goals, starting from planning, starting from initial planning, to planning, such as; strategic planning program planning, such as; Individual-based programs, module-based programs, competency-based or entrepreneurial-based programs. In the dimensions of Islamic religious education curriculum development, there are several matters such as theological foundation, philosophical foundation, social foundation, foundation of wisdom and foundation of Pancasila and technology foundation. While the principles in the development of the PAI curriculum are the principles of relevance, effectiveness, efficiency, sustainability, approval and integration. Based on the concepts of educational curriculum development and curriculum development, the curriculum development after observing the characteristics of the Islamic education curriculum are the basis of curriculum development, the principles of curriculum development, then it must be in accordance with what will be done in curriculum development; Whether discussing fields of study, discussing between participants, discussing reconstructionism, discussing humanism, or accessing national development.

Inovasi Kurikulum dalam Perspektif Komponen-Komponen Kurikulum Pendidikan Agama Islam

This study will elaborate on curriculum innovation in the perspective of PAI curriculum components. Where the curriculum can be interpreted as a variety of variations, there is a narrow view of the curriculum as a collection of subjects. As for the broad interpretations include all experiences gained by students because of the direction, guidance and responsibilities of the school. The conclusion is that a component is an integral and functional part that is inseparable from a curriculum system because the component itself has a role in the formation of the curriculum system. Because the curriculum can be likened to a human or animal organism, which has a certain anatomical arrangement. Thus, curriculum components are the parts or elements of the curriculum that have been planned to achieve certain educational goals. The curriculum can be likened to a human or animal organism, which has a certain anatomical arrangement. The main elements or components of the anatomy of the curriculum body are objectives, content or material, delivery processes or systems and media, and evaluation. These components are closely related to each other. Criticism of the writer which proposes the addition of religious values and the value of cooperation to maximize the Islamic Education curriculum in implementing it in schools.

MODEL INOVASI PENGEMBANGAN KURIKULUM PAI UNTUK MENGHADAPI REVOLUSI INDUSTRI 4.0

The current quality of education depends on graduates produced by educational institutions. And the low competitiveness of graduates from educational institutions is a problem that must be addressed immediately. The way to overcome these problems is by innovation or changes in the field of curriculum applied in educational institutions. Particularly for the PAI curriculum, innovations must also be made aimed at realizing graduates of high intelligence and morality. And to achieve graduates who are in accordance with the objectives of PAI education it is necessary to examine the models in developing the PAI curriculum. This study uses a qualitative method that collects data using observation, interviews, and documentation. It is known that the development of innovation in the curriculum needs to be done as an effort to improve the quality of education and the quality of graduates from schools in welcoming the 4.0 era.

Development of Islamic Education (PAI) Curriculum based on Anti-Corruption Fiqh

Corruption is an extraordinary crime that has resulted in losses for the country and society. In Indonesia, the crime of corruption has reached alarming limits. This is proven by the facts and data that states that Indonesia is ranked in the most corrupt countries in the world. Seeing this phenomenon, cursive and preventive actions are needed in order to prevent regeneration of these actions. The chairperson's action can be carried out by giving the heaviest laws to the perpetrators of the crime of corruption. While preventive action can be done by providing education and understanding of the crime of corruption.This study aims to develop a PAI curriculum based on Anti-Corruption Fiqh. It starts by presenting an Anti-Corruption Education model in Islamic Religious Education and Anti-Corruption Fiqh content in Islamic Religious Education subjects. Curriculum development referred to in this study is an effort to integrate Anti-Corruption Fiqh with PAI subjects. The form is in the form of an expansion of themes that already exist in the curriculum by using a contextual approach to the learning of anti-corruption fiqh, namely with the model of integrative-inclusive anti-corruption education in Islamic Religious Education. The integrative-inclusive Anti-Corruption Education Model in Islamic religious education is applicable more as an approach in contextual based learning.

Kurikulum Pendidikan Agama Islam Di Sekolah Umum

Talking about Islamic religious education curriculum is currently starting to develop in various countries. especially in Indonesia, because the majority are Muslims but there are still schools that do not use curriculum related to Islamic religious education, therefore ideas or development are needed for the advancement of Islamic religious education, especially in public schools. The existence of the curriculum has a very significant role in the world of education, that arguably the curriculum is the key in education. This determines the types and qualifications of graduates of an educational institution. The curriculum here we can see the contents are about aqeedah morals, hadith, aquran and fiqh. And siroh (history). Islamic education basically aims to take students to have good aqeedah and good religious depth. This paper looks at how the implementation of PAI curriculum in public schools, the advantages and disadvantages of PAI in schools and the solution of PAI problems in schools. Keywords : Islamic Religious Education, Curriculum, School

Peran Kepala Sekolah dalam Pengembangan Kurikulum PAI

In the world of education, the principal becomes one of the most important holders inthe success of an institution he leads. Therefore, in order to be an ideal institution, atruly competent school principal is needed, who knows the duties, functions andobligations as a school principal. Therefore, in this article, the role ofschool/madrasa principal will be discussed In developing PAI curriculum

Studi Kebijakan Pengembangan Kurikulum Pendidikan Agama Islam Model Kurikulum 2013

Abstract: Curriculum development is a process of activities that produce conceptual, material, frame of mind, and curriculum which are developed through the preparation, implementation, assessment and refinement after completion, so there is a verification stage so that it can be seen as feasible and not a new curriculum candidate as a result of development carried out in the curriculum. This study discusses in depth about the development of curriculum PAI 2013 Curriculum model. This study aims to determine the extent of the study of the development of Islamic education curriculum curriculum curriculum models in 2013. This research uses the literature review method. Data collection was carried out using documentation study techniques. The results of this study are seen in the components of the PAI curriculum which each have correlations and are interrelated as a form of cooperation in the realization of the PAI curriculum so that it remains relevant to the reality, time, community conditions, student conditions, and the development conditions of science and technology. It should be emphasized in the PAI curriculum that is the process of instilling Islamic values ​​as the main axis that is characteristic. Nevertheless educators continue to strive in developing curriculum especially on PAI material so that the PAI learning system remains interesting to answer the challenges of the times and make PAI material as attractive as possible so that students who have critical reasoning and are unusually intelligent are not saturated and autistic. We can see the common thread that one component of the PAI learning system is the PAI curriculum which consists of several components, namely objectives, materials, methods, and evaluation. While the other components of the PAI learning system are educators, students, institution managers, and learning resources besides educators. So the authors propose by adding religious and collaborative values ​​to maximize the PAI curriculum in implementing it in schools.

UPAYA MENINGKATKAN MUTU PAI MELALUI KEGIATAN EKSTRAKURIKULER KEAGAMAAN DI SD ISLAM SE-KOTA SALATIGA

This study examines the religious extracurricular program as a means of improving the quality of Islamic Religious Education and achieving the objectives of Islamic education. Religious extracurricular activities have a positive effect on student academic achievement and can support the teaching and learning process. The existence of religious extracurricular is deemed necessary to support the achievement of the objectives of Islamic Religious Education learning. The general objective of this research is to describe religious extracurricular activities, find efforts to improve the quality of Islamic Religious Education through religious extracurricular activities and find out the factors that influence efforts to improve the quality of Islamic Religious Education through religious extracurricular activities in Islamic elementary schools in Salatiga. The researcher chose Islamic elementary school in Salatiga city because besides having a religious extracurricular program, Islamic elementary school in Salatiga city is also a school that implements Islamic values in its school environment. To get the results of the study, a descriptive method was used with a qualitative approach and observation techniques, interviews and documentation. The data of this study were sourced from the Principal, Student Waka, PAI Teachers, and Extracurricular Trainers in Islamic elementary schools in Salatiga. From this research, it was found that the implementation of Islamic Religious Education learning which was carried out, in general, went smoothly and conducive, and had already used varied learning methods. As for the implementation of religious extracurricular programs in Islamic elementary schools in Salatiga city, they differ from one school to another, with different management and strategies. In addition, each extracurricular trainer directs students to know the five aspects of the PAI curriculum not only in cognitive abilities but also in the affective and psychomotor domains. To achieve this goal, Islamic elementary schools in the city of Salatiga optimize the supporting factors and try to anticipate the existing inhibiting factors.

Upaya Kepala Sekolah Mengintegrasikan Kurikulum Pendidikan Agama Islam Berbasis Pesantren Kedalam Kurikulum Sekolah

Schools with pesantren basis now is for integrating public education with pesantren. This study examines the pesantren-based PAI curriculum model integrates the curriculum into a national standard PAI curriculum. This is a head master effort as a leader who conducts two curriculums that is national and pesantren curriculum. The aim is in order to create a strong and superior generation in the fields of IMTAQ, science and technology development, and morality. PAI collaborated with pesantren subjects, is in accordance with national and pesantren curriculum. Pesantren curriculum is including Nahwu Shorof, Arabic, SKI and Kedaruluman, Aqidah-Akhlak, Fiqh, Qur'an Hadith, Tajwid. All of these are combined with descriptions of the books in the pesantren. Besides religious application programs including Reading Al-qu'an, such practices activites as tahlil, istighosah and dhuha. From the research results, the researcher recommends the Religion and national education ministry to provide training for teachers about the model integrated learning, especially for the institutions under the pesantren, then the school principals have to strive to integrate the pesantren curriculum into formal schools.

IMPLEMENTASI KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN MUTU PENDIDIKAN DI SEKOLAH MENENGAH ATAS AL-AZHAR MEDAN

<p>This study aims to describe the learning implementation of Islamic<br />religious education curriculum in improving the quality of education in<br />Al-Azhar High School Medan. Include; Curriculum design, efforts to<br />improve the quality of education, planning, implementation, and<br />evaluation. Data collection techniques using observation, interviews. Data<br />analysis techniques using data reduction, data display, and conclusion<br />drawing / verification. The results of the study show that: 1) The design of<br />the Islamic religious education curriculum that is used in Al-Azhar Medan<br />High School is the same as the government curriculum, only there is<br />development in the material. 2). Efforts are made in improving the quality<br />of education by taking into account the education, output and process of<br />education. 3) Implementation of the PAI curriculum in the presence of:<br />planning, implementing, and evaluating education.</p>

EPISTEMOLOGI BAYANI, IRFANI DAN, BURHANI MUHAMMAD ABED AL-JABIRI DAN IMPLEMENTASINYA DALAM MEREKONSTRUKSI KURIKULUM PENDIDIKAN AGAMA ISLAM

In recent times, the learning of Islamic Religious Education (PAI) has been perceived to be closer to a radical religious perspective and intolerant behavior. This perspective is very likely to develop because PAI is indeed constructed ideologically. This ideological style is because the PAI curriculum comes from products of Islamic thought in the dogmatic era of codification. PAI dogmatism is caused by the partiality of epistemology in the construction of the PAI curriculum. In order to be able to get out of the ideological-dogmatic style, this partiality must be stopped. PAI can utilize the epistemological division carried out by Muhammad Abed Al-Jabiri. Al-Jabiri developed three epistemologies in comprehensive Arabic reasoning. The epistemology consists of bayani, irfani, and burhani reasoning. These three epistemologies can break the epistemological partiality of PAI and replace it to become more comprehensive and integrative. This article aims to find the formula for the three epistemological relations of al-Jabiri in order to reconstruct the PAI curriculum. The author uses a literature study of the work of Muhammad Abed Al-Jabiri to find a theoretical framework for the epistemology of bayani, irfani, and burhani. This framework was then formulated in the PAI curriculum and looked for the form of relations between the three epistemologies. The author developed an integrative circular relationship pattern using a thematic learning approach on PAI. Through thematic learning, the construction of knowledge built into PAI learning is the result of the integration of three epistemologies that are circularly interconnected. Through this approach also, students will be accustomed to constructing knowledge using three epistemologies in an integrative and circular manner.

Implementasi Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Pendidikan Karakter di SMP Al Azhar Kediri

The curriculum of Islamic education development is an activity that produces a PAI curriculum or process that links a component to another to produce a better PAI curriculum and activities to compile, implement, evaluate and refine the PAI curriculum. This type of research is a description of the field and uses the cauliflower method, in collecting data using methods of observation, interviews and documents. While the data analysis technique uses editing, verifying and analyzing analysis techniques. The results of this study indicate that the implementation of PAI curriculum development based on character education in Al Azhar Islamic Middle School Kediri is done through three stages, including First, the planning stage is done by determining the background, principles and objectives of curriculum development. Second, the implementation phase is carried out through Intracurricular activities and self-development. Third, the evaluation phase at this stage is carried out in the implementation of intracurricular activities and self-development, evaluation of methods, media and learning resources and evaluation of learning outcomes.

Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)

The curriculum is an inseparable part of an education system, because it is one component in determining the achievement of a goal. Likewise the Islamic religious education curriculum (PAI) also has a very central role in various educational processes in order to achieve the direction and purpose of Islamic education itself. Islamic education aims to develop all the potential that humans have based on the Shari'ah of Islam. However, the PAI curriculum in fact, still holds problems in life, for example the learning model is still dogmatic, repository and overlapping, and the religious concepts taught have no relevance in life in modern times today. Educators and all education staff are required to truly be able to understand the curriculum and be able to develop it. In developing an Islamic religious education curriculum (PAI) certain approaches are needed, so that the curriculum developed can lead students towards the desired changes. Educators can choose a number of approaches that are appropriate to their learning model and of course by paying attention to the characteristics of Islamic religious education itself. Among the approaches that can be used in curriculum development there are four, namely: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can later be implemented by various PAI teachers in the teaching and learning process in schools.

Analisis Kritis Konsep Kurikulum Pendidikan Islam Indonesia di Sekolah (SD, SMP, SMA, & SMK)

Basically, every PAI curriculum development requires a clear and solid foundation, so that it is not easily swayed by the flow of transformation and innovation in education and learning that is so powerful as it has been lately. If the innovation, in general, tends to be top-down innovation through the power coercion strategy or coercion from the superiors in power. The change in curriculum from the KBK to KTSP is expected to be able to make Islamic religious education more able to make the quality of religious education more able to make changes in Indonesia. In addition to changing the morals of better students, it is hoped that it can also increase knowledge. In accordance with the objectives of the curriculum changes themselves who want to improve the quality of students, both intellectual, emotional and spiritual quality.

STRENGTHENING THE EXISTENCE OF ISLAMIC RELIGION EDUCATION IN THE INDUSTRIAL REVOLUTION ERA 4.0 (Study of PAI FAI Curriculum Review of Muhammadiyah Gresik University)

This study provides an overview of the importance of massive reform in the Curriculum ofIslamic Religious Education at the Faculty of Islam, Muhammadiyah Gresik University. This reform isneeded so that the FAI UMG PAI curriculum can answer the challenges and demands of the times thatcontinue to change globally. Besides, this deafness also poured out the results of a solution to Islamicreligious education in the face of the Era of Industrial Revolution 4.0. As it is known, that the Era of theIndustrial Revolution 4.0 had a broad impact on all lines of life, including in the field of education,especially Islamic education. The era that gave birth to this disruption phenomenon demanded the worldof Islamic religious education to participate in adjusting. Graduates of Islamic education are now facedwith new challenges, demands, and needs that have never existed before. So it is necessary to updateand innovate the system, governance, curriculum, human resource competencies, facilities andinfrastructure, culture, work ethic, and others. Otherwise, Islamic religious education will beincreasingly left behind and outdated. Therefore, it is necessary to look for concrete steps for Islamicreligious education in order to be able to remain competitive in this disruption era. The solution step isto participate in discussing themselves.Keywords: Islamic religious education, industrial revolution 4.0, disruption

ANALISIS MODEL TA’DIB DALAM PEMBELAJARAN ISLAM

Problems that will be studied in this research, that is: model of ta'dib based PAI curriculum policy in improving student learning and its supporting and inhibiting factors. This research is motivated by the problem kuranngnya role of government, parents and teachers in education. Which one puts forward the cognitive domain and puts aside the importance of adab in measuring student success. The purpose of education is to give birth to a perfect human being that is civilized human (kamil man). The ta'dib curriculum can improve students 'learning by two main factors namely learning method (ie using Tauhid Method) and learning materials that are in accordance with the target of Islamic religious education (ie fardu' ain) and rational, intellectual and philosophical (fardhu kifayah).The factors supporting and inhibiting the ta'dib-based curriculum are: 1) Parents who look far ahead, the importance of character and the planting of religious knowledge from an early age, 2) Some of the educators who want the next generation of nation has a noble character and always leading to the norms according to the religious shari'a, 3) Some governments who agree on the ta'dib-based curriculum can be applied in every educational institution. While Inhibiting Factors Policy of PAI Based Ta'dib curriculum, are: 1) Problem of concept or thinking of government which is more concerned with cognitive aspect compared with process or ta'dibnya learners, 2) Purpose of parent who put forward the cognitive domain, so forget about character and the behavior of children, 3) The era of continuous changes and the era of globalization is high, so the child's cognitive importance of the child's character

INOVASI KURIKULUM PAI SEBAGAI PROGRAM DERADIKALISASI

Radical action is a serious problem facing the Indonesian people. This case cannot be separated from the lack of public attention to religious education Coupled with the role of the government which pays little attention to the Islamic Religious Education system for schools in Indonesia. Islamic Education that fosters moderate character can be a solution to this problem. Therefore the purpose of this study is to explain how Islamic Religious Education plays a role in deradicalization and how PAI's curriculum innovations can produce people of moderate character. This research is a literature research using content analysis. The conclusion of this research is that first, Islamic Education can play a role in deradicalization through material content, the Teacher's thinking style and teacher's guidance to students. Secondly, curriculum innovation to form moderate character can be done by giving a load of tolerance values ​​and patriotism, creating teachers with an inclusive paradigm, implementing learning in a creative and actual way.