Religious Education Curriculum Research Articles

Analisis Penerapan Kurikulum Merdeka Dalam Pembelajaran Pendidikan Agama Islam Di Madrasah Ibtidaiyah

The Indonesian government introduced a new curriculum system in all educational institutions through the implementation of an independent curriculum. The purpose of this literature review is to find out, understand and evaluate the application and ideas related to subject matter, especially those concerning the implementation and creation of an independent curriculum in Islamic Religious Education subjects at MI. Therefore, the curriculum is very important for education and has a strong legal basis thanks to state law. Differentiated learning, namely teaching methods created to meet each student's unique learning needs, is a key component of the benefits of an independent curriculum. With its potential, the Independent Islamic Religious Education Curriculum aims to equip students with a more comprehensive and focused education. It is hoped that with proper development, this curriculum will produce students who meet the profile of Pancasila students, namely people who have faith, knowledge and noble character.

Emotional Intelligence in Implementation of Islamic Religious Education Curriculum Development for Students of MI Bustanul Ulum Pakuan Aji East Lampung

According to Goleman, emotional intelligence is the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions well in oneself and in relationships with other people. The curriculum is a very determining component in an education system, therefore the curriculum is a tool to achieve an education system, therefore the curriculum is a tool to achieve educational goals and at the same time as a guideline in the implementation of teaching in an education system. all types and levels of education, the curriculum is part of the learning process which allows students to know (learning to know), learn to do something (learning to do), learn to learn, and learn to live together (learning to live Together). In this way, learning outcomes create students who are able to learn themselves, gain a certain amount of knowledge, students are able to develop it in a broader form and can apply it in everyday life.

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.

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.

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.

Shaping An Exemplary Individual: Implementing Project-Based Learning In Religious Education Courses At Public Universities

The current generation of young people plays a pivotal role in advancing Indonesia towards its vision of a Golden Indonesia by 2045. Within the realm of higher education, particularly in religious studies, there exists a significant emphasis on cultivating the character of students. Islamic education, in particular, holds a crucial position in the development of competent individuals equipped with both technical skills and interpersonal competencies. This research endeavors to explore the implementation of project-based learning (PjBL) within the curriculum of Religious Education programs offered by public universities. The aim is to harness this approach as a means of fostering exemplary student character. Conducted in Tulungagung, Indonesia, this study adopts a qualitative methodology employing a case study design. Semi-structured interviews were carried out with key stakeholders in education as well as experts in Islamic religious education at the university level. Additionally, participatory observation and document analysis were utilized to scrutinize the integration of project-based learning within the religious education curriculum. Findings from this research indicate that the incorporation of the PjBL approach into Religious Education courses at public universities facilitates an interactive and collaborative learning atmosphere. By engaging in practical projects aligned with religious contexts and local customs, students are afforded the opportunity to cultivate practical skills and a profound comprehension of religious principles and local traditions crucial to the development of exemplary character. Keywords: Religious Education, Public Universities, Project-Based Learning, Character Development

Embracing the Emic of Minahasa celebration culture and Christian Religious Education

Christian Religious Education (CRE) studies are often known to neglect the incorporation of local culture, as regulations primarily mandate the inclusion of Christian dogmatics and social issues. In fact, Christian ethics and biblical doctrine receive massive exploration compared to social and cultural discussions. Therefore, this study explored Minahasan celebration practice as an alternative dimension that can be integrated into the CRE curriculum, thereby bridging the gap between social and religious features. A sensitive analysis was used to delve into Minahasan cultural expression, which potentially contributed to the tension. The study used literature, references, articles and books to construct the practice and philosophy of each ritual. In essence, practices such as mapalus, kampetan, mu’kur and foso rummages are alternative values for the CRE curriculum.Contribution: The findings contribute to developing the Christian Religious Education curriculum in Indonesia, specifically Minahasa. Local cultures share values relating to social, religious and educational values, potentially enriching and developing the curriculum. Ritual practices could contribute significantly to the Christian Religious Education that provides local cultural elements.

Holistic Curriculum Development in Islamic Religious Education Institutions in Primary Schools or Madrasah Ibtidaiyah

The era has experienced developments and changes in various fields. These developments and changes can affect changes in the education system. Nowadays, education has become an important part of social life, because education can change the quality of one's life. It can be proven that the higher the level of education, the more knowledge and experience a person has so that it is easier to solve life problems. One of the cornerstones of education is the curriculum, so when there are developments in various fields that can affect the education system, the curriculum is the same. Problems that arise in society also encourage changes in the education system. The curriculum is here to solve problems and meet the demands of society. The curriculum is designed to facilitate existing learning. This research uses qualitative research methods with the type of library study (library research), which is a method of collecting data by understanding and studying theories from various literature related to research, collecting data by searching for sources and reconstructing from various sources such as books, journals, and existing research. The indicators of success include understanding the concept of Islam, applying the values of religious teachings in daily life, improving student behavior and attitudes, and improving the quality of individual character Developing a holistic curriculum for Islamic religious education in elementary schools or madrasah ibtidaiyah is an important step in developing balanced and moral individuals. This curriculum covers the development of all aspects of a person, including physical, mental, emotional and spiritual. The implementation of a holistic curriculum requires the active role of teachers and the application of creative and interactive learning methods. The success of a holistic curriculum can be seen from the achievements of students in understanding religious concepts, applying religious education values, changing behavior and improving the quality of individual character. By developing a holistic curriculum, it is hoped that Islamic religious education can contribute to the formation of a pious national character.

An Assessment of the Implementation of Christian Religious Education Curriculum in Anglican Church in Uganda Founded Primary Schools in Eastern Uganda

An Assessment of the Implementation of Christian Religious Education Curriculum in Anglican Church in Uganda Founded Primary Schools in Eastern Uganda

Enhancing religious education teaching and learning for sustainable development in Lesotho

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context.

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.
 
 

Critical Pedagogy In Religious Education: Shaping Perspectives On Peace, Justice, And Human Rights

This article discusses the integration of Critical Pedagogy and Religious Education to shape students' perspectives on peace, justice, and human rights. By delving into the literature, this research explores the potential impact of Critical Pedagogy on Religious Education. This approach involves students in critical thinking, reflection, and open dialogue regarding religious values to address contemporary social issues. The article examines the key concepts of Critical Pedagogy and its integration into the Religious Education curriculum, aiming to enhance the relevance of religious education. The combination of these two approaches is expected to create students who not only understand religious values but can also apply them to promote peace, justice, and human rights. The conclusion highlights the potential contribution of Critical Pedagogy in shaping a new, responsive paradigm for Religious Education, creating a dynamic learning environment in the face of the complexities of contemporary social challenges. Further research is expected to serve as a solid foundation for positive transformation in religious education and the development of students' perspectives on peace, justice, and human rights

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.

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.

Ijtihad in the RE classroom

ABSTRACT This article examines the place of ijtihad in the British Religious Education curriculum. It argues that the concept should be taught to high school students earlier than A-Level. Knowledge of ijtihad enables students to understand diversity of thought and legal interpretation in Islam, and why different conclusions can be reached from the same or similar corpus of Islamic sources. Ijtihad has always played an important role in the consolidation and evolution of Islamic legal thinking. Yet despite increased research about the value of a hermeneutical approach in the RE classroom in recent years, ijtihad is rarely taught in UK schools. The article presents real life classroom experience and tweaks to the established RE syllabi which have been implemented in schools where the majority of students identify as Muslims. Its principal author (Zameer Hussain) is a religious studies teacher who brings his own expertise in teaching to this debate in order to evidence how a hermeneutical approach to the study of Islam at all levels will benefit students’ understanding of Islam and help them to understand the importance of legal pluralism within and between Islamic traditions.

Curriculum Development for Aqidah Moral Subjects in Madrasas

The curriculum is a crucial element in enhancing the quality of education. The curriculum is a cohesive structure consisting of interconnected components that mutually reinforce one other. The curriculum comprises objectives, instructional materials, procedures, and evaluation. Within this system, the curriculum will progress towards an educational objective by collaborative efforts among all of its sub-systems. In the event that one of the curriculum variables malfunctions, the curriculum system will operate at a suboptimal level. Furthermore, the execution of the curriculum necessitated meticulous planning and organization of all its components. Curriculum development aligns the existing curriculum with desired educational objectives, drawing from external and internal influences, in order to provide students with the necessary skills and knowledge to thrive in the future. The purpose of this study is to explain the process of developing the curriculum for the Aqidah Akhlak subject, as outlined in the Minister of Religion's Decree (KMA) number 183. This decree pertains to the curriculum for Islamic religious education and Arabic, while KMA number 184 of 2019 provides guidelines for curriculum implementation in madrasas. The aim is to create an innovative curriculum that is legally supported and serves as a framework for development. The features of madrasas include the cultivation of character, the promotion of moral fortitude, the provision of anti-corruption instruction, and the fostering of religious moderation.