Religious Education Curriculum Research Articles

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.

The Role of Kyai's Charismatic Leadership in Mitigating Religious Intolerance and Radicalism in Pesantren

This research discusses the critical role of kyai's charismatic leadership in mitigating religious intolerance and radicalism in pesantren. Kyai, as the primary leader in pesantren, has a significant influence in shaping the attitudes and thoughts of the santri. This research was conducted based on a field analysis study, followed by literature research incorporating various scientific arguments and information from relevant literature sources. This research was implemented at Pondok Pesantren Sabilurrosyad Gasek as a sample object, involving kyai, santri, and the surrounding community. Through his charisma and authority, the kyai can effectively convey the values of religious moderation to the santri. The approach taken by the kyai, which emphasizes the values of deliberation, balance, and tolerance, helps the santri understand religious teachings in a balanced manner and avoid radical attitudes. Islamic boarding schools also play a role in instilling religious moderation values through a well-structured religious education curriculum. Thus, the charismatic leadership of kyai is at the forefront of reducing religious intolerance and radicalism in pesantren, forming a generation of santri who understand religious teachings comprehensively and moderately, and contributing to creating an inclusive and peaceful society.

Strategies for Strengthening Character Education Through the Integration of Islamic Values: The Role of Teachers as Role Models in the Context of Contextual Learning

This research focuses on the integration of character values in the Islamic Religious Education curriculum and the role of teachers as exemplary models in shaping students' character. The purpose of this study is to explore how contextual teaching approaches and consistency of teacher behavior can affect the internalization of character values by students at Nurul Jadid Junior High School. This study uses a qualitative approach with a case study method, where data is collected through in-depth interviews, participatory observations, and document analysis. The collected data was analyzed using an interactive model from Miles and Huberman, which included the stages of data reduction, data presentation, and conclusion drawn/verification. The results of the study show that the integration of character values such as honesty, responsibility, tolerance, and cooperation in the curriculum, as well as the role of teachers as role models, is very effective in shaping students' character. The implications of this study confirm the importance of developing contextual teaching methods and consistency of teacher behavior to support more effective character education. This research makes a significant contribution to the literature on character education, especially in the context of Islamic Religious Education.

Kepemimpinan Agama Dan Dialog Antaragama

This research discusses the important role of religious moderation and interfaith dialogue in building a tolerant multicultural society. Using a qualitative approach, specifically through observation and complex literature study, this research explains the close relationship between religious moderation, interfaith dialogue, and the development of a multicultural society. Through theoretical and practical analysis, this research focuses on examining the synergy between religious leadership and interfaith dialogue as effective strategies in implementing religious moderation within the context of a multicultural society in Indonesia, and addressing challenges arising from religious differences. It emphasizes the importance of moderate religious education, the role of religious figures, and strategies of interfaith dialogue in creating harmony amidst religious differences. Findings of this research include: firstly, religious moderation as a principle that is fair, balanced, and tolerant, is key to preventing conflicts and maintaining harmony in a multicultural society. Secondly, the strategic role of religious leadership in promoting religious moderation through inclusive religious education, development of tolerance, and interfaith dialogue. Thirdly, the need for interfaith dialogue to create understanding and respect for religious freedom, as well as to strengthen tolerance through open and constructive interactions. Lastly, the importance of integrating religious moderation values into the curriculum of religious education is essential in shaping a moderate younger generation and supporting the development of a harmonious multicultural society. The conclusion of this research underscores the need for synergy between religious leadership and interfaith dialogue in promoting religious moderation. Interfaith dialogue and moderate religious education are found to be the main pillars in creating a tolerant and harmonious society. Through the integration of religious moderation in education and religious practices, a multicultural society will be able to develop attitudes that are more inclusive, tolerant, and accepting of differences.

Development of the Islamic Religious Education Curriculum at PTU as Strengthening Multicultural Islam

One of the courses in educational institutions in higher education, which is very related with the development of morals and behavior is Religious Education. Islamic Religious Education (PAI) at Public Higher Education (PTU) is a continuation of the teaching received by students starting from the Elementary Level, Junior and Senior High Schools. In the structure of the national higher education curriculum, Islamic religious education courses are compulsory subjects for all Muslim students in all public tertiary institutions, both public and private universities. The progress of an educational institution, one of which is determined by the teaching materials or curriculum applied, whether it is in accordance with the needs of stakeholders. Indonesia is a multicultural country, so the design of teaching materials or curriculum must be developed according to the demands of the times, times and circumstances. Therefore, the authors state that there are 4 reasons why this paper is important to study: First, the lack of knowledge of Islam among PTU students and public schools; second, the rise of brawls between students (students); third, lack of appreciation among students and students in the field of religion; and fourth, the decreased empathy and religiosity of students and students.

Kurikulum Pendidikan Agama Islam Sebagai Konten di SMPN 9 Mataram

The research aims to: (1) explore information about the development of standards for the content of the Islamic Religious Education curriculum at SMP Negeri 9 Mataram; (2) understand the development of standards for the Islamic Religious Education curriculum process; and (3) identifying the development of Islamic Religious Education curriculum assessment standards. This research methodology is qualitative with data collection through observation, interviews and documentation. The validity of the data is tested through careful observation, triangulation and verification. The analysis process involves data reduction, presentation, verification, and conclusions. Research findings show that at SMP Negeri 9 Mataram, the development of content standards includes the formation of extracurricular activities. Meanwhile, the development of process standards involves the implementation of a hidden curriculum, especially the role of teachers as role models. The development of assessment standards includes the integration of three aspects of assessment: attitudes, knowledge and skills, involving the role of parents.

Praktek Pembuatan Konsep P5 Dalam Kurikulum PAI

The practice of creating the P5 concept in the Islamic religious education curriculum is a process aimed at developing understanding and application of the principles of Pancasila and Citizenship Education (P5) in the context of Islamic religious education. The P5 concept refers to five core values, namely Belief in One God, Humanity, Unity, Democracy, and Justice. In the context of the Islamic religious education curriculum, the practice of creating the P5 concept involves the development of learning materials that integrate P5 values into every aspect of Islamic religious education. This is intended to shape students' characters to be virtuous, patriotic, respectful of diversity, and have a sense of law and justice. The process of creating the P5 concept in the Islamic religious education curriculum involves various stages, starting from identifying relevant P5 values to Islamic teachings, developing learning materials that support the integration of these values, to assessing and evaluating the effectiveness of implementing the P5 concept in teaching. With the practice of creating the P5 concept in the Islamic religious education curriculum, it is hoped that students can become a generation with moral awareness, ethics, and adherence to Islamic teachings and Pancasila values as the foundation of the Indonesian state. This also serves as an effort to strengthen national identity and promote unity and harmony among the nation through Islamic religious education based on universal values of humanity and justice.

Implementation of the Islamic Religious Education Curriculum at Alam Jomin Elementary School

One important component in the world of education is the curriculum, the curriculum can be defined as a program aimed at and designed for students. In its true definition, Islamic religious education can be said to be an educational system that can show human life in accordance with Islamic ideology, so that they can achieve peace and prosperity throughout their lives.The Indonesian Natural School is a school that was founded in order to produce efforts to develop an education system that is carried out in the open air so that students receive direct learning from all living creatures in the natural surroundings.

Pendekatan Humanistik Dalam Pengembangan Kurikulum Pendidikan Agama Islam

The purpose of this study is to determine the characteristics of a humanistic Islamic religious education curriculum as well as how the program evolved using a humanistic perspective. This study's methodology makes use of library research techniques (library study). This approach concentrates on using library resources to gather information for research projects. Meanwhile, content analysis is the method of data collecting employed in this study. A strategy for analyzing text, whether it be in the form of words, graphics, or another format, is content analysis. The findings of this study demonstrate that a humanistic approach was used in the creation of the Islamic religious education curriculum. Specifically, the humanistic notion of offering a fresh viewpoint in PAI learning, the qualities of ideal teachers, as well as

Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia

Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia

Penguatan Landasan Epistemologi dalam Pengembangan Kurikulum Pendidikan Agama Islam dan Budi Pekerti Sekolah Dasar untuk Meningkatkan Karakter Siswa

This study focuses on the importance of the epistemological foundation in the development of Islamic Religious Education (PAI) curriculum in PAI and Character Education subjects at the elementary school level. As a basis for shaping the understanding and practice of Islamic religion, the epistemological foundation plays a crucial role in developing a relevant and meaningful curriculum. The purpose of this research is to analyze how the epistemological foundation influences the development of the PAI curriculum and its implications in the context of Islamic religious education. Using a qualitative approach with library research methods, data were obtained from various relevant primary and secondary sources. The findings show that the epistemological foundation significantly contributes to creating more effective religious education, which in turn impacts the formation of Muslim students' character and religious commitment. The study also reveals that the integration of epistemology in the development of the PAI curriculum not only strengthens the relevance of religious education but also prepares students to face modern social and technological challenges. The limitations of this study lie in the scope of the literature reviewed, and further studies with broader coverage are suggested to explore the practical implementation of these findings in the field.

Landasan Filosofis-Teologis dalam Pengembangan Kurikulum PAI pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Tingkat Sekolah Dasar

This study explores the philosophical and theological foundations in the development of the Islamic Religious Education (PAI) curriculum for elementary schools. The study aims to synthesize a holistic approach that integrates religious, moral, and academic dimensions to strengthen students' character and faith. The research methodology employed is a qualitative approach, utilizing an extensive literature review to analyze relevant principles in Islamic philosophy and theology. The study focuses on developing the PAI curriculum based on a philosophical-theological framework derived from the Qur'an and Hadith. The main findings indicate that integrating these foundations supports a comprehensive learning experience, which not only encourages students' moral development but also enhances their understanding of Islamic teachings. The results highlight the significant role of philosophical and theological foundations in shaping an educational environment aligned with religious and educational goals. Additionally, the study underscores the importance of continuous curriculum evaluation to ensure its relevance in addressing modern educational challenges. This research contributes to the literature on curriculum development by offering a framework applicable in various educational contexts while emphasizing a balanced approach to religious education.

Landasan Ontologis dalam Pengembangan Kurikulum Pendidikan Agama Islam pada Mata Pelajaran Fikih Madrasah Aliyah

The curriculum is a tool used to achieve educational goals and also as a guide in the learning process. There are many approaches to curriculum development, but so the development of Islamic religious education has mostly used academic and humanistic subject approaches. This research aims to examine how academic and humanistic subject approaches are used in developing the Islamic religious education curriculum. This research is based on a literature study with data originating from library sources, including research journals, books, and other documents relevant to the research focus. The results of this research reveal that the development of the Islamic religious education curriculum uses an academic approach by the substance of Islamic religious education itself which contains religious teachings that are systematically arranged to be passed on to students, from an ontological perspective concerns the nature of the curriculum. The epistemology review presents methods of curriculum implementation, while the axiology review explores why the Islamic Religious Education curriculum is implemented and what the aims of the curriculum are.

The Problem of Girls' Religious Education in Ultra-Orthodox Judaism: The Case of Sarah Schenirer and Bais Yaakov Movement

In the ultra-Orthodox Jewish tradition, there are different types of schools for men and women, providing education for their varying social and religious roles. This difference is particularly visible in the religious education curricula. Until 1917, the religious education that women were able to receive, albeit to a lesser extent than the religious education received by men, was not systematised. In the late nineteenth century, the rapidly growing interest in the secular world among girls was mainly characterised by the lack of religious education for Jewish girls, and Sarah Schenirer (1883-1935) found it necessary to open religious schools for Jewish girls as a solution. With this initiative, Schenirer called for change in an anti-innovationist culture and aimed to help Ultra-Orthodox girls retain their Jewish identity and remain connected to the community. To this end, Schenirer founded the first Bais Yaakov school in 1917, and within a few years the school grew rapidly into an extensive “network of schools” across Europe, and became known as the Bais Yaakov movement. This initiative acted as the domino that initiated the change in the addressee profile of religious education within the anti-innovationist Ultra-Orthodox Judaism. In this respect, knowing Sarah Schenirer is key to analysing how Bais Yaakov legitimised itself within Ultra-Orthodox Judaism and how this innovation in girls' education found a foundation within a tradition that seemed to lack the necessary resources and support. Considering that there are not enough studies on religious education in Ultra-Orthodox Judaism in Turkey, we believe that this study on the educational activities of Bais Yaakov will contribute to the field of history of religions.

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.

The Role of Digital Literacy in Islamic Religious Education Learning in the Technology Era at MAN 3 Banyuwangi

Islamic education is an important aspect of the MAN 3 Banyuwangi curriculum, which is now faced with challenges and opportunities with the development digital technology. In this era, digital literacy is becoming a crucial factor in facilitating the Islamic religious learning process in schools. Study This aim is to deepen the role deep digital literacy context learning Islamic religious education at MAN 3 Banyuwangi. With a qualitative approach, research This utilizes interviews, observations, and analysis content to explore how digital literacy influences and is implemented in Islamic religious learning in schools. Findings from the study This discloses that digital literacy plays an important role in increasing the quality of Islamic religious learning at MAN 3 Banyuwangi. Teachers use various digital resources, such as learning videos and Islamic religious websites, to enrich their experience. Study, student. Students are also actively using technology to look for information and discussion about the Islamic religion. However, there are also challenges related to accessibility, technology, and the development of digital literacy skills among students. This study also highlights the importance of integrating technology into the curriculum of Islamic religious education at MAN 3 Banyuwangi. By utilizing digital literacy effectively, schools can increase understanding and experience. Study students related to the Islamic religion. Study This contributes to our understanding of how technology can be used to enrich Islamic religious learning at MAN 3 Banyuwangi, as well as the associated challenges and strategies with the integration deep digital literacy in Islamic education.

A reflection on a womanist theologian’s endeavour to dismantle whiteness, through creating the religious education module ‘Black Religion and Protest’

Abstract In his seminal work After Whiteness: An Education in Belonging, Willie Jennings defines a concept he calls ‘whiteness’ and states that this plays the role of the ‘Paterfamilias’, a term born within the Greco–Roman period, which refers to the social system of rule and governance that was centred around the father–master archetype. During slavery, Jennings states that it was on the plantation that the life, logic, and social order of whiteness transpired. The more I engaged with Jennings’ work, the more I began to realize the extent to which the religious education curriculum, and by extension the English education system curriculum, further perpetuated whiteness. Inspired by the works of Jennings and the activism of Black Lives Matter (BLM) following the murder of George Floyd, I was motivated to create and teach a unit in the religious education (RE) curriculum, ‘Black Religion and Protest’. As well as examining the teaching and reception of this unit, this article seeks to unpack the ways in which Britain’s colonial legacy maintains epistemological inequity and hierarchical knowledge.

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.

PLURALITAS BUDAYA BERAGAMA MAHASISWA; PENDEKATAN KURIKULUM PENDIDIKAN AGAMA ISLAM

Pluralism is both a hope and a challenge for some groups, especially in terms of detailed differences. While religious differences have become a long topic of discussion resulting in a formulation of harmony between religious communities, what is more detailed is the differences in religious culture within Muslims. This research describes the religious cultural model of students at STAI Muhammadiyah Probolinggo based on the Muhammadiyah and NU religious groups. The object of this research is students at the Probolinggo Muhammadiyah college whose student population is dominated by representation of two large community organization groups in Indonesia, namely Muhammadiyah and Nahdlatul Ulama'. Data was obtained from direct observations and student answers in the mid-semester exam for the multicultural PAI course regarding students' attitudes towards viewing differences in other religious cultures. The results of the analysis found that students who have different religious cultures from other groups have a tolerant attitude but still have an ethnocentric attitude. So, through the multicultural Islamic Religious Education curriculum, it is necessary to thoroughly instill the ideology of multiculturalism and pluralism in students as a form of higher education's efforts to direct students to become agents of change in a peaceful and humanist civilization.