Religious Education Curriculum Research Articles

Model for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Higher Education

<p class="06IsiAbstrak">This study aims to determine the importance of implementing multicultural education and strategies in developing multicultural-based Islamic religious education (PAI) curriculum in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga. This qualitative research used observation, interview, and documentation methods. The results uncovered that multicultural education is crucial for students. The lecturer's strategy in implementing the learning process was adjusted to the curriculum. Also, there is a curriculum evaluation by opening up students' thinking insights and developing student potential through expanding Islamic knowledge insights on contemporary issues. The strategies used in instilling multicultural education include (1) fostering noble morals and developing inter-religious harmony; (2) multicultural education was carried out comprehensively; (3) lecturers implemented multicultural values both in lectures and off-campus activities; (4) building teamwork involving stakeholders; (5) the curriculum development model was conducted through subject matter curriculum; (6) institutional support for multicultural-based Islamic religious education curriculum development. Implementing multicultural education in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga, can be a real solution to heterogeneous or plural conflicts as a preventive effort in undergoing socio-cultural problems.<strong></strong></p>

Integration of Educational System on Haji Harun School Muang, Yala, Patani Thailand

This article aims to outline the integration of the education system in Haji Harun School Muang, Yala-Thailand. This research is a type of field research that is qualitative-descriptive with a case study approach. Data collection techniques use interviews, observation, and documentation. Based on the research, Haji Harun School has a different curriculum between the religious education curriculum and the academic education curriculum. The student did the studying process five days per week, namely Sunday to Thursday with effective learning time from 08.00-11.40 local time (religious education) and 12.00-16.00 local time (academic education). There are several implications that occur from the implementation of integrated education system in Southern Thailand on Islamic education, among others; reduction of time for religious education, low attention of religious education (Islam) from the government, acceleration of religious education programs, the public’s view of religious education is normal, academic education is more popular than religious education. However, this is not an obstacle for the Haji Harun School to implement the two education systems. So, the school can be developed and become one of the leading schools in Patani, Thailand.

Utilization of the Discovery Learning Model to Overcome Islamic Cultural History Learning Problems in Madrasa

Islamic cultural history (SKI, Sejarah Kebudayaan Islam) is part of the Islamic religious education curriculum. In madrasa, this subject became a particular subject. Similar to another history subject, this subject has many general problems in practice. This paper aimed to determine the utilization of the Discovery Learning model in SKI learning at Islamic Junior High School (MTs) YAKPI Kalijati Subang, West Java Province. This study applied qualitative research with a qualitative descriptive type. Interviews, observations, and documentation were data collection methods to achieve the study objectives. The study found that utilization of the discovery learning model contributed to overcoming the SKI learning problems. The main problem included many aspects that related to achieving the learning objectives. This study also indicates that the teacher needed to combine the discovery learning model with digital-based learning media and outdoor-based learning methods.

Modernization of Education: a New Approach ‎and Method in Learning Islamic Religious ‎Education

The purpose of this study is to describe Islamic religious education as the main subject taught at various levels of educational units that are facing serious problems, namely the threat of modernization that changes all human life in various fields, including education, in the era of modernization education is required to be responsive in overcoming various problems. faced by humans, education is faced with the demands of modern humans who want education graduates to master various fields and expertise. This research is qualitative research using exploratory research. The data analysis technique used phenomenological analysis and data collection methods in this study using observation, in-depth interviews, and documentation studies. The results of this study need to reformulate the education system based on the needs of modern society, one of the strategic steps is to change the approach and learning method of Islamic religious education in schools from the old model to the new model and this effort has already been carried out by superior schools in Indonesia, especially by schools. Islamic Senior High School Al-Azhar 1 Jakarta in the field of PAI studies which has benchmarks of success and five approaches in learning Islamic Religious Education including the following approaches: first, experience; second, habituation; third, Emotional; fourth, Rational; and Fifth, Functional. As well as creating special methods for each material in the Islamic Religious Education curriculum. The methods of the material are: first, the method of teaching faith; second, worship; third, morality; fourth, the history of Islamic culture; Fifth, the Qur'an.

The Development of Multicultural Curriculum for Islamic Religious Education: A Literature Review

The integration between curriculum and multicultural awareness is one of the solutions to create a good education. This article aims to review the development of a multicultural-based curriculum in Indonesia. This research uses a literature review system method. Data collection uses the help of Google Scholar (2019-2022) to search for articles relevant to developing a multicultural-based Islamic religious education curriculum. Based on the results of the literature review analysis, it can be concluded that in developing a multicultural-based curriculum, the points that need to be considered are: 1) The curriculum must pay attention to clear objectives following current conditions. 2) The curriculum must pay attention to relevant development models. 3) The curriculum must be based on the principles of curriculum development in Indonesia. 4) The development of a multicultural-based curriculum must have characteristics that include multicultural values of understanding and awareness.

Strategies For Implementing Islamic Religious Education Curriculum During the Covid-19 Pandemic For Basic Education Levels

As an implementation instrument for conservative, creative, and critical-evaluative functions, the curriculum should continue to be analyzed for its contextualization of the reality of a situation and condition. Since the Covid-19 pandemic, the teaching and learning process has undergone significant changes both globally and specifically in Indonesia. As a form of concrete steps, the Government has enacted a policy for the implementation of online learning in the network (online). Islamic education in schools that mainstream appreciation of religious values, when faced with the existing reality in the form of online learning media raises a few questions about its efficiency and effectiveness. This paper tries to present the results of research on Islamic Religious Education learning strategies during the Covid-19 pandemic qualitatively with a focus on studies at the Elementary School Madrasah Ibtidaiyah (MI) level. The relevance between curriculum devices in the explanations given by both education experts and legislation is carried out in a comprehensive analysis. The findings in this study, there is a strong relevance between the material in the learning curriculum of Elementary School/Madrasah Ibtidaiyah to learning strategies that use online media in their learning tools.

The Implementation of Curriculum Policies in State Islamic Madrasahs

Madrasah internal policies are needed in implementing the curriculum as an effort to adapt to changes and community needs. This study aims to describe the implementation of curriculum implementation policies in state madrasah ibtidaiyah in Central Tapanuli Regency (MIN 3, 4, and 7). This study seeks to describe or describe data obtained from the field or literature related to PAI curriculum management in MIN 3, 4 and 7 Central Tapanuli Regency. The informants or resource persons are the head of the madrasa, the deputy head of the madrasa in the curriculum field, and the teacher of PAI subjects. The results of this study indicate that the overall implementation of the Islamic religious education curriculum in MIN Central Tapanuli Regency is well implemented. It is characterized by (1) planning aspects; includes analysis of the needs and conditions of local communities, analysis of the availability and readiness of resources in madrasas, analysis of supporting programs implemented in the agenda of the annual work meeting (2) implementation aspects; including optimizing the role of supervisors and monitoring the head of madrasah, implementing training to improve the competence and quality of teachers, as well as coordinating with teachers in madrasas in the weekly meeting agenda, (3) evaluation aspects; includes an assessment every year, in the form of program evaluations in the curriculum, planning learning tools, and evaluating students.

Cross-Religion Curriculum Related to the Fact of Diversity: An Islam Education Model in 3 Secondary-Level Education Institutions in Indonesia

This study aims to explore the Islamic Education model developed by 3 high school education institutions in Indonesia, related to the facts of diversity. Because this study seeks to explore the meaning of the object of research, the qualitative approach was chosen through searching for interview data, observation and documentation studies. The results showed that the 3 educational institutions studied, using Grimmit's classification of religious education, showed more characteristics of religious education than learning about religion and learning from religion. The religious education developed is only focused on maintaining traditions that have been carried out for generations. In addition, using the Symour classification, religious education developed by 3 educational institutions shows more characteristics of religious education "in the wall", compared to "at the wall", and "beyond the wall". The religious education developed is only focused on the internal teachings of religion, without a curriculum to recognize the basic foundations of other religions. This condition can lead to "truth claims", and "prejudice" against other religions. This study also offers the idea that in order to foster harmony, it is time for Educational Institutions in Indonesia to develop “at the wall” and “beyond the wall” religious education curricula.

ANALISIS MODEL KURIKULUM PENDIDIKAN AGAMA ISLAM DI ABAD 21

The Islamic religious education curriculum model in the 21st century underwent significant changes, especially in the massive 21st century by collaborating between the education curriculum and technology. This fact is based on the many researches that have been published with an emphasis on the Islamic religious education curriculum model. In line with the above situation, the researcher will conduct an in-depth analysis of several research results. The focus of this research problem is how to model the Islamic religious education curriculum in the 21st century. The research uses a qualitative method with a systematic literature review approach. Sources of research data using search results on Google Scholar, Publish and Perlish and Garuda Ristekbrin with a vulnerability of the last 5-7 years with the keywords "Islamic religious education curriculum design", "education curriculum development and design" and "Islamic religious education curriculum in the 21st century" specifically the study criteria selected by the researcher, including; curriculum design, Islamic religious education curriculum design, education curriculum in the 21st century. The results show that some research results of Islamic education curriculum want to give a new color without losing the initial foundation, by designing Islamic religious education curriculum which aims to increase faith and piety to Allah, and make students have a culture of noble character which is collaborated with the development of information technology in the 21st century. Thus, the core design curriculum presented by Murray Print can be a foundation through direct understanding and practice, so that students can absorb lessons optimally. So that the creation of two paths of education, namely vertical (relationship with God) and horizontal path (relationship with humans).

EXPLORATION OF THE ISLAMIC RELIGIOUS EDUCATION SYSTEM AT SMK NEGERI 1 REJANGLEBONG TO FORM A QUR'ANI GENERATION

Education is not just an activity of transferring knowledge from educators to students. Equipping children with the values contained in Al Qur’an is very important given at an early age. The process of fostering student character to realize the Qur'anic generation has been implemented at SMK Negeri 1 Rejang Lebong. Therefore, the researchers were interested in exploring the efforts of teachers to manage Islamic learning at school as an effort to develop an Islamic Religious Education curriculum that aims to form a Qur'anic generation. The research method used was the descriptive qualitative method. Participants in this study were selected using a purposive sampling technique.One PAI teacher and the class he taught at SMKN 1 Rejang Lebong became the participants of the research. The data were collected using observations and interviews. The collected data wereanalysed in the following stages: data reduction, data presentation, data verification, and conclusion drawing. From the results of the study, it can be concluded that the development of Islamic religious education curriculum in shaping the Qur'anic generation is very important to implement because the current generation is the next generation of the future.

Islamic Religious Education Learning Innovation at the MTsN Model Banda Aceh and the MTsN Model Gandapura Bireuen

This study aims to determine the elements of learning innovation, differences and similarities, as well as candidates for Islamic religious education learning innovations in two Model MTsN of Aceh province. This research method uses a qualitative approach. Data collection techniques include in-depth interviews, observation, and documentation. The data was then analyzed by descriptive analysis consisting of data reduction, data presentation, and drawing conclusions. The results showed that: 1) The innovation of Islamic religious education learning at the two MTsN models was carried out through the enrichment of the Islamic religious education curriculum, which included sharpening, remedial, and coaching programs. At MTsN Model Aceh, learning innovation also includes a variety of methods, from monotonous to varied, and from lectures to discussions, exercises, assignments, homework and presentations. The innovation of Islamic religious education learning media in the Aceh MTsN Model also varies from manuals to digital media, from worksheets to e-learning media, and from classrooms to laboratories. Furthermore, the learning evaluation innovation in the Aceh MTsN Model consists of tests and non-tests; 2) The similarity of Islamic religious learning in both the Banda Aceh Model MTsN and the Gandapura Model MTsN in terms of curriculum enrichment lies in the use of the National curriculum standards. On the other hand, the difference lies in class grouping, where the Banda Aceh Model MTsN makes small groups and the Gandapura Model MTsN makes a package system.

MODEL PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM MULTIKULTURAL

A pluralistic society where people can live side by side peacefully in culture requires a curriculum that can guide teachers, schools, and parents in teaching and learning activities at school and at home. This study analyzes instructions on approaching and modeling the multicultural Islamic education curriculum implemented at a private elementary school in Sangatta. Research using qualitative and the researcher is part of the key instrument. Respondents in this study were principals, vice-principal, and teachers of Islamic education. They are collecting data using observation, interview, and documentation techniques. The results show that: (1) The multicultural-based Islamic religious education curriculum approach used in Sangatta private elementary school contributes an additive contribution. (2) The model for developing the multicultural Islamic Islamic education curriculum at private elementary school Sangatta uses administrative and grass-root models.

The Development of Islamic Religious Education Curriculum (PAI) for Internected Citizens (Prisonesrs) in Class I State Prison House, Cirebon City

The purpose of this study relates to the state detention house which is basically a home for inmates who have committed criminal acts, perpetrators of crimes with various actions. However, the researcher analyzed that they had lost their way in life. So, it is not kept away but given a humanitarian approach. A powerful humanitarian approach by providing education to them. The approach to Islamic religious education is the bulwark of morality in their lives after leaving the detention center. Researchers divide Islamic religious education into five aspects, namely: (1) iqro, (2) fiqh, (3) moral aqidah, (4) quran hadith, (5) cultural history, and (6) deepening of the Koran. The researcher concludes: (a) the implementation of adding material is important, measuring the success of education, adequate teaching staff, (b) the curriculum must be standard, the material still depends on the ustad, the material is in accordance with the respective cleric's ormas, and (c) there are several obstacles inmates who are difficult to take to class, lazy to learn and low motivation from inmates, lack of teaching staff and incomplete facilities.

RELEVANSI NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KECERDASAN EMOSIONAL SISWA SEKOLAH MENENGAH PERTAMA

Education is basically a medium to build the nation's next generation of higher quality, both in terms of intellectual intelligence and emotional intelligence. In Islam itself, education is not only held to provide an understanding of the teachings of the Islamic religion, but also to foster and develop individual character. However, based on previous research, it can be seen that the level of emotional intelligence of junior high school students in several schools in Indonesia is still at a low and moderate level. This indicates the need to re-evaluate the existing curriculum to see its relevance to the development of students' emotional intelligence. This research uses a qualitative approach with a literature study method and is then analyzed and presented through a descriptive analysis method. The results of this study indicate the relevance of the Islamic religious education curriculum that can develop emotional intelligence through 5 indicators, namely self awareness, self management, self motivation, social awareness, and relationship management. This shows the need for curriculum development that can further hone student relationship management as an indicator of emotional intelligence that has not been accommodated.

Persatuan Ulama Seluruh Aceh (PUSA) dan Reformasi Pendidikan Islam di Aceh, 1939-1952

Islamic education in Aceh in the early 20th century was in a phase of significant decline. This setback was caused by various factors such as the repressive attitude of the Dutch government which always monitored all forms of the learning process in the dayah because it was feared that through the dayah there would be more rebels. This has an impact on a rigid learning system and only studies religious issues, western science is considered something that is forbidden to learn. This increasingly complicated situation poses a challenge for reformist-minded ulama who want to reform the face of Islamic education in Aceh. The Organization of the Association of All Aceh Ulama (PUSA) was finally established as an answer to all the anxiety about the decline in education in Aceh. The reform effort carried out by PUSA is to integrate the general education curriculum with the religious education curriculum. The unification of the vision of every school in Aceh to establishing a university to produce modern teachers.

The Development of Multicultural Based Islamic Education Curriculum in General Higher Education

The development of Islamic Religious Education curriculum in Indonesian Public Universities is a necessity, because the nation which is undergoing changes in this era of democratization requires a framework of thinking and proper implementation for students. This is especially so when it is associated with the multiculturalism of this nation, both culture, ethnicity, language, and religion. The purpose of this research is mainly to get answers about how to develop a curriculum for Islamic religious education in public universities based on multiculturalism. Then this study also aims to obtain data on the implementation and development of teaching materials for Islamic religious education in public universities. The methods used in this research include: survey, exposed facto method, phenomenology related to developments that have been carried out by public universities and evaluating them. Thus, the qualitative and explanatory approaches are interrelated with each other. The results of this study are in the form of descriptions of Islamic religious education materials in public universities that have been developed over the last 3 years. In addition, the main material for PAI can be stated as a benchmark for MKDU in Indonesian universities.

Curriculum Management in Advanced Islamic Educational Institutions

The curriculum as a design in education has a strategic position, because all educational activities lead to the curriculum. Once the importance of the curriculum as a center for educational activities, in its preparation it requires a strong foundation and foundation, through in-depth thinking and research. Islamic Religious Education Curriculum is Islamic religious education materials in the form of activities, knowledge and experiences that are intentionally and systematically given to students in order to achieve the goals of Islamic Religious Education. Islamic religious education curriculum is a tool to achieve the goals of Islamic education. The scope of Islamic Religious Education material is the Qur'an, and hadith, faith, morality, Fiqh / worship, and history. The curriculum has a very essential place in the progress of educational institutions, it must be recognized that the success of curriculum implementation is strongly influenced by the ability of the teacher who will implement and actualize the curriculum, the teacher's ability is mainly related to the knowledge and abilities and tasks assigned to him.

Implementasi Kurikulum K13 pada Anak Berkebutuhan Khusus

This study aims to find out the implementation of the 2013 Islamic Religious Education curriculum which is applied at the Special School for Muslim Cendekia, Tangerang Regency. The case study focuses more on the classification of mentally retarded and autistic children. This type of research is a qualitative field research with descriptive analysis. The research carried out only focuses on analyzing and providing an overview of the situation that occurs based on the actions and words of the sources interviewed or observed. This field research uses information obtained from informants or respondents through data collection instruments such as interviews, documentation, observation and data validity. The approach applied in this study is a psychological approach to behavioristic theory by analyzing the stimulus-response relationship. While the data analysis technique of this research uses four steps, namely, data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that: First, SKh Muslim Cendekia has implemented the 2013 PAI Curriculum but in practice modifications are made to certain things. Second, the implementation of the 2013 PAI Curriculum at SKh Muslim Cendekia still adheres to basic aspects such as planning, implementation, and assessment. However, the planning and implementation aspects were slightly modified. Third, the problems in implementing the 2013 PAI Curriculum at SKh Muslim Cendekia include PAI materials, the use of methods and media that have not been devoted to children with special needs, and the making of syllabus and lesson plans which are still an obstacle for teachers. The solution to overcome these problems is to build communication between the organizers in this case the Banten Province Special Education Office, Supervisors, Schools, and PAI Teachers to sit together.
 
 Keyword : Implementation, curriculum of 2013, children with special needs

Evaluating of Islamic Religious Education Curriculum Management Program at Madrasah Tsanawiyah in North Sumatera

This study aims to obtain the evaluation results of the Islamic Religious Education curriculum management program at Madrasah Tsanawiyah in North Sumatra using the CIPP evaluation model (Context, Input, Process, and Product). This research is qualitative research with a management approach, and research data is obtained through participant observation, in-depth interviews, and documentation studies. In contrast, the data analysis uses descriptive analysis by reducing data, displaying data and drawing conclusions. The results show that in terms of context, the form of the Islamic Education curriculum used was based on the 2013 curriculum in the subjects of the Hadith Qur'an, Aqidah Akhlak, Fiqh, SKI, and three pesantren subjects, namely Arabic (Nahwu sorof), Calligraphy, and Takhfidzul Qur. Local curriculum-based is a basic need for schools, especially the community and students, in terms of input, the availability of adequate infrastructure, teacher qualifications according to scientific disciplines, although in terms of pedagogical competence, it is still not optimal in terms of process, program The Islamic Religious Education curriculum can be implemented well even though it is not optimal and sometimes there are still activities that are carried out, some are appropriate and some are not appropriate, in terms of product, the PAI curriculum provides a new direction that can build positive and negative civilizations both madrasas, teachers and student.

Collaborative, child-led philosophical inquiry in Religious and Moral Education

ABSTRACT Situated in the context of the Scottish Religious and Moral Education (RME) curriculum, this article considers the practice of Community of Philosophical Inquiry (CoPI) and how it supports the RME curriculum. Sharing extracts from children’s CoPI sessions, the article reflects on the ways in which ten and eleven year-old children discuss religious and theological ideas philosophically. The child-led, collaborative approach demonstrates that the children work together to create meaning. It is proposed that the RME curriculum, or the enactment of the curriculum, often misses opportunities for children to engage with philosophical ideas about religious and theological concepts, and that an explicitly dialogic, philosophical approach affords important opportunities to support children’s self-understanding in-relation with the world and others.