Religious Education Curriculum Research Articles

The Role of Islamic Religious Education Curriculum in Shaping Students' Morals and Ethics at Junior High School

This study aims to analyze the impact of Islamic Religious Education (PAI) teacher training on the quality of learning in schools. Using a mixed approach that combines quantitative and qualitative methods, this study explores how training affects teachers' pedagogical competence, motivation, and self-confidence, as well as their impact on learning processes and outcomes. Data were collected through questionnaires filled out by PAI teachers, in-depth interviews with principals and vice principals, and classroom observations. Quantitative analysis identified changes in teachers' perceptions of their competence and motivation, while qualitative analysis provided insights into training experiences and institutional support. The study findings indicate that PAI teacher training significantly improved teachers' pedagogical competence and motivation, which contributed to more effective teaching and more positive interactions with students. In addition, institutional support and consistent implementation of training outcomes also played an important role in the success of the training. This study provides recommendations for improving teacher training programs to make them more impactful and sustainable, and suggests the implementation of best practices in training to improve the quality of PAI learning in schools.

ANALYSIS OF ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT AND ITS IMPACT ON TEACHING METHODS IN BAN BANGPU YARING PATTANI ELEMENTARY SCHOOL, THAILAND

The objective of this study is to analyze Islamic religious education learning management at Ban Bangpu Yaring Pattani Public Elementary School in Thailand. Utilizing a qualitative descriptive study and a case study approach, this research focuses on the perspectives of the school principal, teachers, and students. Data were procured via interviews, observations, and document analyses, which were subsequently interpreted qualitatively using the Huberman and Miles model. Our findings show that the Islamic religious education curriculum management at Ban Bangpu Yaring Pattani Public Elementary School undergoes several stages: (1) The planning of the curriculum begins with an emphasis on the Islamic curriculum at the basic education unit level, a SWOT analysis, the establishment of a curriculum development team for Islamic religious education, curriculum development, revision based on feedback, approval by the local Department or Office of Basic Education, followed by implementation. (2) The implementation of the Islamic religious education learning lacks innovation due to a majority of the teachers being senior staff. Their limited skills in utilizing new technology result in a reliance on traditional learning management models. As a consequence, the learning process fails to fully engage students and teachers struggle to keep pace with modern teaching styles. Notwithstanding, the teachers excel in dedicating ample attention to the students. (3) The evaluation of student learning outcomes has been conducted by teachers to determine the students' mastery of basic competencies in elementary school. The assessment of student learning occurs at the end of each basic competency using predefined indicators based on the minimum competency criteria value, conducted in four stages: classroom, school, regional, and national levels. This study underscores the need for more innovative approaches in Islamic religious education and training in new teaching methods for senior teachers to better engage students and match up with the dynamics of the modern world.

Design Multicultural Islamic Religious Education Curriculum Elementary School

Multicultural education is required to foster harmony and the beauty of coexistence among people from various cultures, social backgrounds, languages, ethnicities, languages, groups, and so on. As a result, it must be nurtured through the creation of a multicultural education curriculum. Communities must be educated with multicultural insight so that diversity becomes a unifying nation, and awareness of multicultural values is introduced into educational institutions through educational policies. This study applied a qualitative approach centered on library research. According to the findings of this study, the textbooks on Islamic Religious Education and Elementary School Characteristics for the third grade were still general and did not specifically describe the value of multicultural education. Even though the Islamic Religious Education and Characteristics of Elementary School for the third-grade textbook did not yet include multiculturalism education, it is expected that it can be loaded in other lessons to prevent radicalism and that it can be concluded that in Islamic religious education material, a curriculum with a multicultural paradigm can be developed by combining other. a. Al-Qur’an material, which helps to understand and instill attitudes when interacting with people of different religions. b. The concept of nationality can be used to extend on how the Prophet Muhammad led the multi-ethnic and multi-religious Medina community. c. The laying of the national foundation is the moral material. d. The date material can be exemplified by the Prophet Muhammad’s process of building Medina, where there was recognition and appreciation for the values of plurality and tolerance.

IMPLEMENTASI PEMBIASAAN KEGIATAN DZIKIR ALMA’TSURAT DALAM MEMBENTUK SPIRITUAL SISWA DI SEKOLAH MENENGAH PERTAMA ISLAM TERPADU DARRUL MAGHFIROH NGLIPAR

This study aims to find out, Implementation of habituation of dhikr al-ma'tsurat activities in the spiritual formation of students at SMPIT Darrul Maghfiroh. Obstacles encountered in habituation of dhikr al-ma’tsurat activities in spiritual gathering of students at SMPOT Darrul Maghfiroh. Solutions in overcoming existing obstacles in habituating dhikr al-ma’tsurat activities at SMPIT Darrul Maghfiroh. This study used descriptive qualitative method. This research was conducted at SMPIT Darrul Maghfiroh Nglipar. The subjects in this study were students, and informants in this study were school principals, teachers of Islamic religious education and waka curriculum. Data collection was carried out by observation, interview, and documentation methods. To test the validity of the data (data validity) in this study through triangulation techniques. Data analysis used data reduction techniques, data presentation, and conclusions.The results show that 1) The implementation of habituation of al-ma’tsurat dhikr activities at SMPIT Darrul Maghfiroh Nglipar has an influence in shaping the spirituality of students as evidenced by the attitude of children who are getting used to starting and ending daily activities with do’a, forming a calm attitude in students in responding to all situations and being able to control emotions, and having maturity thinking in solving problems. 2) The obstacles faced during the application of dhikr al-ma’tsurat at SMPIT Darrul Maghfiroh are some students who cannot read the Qur’an properly and correctly, there are students who are cool themselves when carriying out dhikr. 3) The solution that is carried out in overcoming existing obstacles is to provide support as well as motivation to students who have not been able to read the Qur’an, provide a punnishmet so that children are not late in carrying out activities.

Implementasi Kurikulum Pendidikan Agama Islam Di Sekolah Menengah Pertama Negeri (SMP) Satap 3 Bayan

The curriculum is an important component in the implementation of education. The implementation of the curriculum in educational units are expected to be able to achieve national education goals. Islamic religious education is a means of increasing Islamic values through the school education process. For this reason, it is necessary to study the application the curriculum of Islamic religious education starting from the planning, processes and obstacles encountered in the field. The method used in this study is a qualitative method with data collection in the form of interviews and observations. The implementation curriculum of Islamic religious education at SMPN Satan 3 Bayan is quite good. This statement can be seen from the learning tools made by teacher such as the learning implementation plan that is implemented properly and according to the provisions of the basic listed in the curriculum.

Integration of Religious Moderation in Developing an Islamic Religious Education Curriculum

This research aims to explain the integration of various modes in developing an Islamic religious education curriculum. This type of research is qualitative with a research library approach. Research data consists of data on religious moderation, curriculum development, and PAI material from primary sources in the form of relevant books and journals. Data collection techniques are carried out using documentation. The researchers' data sources were obtained from books and journals about religious moderation, curriculum development, and PAI materials. Data analysis uses Content Analysis. Based on the research results obtained, the integration of religious moderation in the Islamic religious education curriculum has the potential to produce education that is more inclusive, tolerant, and respectful of diversity of beliefs. A curriculum development process that considers principles of religious moderation tends to create a learning environment that is more open to interreligious dialogue and better understanding between religious groups. The importance of training for teachers and education stakeholders in implementing the integration of religious moderation in Islamic religious education practices. Periodic evaluation of the curriculum that has been integrated with various moderations needs to be carried out to ensure that integration goals are achieved and are in line with societal developments. This research results provide recommendations for stakeholders in Islamic religious education to adopt and develop a diverse moderation approach in curriculum as a step towards a more harmonious and inclusive society. Thus, this conclusion shows that the integration of religious moderation in developing an Islamic religious education curriculum can make a positive contribution to creating more inclusive and tolerant education, as well as encouraging better understanding between religious groups. In addition, this research also highlights the importance of training and sustainability evaluation in carrying out this integration effectively.

Implementation Model of Islamic Religious Education Curriculum at Various Levels of Education

The purpose of this research is to find out the implementation of the Islamic Religious Education curriculum policy at various levels of education. the research method used is library research with a leatherative method. Data sources come from books. The data collection technique used is documentation while the data analysis technique consists of four stages, namely data collection, data reduction, data presentation, and inference. The results of the research found that the Islamic Religious Education (PAI) Curriculum at various levels of education (Schools, Madrasahs and Pesantren) consists of several aspects, namely aspects of the Qur'an-Hadith, faith or aqidah, morals, fiqh and aspects of tarikh (Islamic history).

Landasan Psikologis dalam Pengembangan Kurikulum pada Mata Pelajaran PAI dan Budi Pekerti di Sekolah Menengah Atas

This study aims to explore the psychological foundations in the development of the Islamic Religious Education (PAI) curriculum at SMA Plus Al Ghifari Bandung. The background of this research highlights the importance of aligning the curriculum with the psychological needs and capabilities of students to achieve optimal educational goals. The research methodology used is a literature review, collecting data from various scientific journals, articles, books, and related school documents. This study is designed as a literature review, allowing researchers to analyze relevant information without conducting direct field research. The main findings of this study indicate that a curriculum based on psychological foundations can enhance the effectiveness of PAI learning, helping students understand and apply religious values in their daily lives. This study significantly contributes to educational literature, particularly in the context of developing a psychologically based curriculum. The implications of this study emphasize the importance of integrating theory and practice in religious education to achieve optimal results. This research also underscores the need for a holistic and inclusive approach in developing the PAI curriculum, offering further development prospects in the context of Islamic religious education. The limitations of this study include its focus on one school and the methodological approach limited to a literature review.

Analisis Landasan Epistemologis dalam Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah Menengah Pertama

This study aims to investigate the role and influence of epistemological foundations in the development of the Islamic Religious Education (PAI) curriculum in junior high schools (SMP). The background of this research is based on the importance of the Islamic epistemological foundations in determining the validity and boundaries of knowledge within Islamic teachings, which is crucial to ensure the consistency and relevance of the PAI curriculum with the needs of students. This research employs a qualitative approach with a case study design involving document analysis and in-depth interviews as data collection techniques. The findings indicate that an understanding of the Islamic epistemological foundations influences the selection of learning materials, the development of teaching methods, and the integration of Islamic values in the PAI curriculum in SMP. The study also reveals challenges in the curriculum implementation, including differing interpretations of Islamic teachings, limited resources, and varying understandings of Islamic epistemology among teachers. The research concludes that a deep understanding of the Islamic epistemological foundations is a critical aspect in developing the PAI curriculum in SMP and requires collaborative efforts between educators, policymakers, and the Islamic community to overcome these challenges and ensure the effectiveness of Islamic religious education in schools. The implications of this study highlight the need for enhanced training and resources for teachers to strengthen the implementation of a curriculum based on the principles of Islamic epistemology.

Implementation of Islamic Education in Increasing the Religious Awareness of Senior High School Students

This research examines the implementation of Islamic Education as a means to enhance the religious consciousness of high school pupils in Kendari. The research at hand addresses two key aspects: firstly, the religious consciousness among students attending State Senior High institution Kendari, and secondly, the implementation of Islamic teaching inside the institution. The data for this study were obtained through interview methods, participatory observation, and document analysis. The data analysis methodologies employed included data reduction, data display, and drawing conclusions. The present investigation revealed that the educational curriculum employed at the institution under scrutiny was the 2013 Islamic religious education curriculum. Based on the findings, it was determined that the level of religious awareness among students in this educational institution did not meet the anticipated standards. The 2013 curriculum serves as a metric for evaluating the religious views of students. This measure was implemented to ascertain if the religious beliefs held by the pupils were influenced by the teachings provided by their religion instructor within the educational institution. The correlation between the scope and diversity of Islamic religious education and the quantity and proficiency of Islamic religious education instructors inside this educational institution is not linear. The number of instructors responsible for delivering Islamic education within this educational institution is limited to a total of five individuals. A significant proportion of individuals has Master's degrees, indicating a high level of education attainment. Furthermore, the dissemination of significant Islamic religious education material is limited to a mere four sessions of 45 minutes each or three hours in total within a single week.

Islamic Religious Education Curriculum Development Model

The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement. This problem served as the foundation for the formation of the research problem, which is the idea and framework for creating an Islamic religious education curriculum. Reference-based research—that is, observation centered on books, journals, or other publications—is the methodology employed. The study's findings demonstrate the curriculum's function in a number of areas that are important to educational activities, such as a) the school in question; b) schools or madrasas above it; and c) the community, which uses graduates. An eclectic method, or selecting the best of the four techniques listed below, can be used to build an Islamic religious education curriculum that fits its unique features. These methods include the following: a) subject-based methods; b) humanistic methods; c) technology methods; and d) social reconstruction methods. In the meantime, the Islamic education curriculum development model provides two alternatives for madrasas, including a competency-based and life skills-based curriculum development model and an Islamic Religious Universities competency-based curriculum development model.

MANAJEMEN KURIKULUM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Implementation of Islamic Religious Education (PAI) curriculum management is an effort to make the PAI learning process a success. When the PAI curriculum is managed well, PAI learning objectives will be easily achieved. The research aims to describe PAI learning curriculum management. This research uses a qualitative research approach with the type of library research. The results of the research show that: 1) PAI learning planning is a decision-making process about what must be done to achieve PAI learning objectives are determining effective time and week allocations; Prepare Prota, Promissory Note, Syllabus and RPP; 2) the implementation of the PAI learning curriculum is the ongoing process of teaching and learning in the classroom which is the core of activities in educational institutions. 3) The implementation of the PAI learning curriculum includes three learning stages, namely the introductory or pre-learning stage, the core of learning and the conclusion of PAI learning; 4) evaluation of the PAI learning curriculum is a process for monitoring and assessing the learning process that has been carried out and the abilities of students who have carried out PAI learning activities, both assessing the knowledge, attitudes or behavior and skills of students. Evaluation of the PAI learning curriculum includes two aspects, namely evaluation of learning outcomes and evaluation of the learning process. The PAI learning curriculum evaluation tools include learning outcomes tests, test criteria and types of tests

Redeeming Ulos Batak through Christian Religious Education and its Implications

Ulos is a local cultural product of the Batak community worn during every traditional ceremony. However, since the preaching of the Christian Gospel in the late 18th century in Tapanuli, North Sumatra, Indonesia, the presence of Christianity has grown rapidly and influenced the social and cultural life of the Batak people, especially in the use of ulos. Initially, the use of ulos was not considered problematic, but later, with the arrival of various Christian denominations that had different beliefs from what was taught in the church before, conflicts arose. The purpose of this research is to examine how the use of ulos has caused conflicts with Christianity. This article uses a qualitative approach with descriptive analysis and synthesis of thoughts on the relationship between Christianity and culture. The instruments used for analysis and synthesis include literature studies, observations, and interviews with Batak cultural figures. The main findings are as follows: first, positioning ulos as a traditional weaving that can be used as a unique form of local wisdom; second, using ulos within the framework of building socio-cultural relations for the Batak people and other ethnic groups; third, creating and using ulos as an example of teaching material for the redemption of local culture in a contemporary context. The analysis and synthesis results recommended by the author regarding the use of ulos as one of the teaching materials in the Christian Religious Education curriculum for the cultivation of local wisdom values for church congregants and students in schools.

The Benefits of Music in Teaching Catholic Religious Education in Croatia

Music viewed from the real praxis could trigger positive religious emotions as the path of beauty in those searching for the meaning of life or the higher one in God. The article aims to encourage interdisciplinarity in teaching Catholic RE in Croatia, presenting many benefits of music and examples of positive practices that music can encourage in students. The main purpose of this paper, after recognizing the needs and difficulties of interdisciplinary teaching primarily for teachers in Croatia, is to create a model of implementing music content efficiently in Catholic religious education (RE) in Croatia. The research finds the necessity to unite experts from three fields to make interdisciplinary teaching efficient and progressively constructive: religious education pedagogy and music pedagogy combined with music practice itself through professional conductors. Nevertheless, the text seeks to expose an easily applicable model that leads to efficient and progressive interdisciplinary teaching, which is also the main aim of the work. The research is significant as this model could be examined in different subject areas, highlighting that singing in class could encourage religious sensibility and help improve spiritual and religious competencies. The research findings showed that the advantages and specifics of choral singing could be integrated into the religious education curriculum, making RE more dynamic and challenging for students. The research is based on a literature review, a data analysis, as well as participant observation (teacher and conductor) as methods to prove advantages and possibilities of how to implement music into the RE curriculum.

Management of Curriculum and integrative learning of Islamic religious education and vocational school at SMKN 3 Malang, Indonesia

This paper discusses the new formulation of a curriculum and learning management system in Islamic religious education and an integrative-vocational collaborative model by combining learning materials and objectives through a measurable curriculum planning and management system in accordance with the vocational school curriculum and Islamic values. This research produces an integrative curriculum and learning model by combining one scientific discipline (vocational) and Islamic education disciplines, the researcher gives the term “Nested Integrated Model”: integration of proficiency targets achieved on certain topics in vocational material with targets achieved in Islamic religious education.

The Internalization of The Values of Freedom to Learn in the Learning of Islamic Religious Education (PAI) at Public Senior High School (SMAN) 1 of Wanasaba in the Academic Year of 2023/2024

The research aimed to investigate the internalization process of the value of freedom in learning within the context of Islamic Religious Education at Public Senior High School (SMAN) 1 Wanasaba during the academic year 2023/2024. Freedom in learning encourages student autonomy and active participation in their educational journey. Additionally, it sought to assess the implementation of this concept within the Islamic Religious Education curriculum. Employing a qualitative approach with a case study method, data were gathered through interviews, classroom observations, and document analysis. Findings revealed the successful integration of the freedom to learn concept in Islamic Religious Education at SMAN 1 Wanasaba, with Islamic values deeply ingrained in the learning process. Teachers played pivotal roles as exemplars in fostering the internalization of this value.This study contributes to understanding how freedom in learning principles can be effectively applied within Islamic Religious Education, underscoring the crucial role of teachers in facilitating value internalization. Moreover, it underscores the significance of incorporating religious values into active, participatory educational methodologies, highlighting the pivotal role of Religious Education in character development. In summary, this research enhances comprehension of learning methodologies aligned with Islamic Religious Education principles, emphasizing the importance of teacher guidance in nurturing students' character development through active learning approaches.

Balancing Differences through Highlighting the Common: Religious Education Teachers’ Perceptions of the Diversity of Islam in Islamic Religious Education in Finnish State Schools

Muslims are Finland’s largest and fastest-growing religious minority. In Finnish state schools, the number of pupils studying Islamic religious education (IRE) has almost doubled in a decade, and IRE has its own national curriculum, which is based on the general principles of Islam. Pupils are diverse in terms of their languages, cultures, ethnicities and in their religious and worldview backgrounds, religious diversity being reflected in the religious education curriculum content in which the diversity of Islam is addressed. In this study, we examine the diversity of Islam in IRE. The research results are based on interviews with IRE teachers (N = 17) working in comprehensive schools in the capital region of Finland, and we use data-driven content analysis to explore teachers’ perceptions. This study shows that IRE teachers use balancing pedagogical tools in order to deal with the diversity of Islam. According to the findings of our study, dealing with this diversity in religious education requires a dialogicity that both highlights and blurs differences related to diversity. Religion-related dialogue in IRE provides an arena for a balanced discussion about religious differences as well as what they have in common.

Implementation of Merdeka Curriculum Development for Islamic Religious Education: A Case Study in a Junior High School

This research discusses the implementation of the Islamic Religious Education curriculum reform that is currently being carried out, taking into account the "Merdeka Belajar" curriculum policy proposed by the Minister of Education and Culture, Nadiem Makarim. The Merdeka Belajar curriculum policy is an innovative idea that aims to improve the education system in the country. This idea is based on efforts to achieve cognitive independence for students, including in the context of Islamic Religious Education. In this context, curriculum reform is implemented to update Islamic Religious Education's approach and teaching materials to make it more relevant and useful for students in developing their understanding and religious values. This research was conducted in SMP Negeri 3 Kaliwungu. The type of research used is descriptive qualitative, using a field research approach. The research method was collecting data through interviews, observation, and documentation. The resource person of this research is an Islamic Religious Education teacher of SMP N 3 Kaliwungu. The results of this study are; (1) Islamic Education teachers provide Islamic Education subject matter and ethics by Learning Achievement. (2) Students can seek references from the material through existing media or which can be utilized as learning resources. (3) Islamic Education teachers use new methods to learn Islamic education, one of which is the Contextual Teaching and Learning (CTL) method or strategy.

The Role of Teachers in The Development of Islamic Religious Education (PAI) Curriculum in Public Junior High Schools

This article discusses the important role of Islamic Religious Education (PAI) teachers in developing the PAI curriculum at SMPN 4 Sangkuriman-Tanah Grogot. The article highlights the need for teachers to design a curriculum that meets national education standards and student needs. The article also emphasizes the importance of balancing religious and contemporary aspects in the curriculum. Teachers can identify student needs by observing and interviewing students, parents, and fellow teachers. Evaluating student learning outcomes is also crucial to ensure that the curriculum meets student needs. The article cites several studies that explore the role of PAI teachers in improving student motivation, building student character, and increasing teacher professionalism. These studies provide valuable insights into best practices for developing the PAI curriculum at SMPN 4 Sangkuriman-Tanah Grogot.

The Application of Local Culture and Science-Based Islam Religious Education Curriculum at Schools and Madrasa

This research studies a pattern through the application of science and culture-based Islamic Education at schools and madrasa. This research refers to an application based on natural science related to local culture in Indonesia by giving priority to the values in Islam. This research aims to search for and research applied science by pairing or linking it with the culture of Indonesia. It is research about the application in the learning process in which the scope discusses the science of local culture by prioritizing an approach to Islamic values. In the process, this research is not directing the learning of Islamic Religious Education in the realm of qualitative and quantitative or merging, but this learning can use one or even both in the learning methodology. The results of this study explain that the application of learning that leads to science and refers to Indonesian culture by looking at Islamic values. It can be referred to as observations of habits taught and practiced in the learning Islamic Religious process activities in schools and madrasa