scholarly journals PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM PADA PENDIDIKAN TINGGI

2017 ◽  
Vol 13 (2) ◽  
pp. 223-252
Author(s):  
Suwadi Suwadi
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Learning Outcomes ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
Islamic Education ◽  
Scientific Development ◽  
Education Curriculum ◽  
Higher Education Curriculum

This study aims at finding the development of Islamic education curriculum in higher education. Curriculum development conceived as an effort to develop a curriculum that refers to the Indonesian Qualifications Framework (KKNI), National Standards for Higher Education (SNPT), and Paradigm Integration-Interconnection Studies as the orientation of scientific development at UIN Sunan Kalijaga. This study was conducted by means of naturalistic qualitative approach. The location of this study was at the Department of Islamic Religious Educatioan of Faculty of Islamic Education and Teaching UIN Sunan Kalijaga Yogyakarta. The subjects consisted of cases which are selected by purposive sampling techniques. The study procedure of collecting data consisted of four steps: observation, in-depth interviews, and document study. The data were analyzed using inductive models, while the validity of the result met the criteria of credibility, transferability, dependability and conformability. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to KKNI and SNPT. (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) Half the weight of the unit credits obtained by multiplying the depth and breadth of study material; Second, the development of the curriculum to accommodate all the requirements of a professional teacher with four competencies; pedagogical, personality, social and professional competence, plus the competence of the leadership. Third, curriculum development in PAIDepartment also stressed on the aspect of PAI consisting of Al-Qur’an Hadith, Aqidah Akhlak, Fiqh, Sejarah Kebudayaan Islam to improve the professional competence of future teachers.

scholarly journals Reconstruction of Higher Education Curriculum to Prepare the Next Generations

2016 ◽  
pp. 119-126
Author(s):  
Sarwanto Sarwanto
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Assessment System ◽  
National Standards ◽  
Survey Method ◽  
Education Curriculum ◽  
Study Program ◽  
Master Program ◽  
Reconstruction Process ◽  
Higher Education Curriculum

Republic of Indonesia Government had issued a regulation on the national standards of higher education in 2015. UNS should immediately adjust the education process in accordance with the new regulations by reconstructing the curriculum. This study aims to analyze the reconstruction process in preparing the curriculum in UNS prepare future generations better. National standards require the higher education curriculum compiled from formulating learning outcomes to the preparation of the assessment system. This research method is a survey method. Samples are Diploma Program, Bachelor, Master Program, and Doctorate Program.  Results showed that the reconstruction of the new curriculum is implemented by 45% of study program at the UNS, 60% of which is in conformity with the standards, even two courses had prepared the curriculum to standards well adapted to the AUN QA, only three study programs that have student learning outcomes have been agreed by the forum study program.

scholarly journals DEVELOPING CURRICULUM OF THE DEPARTMENT OF ISLAMIC RELIGIOUS EDUCATION IAIN LHOKSEUMAWE ACEH

2019 ◽  
Vol 2 (1) ◽  
pp. 146-166
Author(s):  
Aida Hayani
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Religious Education ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
History Of ◽  
Strategic Issue ◽  
The Government ◽  
The University

Abstract: The curriculum is the most important component for developing the quality of Islamic Religious Education (IRE) in universities. The curriculum is a unique characteristic of a college compared to other universities. Nonetheless, the Government has provided guidelines for how the university curriculum is developed. This study aims to describe the development of IRE curriculum in IAIN Lhokseumawe Aceh. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to Indonesian Qualifications Framework (IQF) and National Standards for Higher Education (NSHE). (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) curriculum development in Department of Islamic Religious Education (IRE) also stressed on the aspect of IRE consisting of Al-Qur’an-Hadith, Aqidah Akhlak, Fiqh, and History of Islamic Culture to improve the professional competence of future teachers.

scholarly journals Upaya Pengembangan Kurikulum Prodi S.2 Manajemen Pendidikan Islam (MPI) UIN Walisongo Semarang

Nadwa ◽  
2018 ◽  
Vol 12 (1) ◽  
pp. 155
Author(s):  
Muslih Muslih
Keyword(s):  
Curriculum Development ◽  
National Standards ◽  
Islamic Education ◽  
Development Effort ◽  
Top Down ◽  
Study Program ◽  
Bottom Up ◽  
Higher Education Curriculum ◽  
Market Needs ◽  
Depth Interviews

<p class="Body">This article presents a discussion of Curriculum Development Effort of S.2 Management of Islamic Education (MPI) UIN Walisongo Semarang especially related to input fom users or ekesternal stakeholders, which include graduate and alumni users. Data collection methods used were open questionnaires, in-depth interviews and documentation. The findings of the research mentioned that the effort of curriculum development of Study Program S.2 Management of Islamic Education UIN Walisongo Semarang has two strategies. <em>First:</em> a bottom up strategy that reactive to market needs with indicators that graduate users have been satisfied and responsive to the needs of the graduates themselves. While the second stretegi is top down, following the National Standards of Higher Education Curriculum based on National Qualifiers Framework Indonesia (KKNI). Therefore, it can be said that in the effort of curriculum development, a joint effort is made between stakeholders' inputs and government standards.</p><p class="Body"><strong>Abstrak</strong></p><p class="Body">Artikel ini menyajikan pembahasan mengenai Upaya Pengembangan Kurikulum Prodi S.2 Manajemen Pendidikan Islam (MPI) UIN Walisongo Semarang khususnya yang berhubungan dengan masukan <em>users</em> atau <em>stakehoders</em> ektsternal yang meliputi pengguna lulusan dan alumni. Metode pengumpulan data yang digunakan adalah kuesioner terbuka, wawancara mendalam dan dokumentasi. Temuan penelitian menyebutkan bahwa Upaya pengembangan kurikulum Program Studi S.2 Manajemen Pendidikan Islam Pascasarjana UIN Walisongo Semarang telah menempuh dua strategi. Yaitu <em>bottom up</em> yang responsive terhadap kebutuhan pasar dengan indikator bahwa pengguna lulusan telah merasa puas dan responsive dengan kebutuhan lulusan itu sendiri. Sedangkan stretegi kedua dengan <em>top down </em> berdasarkan standart Nasional Kurikulum Pendidikan Tinggi barbasis <em>Kerangka Kualifikasi Nasional Indonesia</em><em> (</em><em>KKNI</em><em>). </em>Sehingga dapat dikatakan bahwa dalam upaya pengembangan kurikulum, ditempuh upaya gabungan antara masukan <em>stakeholders</em> dan standar pemerintah.</p><p><strong><br /></strong></p>

scholarly journals Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa

2020 ◽  
Vol 1 (3) ◽  
pp. 20-31
Author(s):  
Innocent Mutale Mulenga
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Curriculum Development ◽  
21St Century ◽  
Rapid Expansion ◽  
Sub Saharan Africa ◽  
Bench Mark ◽  
Education Curriculum ◽  
Stepping Stones ◽  
Higher Education Curriculum

Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.

scholarly journals Curriculum Development in Higher Education - from Theory to Practice at University of Education - Hanoi National University in the Context of University Autonomy Implementation

2019 ◽  
Author(s):  
Duong Thi Hoang Yen ◽  
Nguyen Phuong Huyen ◽  
Nguyen Thi Thanh Ly ◽  
Nghiem Thi Duong
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Undergraduate Curriculum ◽  
Education Curriculum ◽  
University Autonomy ◽  
Higher Education Curriculum ◽  
Theory To Practice ◽  
National University ◽  
The University

In the trend of innovation and autonomy in higher education, curriculum development plays an important role for each university to affirm its quality and position. This paper argues that a new meaning for undergraduate Curriculum must be developed to reflect the University's autonomy, and ensure efficiency. This will require renewed discussion about many aspects of curriculum in higher education, from theory to practice. With that meaning, this paper also reflects the result of a study on the curriculum development of the University of Education (UED) - one of the member unit of Hanoi National University (VNU), in order to assess the degree of autonomy and effectiveness of the curriculum and  proposing solutions to ensure the quality of training, realize the vision and mission of the University.

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