Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)

The curriculum is an inseparable part of an education system, because it is one component in determining the achievement of a goal. Likewise the Islamic religious education curriculum (PAI) also has a very central role in various educational processes in order to achieve the direction and purpose of Islamic education itself. Islamic education aims to develop all the potential that humans have based on the Shari'ah of Islam. However, the PAI curriculum in fact, still holds problems in life, for example the learning model is still dogmatic, repository and overlapping, and the religious concepts taught have no relevance in life in modern times today. Educators and all education staff are required to truly be able to understand the curriculum and be able to develop it. In developing an Islamic religious education curriculum (PAI) certain approaches are needed, so that the curriculum developed can lead students towards the desired changes. Educators can choose a number of approaches that are appropriate to their learning model and of course by paying attention to the characteristics of Islamic religious education itself. Among the approaches that can be used in curriculum development there are four, namely: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can later be implemented by various PAI teachers in the teaching and learning process in schools.

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Persepsi Guru Al-Qur’an Hadis tentang Implementasi Kurikulum 2013 di Madrasah Tsanawiyah Swasta Al Washliyah Stabat

Mimbar Kampus: Jurnal Pendidikan dan Agama Islam ◽

10.47467/mk.v19i2.581 ◽

2020 ◽

Vol 19 (2) ◽

pp. 145-163

Author(s):

Maulida Maulida

Keyword(s):

Qualitative Research ◽

Religious Education ◽

Teaching And Learning ◽

Islamic Education ◽

Education Curriculum ◽

Field Of Study ◽

Learning And Teaching ◽

Research Activities ◽

Verbal Messages

The objectives of this research are as follows 1). This study aims to determine the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 2). To find out the implementation of the 2013 curriculum in Al-Quran Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 3). To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in the subjects of Al-Quran Hadith. This type of research is descriptive qualitative research, namely this type of research describes the state of objects or events without an intention to draw conclusions that apply in general. In this study, it is intended to describe the role of Madrasah Tsanawiyah Private Al Washliyah Stabat as a forum to form students who have superior quality by using the latest learning curriculum, namely Curriculum 2013. stabat. The background of the problem in this study is that the implementation of the Islamic education curriculum is not fully implemented in the Al-Washliyah Stabat Private Tsanawiyah Madrasah regarding the curriculum that is still applied in teaching and learning activities, namely the 2013 curriculum. Islamic religious education curriculum is limited to the field of study of Islamic Religious Education such as the field of study of the Qur'an and Hadith. This research is included in the qualitative research model, meaning that the data used in this study is qualitative data (data that does not consist of numbers) in the form of verbal messages, dialogues and writings that are the results of research through library research activities and field observations and conducting research. Documentation of the objectives of this study are: To find out the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum in Madrasah Tsanawiyah Swasta Al Washliyah Stabat. To find out the implementation of the 2013 curriculum in Al-Qur'an Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in Al-Quran Hadith subjects. The results of this research are: Madrasah Tsanawiyah has a significant role in preserving the continuity of Islamic education and Islamic ethical moral values in the implementation of the 2013 curriculum. In terms of the process of implementing learning in MTs. Private Al Washliyah Stabat has been implemented well by making students more participative in learning and teaching activities

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UPAYA MENINGKATKAN KEMAMPUAN SISWA DALAM MEMBACA ALQURAN DENGAN METODE DRILL (LATIHAN) MELALUI EXPLICIT INSTRUCTION

JIRA: Jurnal Inovasi dan Riset Akademik ◽

10.47387/jira.v1i2.34 ◽

2020 ◽

Vol 1 (2) ◽

pp. 137-145

Author(s):

Tabrani Lubis

Keyword(s):

Action Research ◽

Religious Education ◽

Learning Process ◽

Teaching And Learning ◽

Learning Strategy ◽

Explicit Instruction ◽

Islamic Education ◽

Research Subjects ◽

Peer Tutors ◽

Classroom Action Research

Penelitian ini bertujuan memaparkan metode Drill melalui explicit instruction dalam peningkatan proses belajar mengajar mata pelajaran Pendidikan Agama terutama dalam pengajaran aspek Alquran. Strategi pembelajaran yang dilakukan dengan menggunakan tutor sebaya. Jenis penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian kelas X.1 yang diajar oleh guru PAI. Hasil penelitian menunjukkan bahwa Metode drill/ latihan dapat meningkatkan kemampuan siswa dalam membaca Alquran. Hal ini dapat dilihat dari penuturan huruf Alquran/ Hijaiyyah sesuai dengan kaidah ilmu tajwid. Para siswa menjadi fasih dan lancar. Para siswa juga termotivasi untuk meningkatkan kembali kemampuan membaca Alquran. Pengetahuan siswa juga meningkat dengan adanya tugas mencari beberapa contoh bacaan Alquran sesuai dengan indikator pembelajaran. This study aims to describe the Drill method through explicit instruction in improving the teaching and learning process of Religious Education subjects, especially in teaching aspects of the Koran. The learning strategy is carried out using peer tutors. This type of research is classroom action research with research subjects in class X.1 taught by Islamic Education teachers. The results showed that the drill / exercise method could improve students' ability to read the Koran. This can be seen from the narrative of the letters of the Koran / Hijaiyyah in accordance with the rules of recitation. The students became fluent and fluent. Students are also motivated to improve their ability to read the Koran. Students' knowledge also increases with the task of finding several examples of reading the Koran according to the learning indicators.

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Optimization of Teaching Skills for Islamic Religious Education Teachers Web/Blog-Based in Improving Student Intelligence

BELAJEA Jurnal Pendidikan Islam ◽

10.29240/belajea.v6i1.2071 ◽

2021 ◽

Vol 6 (1) ◽

pp. 93

Author(s):

Meyfi Wowor ◽

Khusnul Khuluq ◽

Sigit Priyono Sembodo

Keyword(s):

Religious Education ◽

Learning Process ◽

Teaching And Learning ◽

Islamic Education ◽

Teaching Skills ◽

Online Application ◽

Web Based ◽

Study Approach ◽

Network Problems ◽

Teachers And Students

The teaching and learning process is complex and comprehensive. This study discusses the teaching skills of web-based Islamic education teachers/bloggers in improving student intelligence in MAN 1 Bitung which aims to reveal the stages in optimizing web-based/blog-based skills that are effective in improving student intelligence. These skills have online characteristics and include various media components in the form of text, images, sound and video which are input via the web/blog. This research is a type of qualitative research with a case study approach. Based on the results of the study that 1) optimization of teaching skills of Islamic education teachers based on web/blog in improving student intelligence is the existence of web/blog based teaching and learning using the quipper school application, which is a free online application as a meeting place for teachers and students so that the learning process is created. Obstacles faced 1. Lack of teachers in mastery of IT 2. Do not have mobile phones 3. Network problems 4. Limited internet quota 5. Mapel PAI is still manual such as Al-quran hadith and Akidah Akhlak. The solutions implemented were: 1. Preparing IT teachers to provide training every Saturday-Sunday, 2. Providing cellphone loans, 3. Mbps speed being increased, 4. Quota provided. MAN teachers are required to master technology so that they can optimize student intelligence so that they understand more quickly and improve their competence by always updating knowledge so that they are able to face today's students.

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Urgensi Model Pembelajaran Interaktif dalam Meningkatkan Prestasi dan Motivasi Belajar Siswa dalam Mata Pelajaran Pendidikan Agama Islam

Tsamratul Fikri | Jurnal Studi Islam ◽

10.36667/tf.v15i1.698 ◽

2021 ◽

Vol 15 (1) ◽

pp. 1

Author(s):

Fauzi Rahmanul Hakim

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Model ◽

Islamic Education ◽

Learning Problems ◽

Learning Method ◽

Learning Models ◽

Literature Study ◽

Study Approach ◽

Left Behind

In learning Islamic Religious Education (PAI) students need a learning model that is appropriate and precise in its characteristics. Learning model is termed by interpreting a broader scope than the learning method or strategy. Therefore, the learning model can be interpreted as planning which is used as a reference or rule in the learning process carried out in the classroom and can be a determinant of learning equipment such as teaching materials, books, curriculum, and so on. So it can be said that the learning model is a directional framework from the educator for the teaching process. This research tries to present an overview of the learning problems of an interactive model in the practice of Islamic education. Islamic education is now faced with various kinds of challenges, demands and needs that have never existed before. So it is not enough with just one learning model, it takes innovation in the renewal of the learning model that is tailored to the system needs, curriculum, human resource competencies, infrastructure, and others. If not, then Islamic education in practice will be increasingly left behind because it becomes a problem of learning models that do not adapt to developments. This research uses a literature study approach, data collection through text studies, then the data obtained is analyzed using content analysis. This method intends to analyze the problems of interactive learning in Islamic education practices. So it becomes a solution if the urgency learning model is made into a good innovation from its weaknesses and strengths. Because the learning process of students will be considered more effective if students after learning can find out something that was not previously known. So, learning achievement will change for the better with a change in new behavior in the level of reason, knowledge, thinking or advancement of physical potential.

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Pengembangan Pembelajaran Alquran Hadis dengan Pendekatan Akal Bertingkat Ibnu Sina Di SMK Muhammadiyah 3 Yogyakarta Berbasis Neurosains: Di Masa Pandemi Covid-19

SALAM Jurnal Sosial dan Budaya Syar i ◽

10.15408/sjsbs.v8i4.18995 ◽

2021 ◽

Vol 8 (4) ◽

Author(s):

Mohammad Jailani ◽

Suyadi Suyadi ◽

Muallimah Muallimah

Keyword(s):

Learning Process ◽

Brain Function ◽

Teaching And Learning ◽

Teacher Educator ◽

Field Research ◽

Learning Model ◽

Qualitative Approach ◽

Islamic Education ◽

Offline Learning ◽

Class Teacher

The COVID-19 pandemic has caused the offline learning model to turn into online learning. Including learning Al-Qur'an Hadith at SMK Muhammadiyah 3 Yogyakarta is done online. This causes the teaching and learning process to be less focused on student learning. Learning Al-Qur'an Hadith is not yet relevant to Ibn Sina's concept of multilevel reasoning, and brain function (Neuroscience) on student learning.This study aims to find a learning model of the Qur'an Hadith during the COVID-19 period in the perspective of Ibn Sina's multilevel reasoning based on Neuroscience studies.This research is a field research with a descriptive qualitative approach. The technique of collecting data in this research is through the results of observations, interviews, and Documentation with the Principal, Curriculum Deputy, Class Teacher, Educator, and Students of SMK Muhammadiyah 3 Yogyakarta, namely the technique to draw conclusions based on the data obtained in accordance with the objectives of this study.The results of this study provethat the learning of the Qur'an Hadith with the multilevel approach of Ibn Sina's reasoning is based on Neuroscience. Able to understand the Qur'an theoretically and empirically both theoretically (tajwid) and practical reading (tartil). Reflecting on parents participating in accompanying their children at home in understanding the material presented by the teacher. It has implications for students in understanding, developing interests, evaluating, and producing learning works on Islamic Education discourses.Keywords: COVID-19, Ibn Sina's stratified mind, Neuroscience, students and teachers, learning Al-Qur'an Hadith. AbstrakPandemi COVID-19 merupakan penyebab model pembelajarin ofline (luring) berubah menjadi pembelajaran secara online (daring). Termasuk pembelajaran Al-Qur’an Hadits di SMK Muhammadiyah 3 Yogyakarta dilakukan secara daring. Hal demikian menyebabkan proses belajar mengajar kurang fokus terhadap belajar peserta didik. Pembelajaran Al-Qur’an Hadits belum relevan dengan konsep akal bertingkat Ibnu Sina, dan fungsi otak (Neurosains) terhadap belajar peserta didik. Penelitian ini bertujuan menemukan model pembelajaran Al-Qur’an Hadits dimasa COVID-19 dalam perspektif akal bertingkat Ibnu Sina berbasis kajian Neurosains. Penelitian ini merupakan Field Research (Studi Lapangan) dengan pendekatan kualitatif deskriftif. Teknik pengumpulan data penelitian ini malaui hasil observasi, wawancara, dan Dokumentasi Bersama Kepala Sekolah, Waka Kurikulum, Wali Kelas, Pendidik, serta Peserta didik SMK Muhammadiyah 3 Yogyakarta. Hasil penelitian ini membuktikan bahwa pembelajaran Al-Qur’an Hadits dengan pendekatan akal bertingkat ibnu Sina berbasis Neurosains. Mampu memahami Al-Qur’an secara teoritik dan emperik baik belajar secara teori (tajwid) maupun secara praktek bacaan (tartil). Merefleksi orang tua ikut serta mendampingi anaknya dirumah dalam memahami materi yang disampaikan guru. Berimplikasi pada siswa dalam memahami, mengembangkan minat, mengevaluasi, dan menghasilkan karya belajar terhadap diskursus Pendidikan Islam. Kata kunci: COVID-19, akal bertingkat Ibnu Sina, Neurosains; siswa dan guru, pembelajaran Al-Qur’an Hadits.

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Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1.2.72.15-20 ◽

2018 ◽

Vol 1 (2) ◽

pp. 15

Author(s):

Muhammad Munib

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Strategy ◽

Empirical Test ◽

Cognitive Conflict ◽

Learning Model ◽

Islamic Education ◽

Test Results ◽

Independent Manner ◽

Use Of Resources

Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by questionnaire: (1) improve the use of resources in applying the model (2) Change the way of evaluation in the use of the model (3) Improve the model appearance or change the learning strategy. 2) The developed product is attractive for classroom learning in a classical and independent manner. 3) This product product can ease the burden of teacher in teaching. 4) The result of expert validation and trial, Constructivistic Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education. 5) The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of productive learning model.

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Sejarah Kurikulum Pendidikan Islam di Brunei Darussalam

JURNAL IQRA ◽

10.25217/ji.v4i1.448 ◽

2019 ◽

Vol 4 (1) ◽

pp. 113-127

Author(s):

Aslan Aslan ◽

Suhari Suhari

Keyword(s):

Religious Education ◽

Education System ◽

Islamic Education ◽

Education Curriculum ◽

Field Of Study ◽

Educational Curriculum ◽

Brunei Darussalam ◽

Historical Education

This artilce aimed to analyze of hisotorical Islamic education curriculum in Brunei. This method used field of study or literature. The result showed that Firstly, after Islam came to Brunei, the education system was more in the direction of printing scholars. Secondly, after the arrival of invaders in Brunei, Islamic religious education has experienced dualism, but the curriculum from the Britain has not received a warm welcome. Thirdly, Brunei's independence was inseparable from the role of Britain, so education in Brunei was inseparable from the influence of the educational curriculum of the British nation. Keywords: Islaimic Education Curriculum, Historical Education of Brunnei Darussalam

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KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM (Studi Histori dan Regulasi di Indonesia)

journal EVALUASI ◽

10.32478/evaluasi.v5i2.745 ◽

2021 ◽

Vol 5 (2) ◽

pp. 293

Author(s):

Mufarrihul Hazin ◽

Nur Wedia Devi Rahmawati

Keyword(s):

Religious Education ◽

Education System ◽

Historical Review ◽

Islamic Education ◽

New Order ◽

Education Curriculum ◽

Reform Era ◽

National Education ◽

National Education System ◽

The Times

The curriculum becomes an important component in education. Therefore, the development of curriculum in Islamic education is an inevitability, because change must happen with the times. Therefore, the purpose of this writing will be to review the policy of developing of islamic education curriculum, especially in Indonesia by taking into history and regulations. This article uses library research method with content analysis approach. The results showed that the Curriculum Development of Islamic Education in the historical review from the independence period to the reform era continues to change according to the conditions and needs. The development of Islamic education curriculum is divided into 3 periods; i.e. first, the old order period, there were 3 changes, namely the curriculum in 1947, 1952, and the curriculum in 1964; second, the new order period, there were 4 changes, the curriculum 1968, 1975, 1984, and curriculum 1994; third, the reform period, there have been 3 changes, the 2004 curriculum (KBK), curriculum 2006 (KTSP), curriculum 2013 used until now. While in the review of islamic education curriculum regulation there are 4 categories, first, the regulation of madrasah curriculum follows Law Number 20 of 2003 about national education system; second, the regulation of pesantren curriculum follows Law Number 18 of 2019 about Pesantren; third, the regulation of islamic religious college curriculum induces Law Number 12 of 2012 about higher education; and fourth, the regulation of Islamic religious education curriculum for schools / public campuses induces Law Number 20 of 2003 about natioal education system.

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Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1i2.72 ◽

2018 ◽

Vol 1 (2) ◽

pp. 15

Author(s):

Muhammad Munib

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Strategy ◽

Empirical Test ◽

Cognitive Conflict ◽

Learning Model ◽

Islamic Education ◽

Test Results ◽

Independent Manner ◽

Use Of Resources

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Dinamika Perubahan Paradigma Pendidikan: Studi tentang Kesiapan Guru Pendidikan Agama Islam di SD/MI di Wilayah Kabupaten Banyumas dalam Menerapkan Pendekatan Pembelajaran Saintifik dan Penilaian Otentik Kurikulum 2013

Jurnal Penelitian Agama ◽

10.24090/jpa.v15i2.2014.pp194-210 ◽

2014 ◽

Vol 15 (2) ◽

pp. 194-210

Author(s):

Suparjo Suparjo

Keyword(s):

Elementary Schools ◽

Mixed Methods ◽

Religious Education ◽

Scientific Method ◽

Learning Model ◽

Islamic Education ◽

Education Curriculum ◽

Starting Point ◽

New Education ◽

Scientific Learning

Abstract: This study was aimed at explaining the changes of educationparadigm among islamic education teachers in elementary schools and islamicelementary schools in Banyumas Regency, shown by teacher’s readiness inimplementing Curriculum 2013, especially in applying scientific method andauthentic assessment. This research used mixed methods, quantitative andqualitative methods. The research found that Islamic education teachers in bothgeneral and islamic elementary schools are ready to implement Curriculum 2013.In addition, they are also ready apply and develop scientific learning model andauthentic assessment as well as adapt to the new education paradigm. However,because of the lack of socialization, training, and facilities, they get some difficultiesin mastering knowledge about the curriculum and its implementation. From theresearch findings, it can be concluded that curriculum can be a starting point tochange the paradigm and practices of education as far as it is prepared and facilitated.Keywords: education paradigm, teacher, religious education, curriculum 2013. Abstrak: Hasil penelitian ini adalah bahwa guru PAI di SD maupun guru MI sudahsiap mengimplementasikan Kurikulum 2013, merasa mampu menerapkannyadalam mengembangkan model pembelajaran saintifik, penilaian otentik dan menyesuaikannyadengan paradigma baru pendidikan. Hanya saja, karena sosialisasidan pelatihan serta instrumen pendukung kurikulum belum tersedia secara makismal.Karenanya, mereka mengalami kendala dalam pengetahuan dan kemampuanmengimplementasikannya. Berdasarkan temuan tersebut dapat diambil kesimpulanbesar yakni, kurikulum mampu menjadi titik awal mengubah paradigmadan praktik pendidikan sesuai tuntutan idealisme pendidikan itu sendiri sejauhdilakukan persiapan dan fasilitas pendukung yang memadai.Kata Kunci: paradigma pendidikan, guru, pendidikan agama, dan kurikulum2013

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