scholarly journals Komponen Kurikulum Pendidikan Agama Islam (PAI) (Antara Teori dan Praktek)

2018 ◽  
Vol 9 (2) ◽  
pp. 151-165
Author(s):  
Nanang Budianto
Keyword(s):  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Curriculum Developer ◽  
Human Thought ◽  
Basic Concepts ◽  
Younger Generation ◽  
The Times

The role of the education curriculum in terms of any aspect is very urgent. This is related to the process of scientific transformation from the older generation to the younger generation. It is fitting for the curriculum to be evaluated to be able to adjust to the demands of the times that continue to go into the era of progress both scientifically and the creativity of various thoughts that often clash with religious values. The curriculum component must consist of at least four components, namely goals, materials, methods, and evaluations. Another thing that must be considered again is that from year to year the curriculum will continue to change according to changes and developments in human thought. But how to overcome these changes, this is very dependent on the accuracy of the curriculum developer itself. One thing that must and must be considered is how Islamic education institutions can anticipate this problem, without forgetting the essence of the teachings of Islam itself. Keyword: Basic Concepts, Components and Curriculum Philosophy

Pondok Pesantren Sebagai Lembaga Pendidikan Alternatif

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 50-57
Author(s):  
Salman Zahidi
Keyword(s):  
Cultural Identity ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Models ◽  
Literature Study ◽  
Exploratory Approach ◽  
The Times ◽  
Modern Era

Ali Bin Abi Talib once said that children should be educated in accordance with the  development of the times. The Ali bin Abi Talib’s statement could be considered as his attention more to the development of human civilization. For that reason, there should be studies focused on the role of educational institutions in facing the challenges of the times. On this stand, the writer raises the existence of pesantren (Islamic boarding schools) for being considered to have been able to survive amid the onslaught of civilization increasingly obscuring cultural identity. In addition, this study also aims to identify and discuss the role of pesantren in the modern era. This is a literature study using a descriptive and exploratory approach. It can be concluded that pesantren are non-formal Islamic educational institutions. Pesantren have permanent and distictive methods and learning models. The purpose of pesantren education is the same as Islamic education in general, instilling a sense of virtue, familiarizing themselves with courtesy, preparing for a holy, sincere and honest life entirely. Pesantren could be seen from three aspects: (a) pesantren that are seen from facilities and infrastructures, (b) pesantren that are seen from disciplines taught, and (c) pesantren that are seen from the fields of knowledge.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

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

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    

scholarly journals PENGEMBANGAN SUASANA KEBERAGAMAAN DALAM LEMBAGA PENDIDIKAN ISLAM

Al'Adalah ◽  
2021 ◽  
Vol 24 (1) ◽  
pp. 63-74
Author(s):  
Matrapi Matrapi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Islamic Law ◽  
Islamic Education ◽  
Religious Values ◽  
Student Behaviour ◽  
Education Today ◽  
The Creation ◽  
Role Of The Principal

Pendidikan Islam dewasa ini telah banyak ternodai oleh ulah dan tingkah laku murid yang melakukan asusila dan pelanggaran norma-norma agama lainnya. Oleh karena itu, saat ini perlu adanya kebijakan sekolah untuk menghidupkan suasana keberagamaan di lingkungan sekolah dalam rangka menumbuhkan perilaku murid yang sesuai dengan pendidikan Pancasila dan syariat Islam. Sebagai pemimpin sekolah, peranan kepala madrasah sangat menentukan apabila dikaitkan dengan berbagai persoalan di atas. Sebagai seorang pendidik, dia juga harus mampu menanamkan, mengembangkan, dan meningkatkan nilai-nilai religius. Untuk itu, perlu kebijakan yang dapat mendukung terciptanya suasana yang keberagamaan dan kenyamanan dalam proses belajar-mengajar, yakni setiap guru dan murid harus selalu berperilaku terpuji atau akhlaq al-karimah. Islamic education today has been tarnished by many students who commit immorality and violate other religious norms. Thus, currently, madrasah principals really need to make policies to revive the religious atmosphere within the madrasah in order to foster student behaviour in accordance with Pancasila education and Islamic law. Considering that the principal is also an educator, the role of the principal is very heavy and noble when linked to the various sources above. As an educator, he must be able to instil, promote and enhance various religious values. To support the creation of a religious atmosphere and comfort in the teaching and learning process, every teacher and student must always behave well and show noble character (akhlaq al-karimah).

scholarly journals Pesantren sebagai situs kewarganegaraan dan pembentukan budaya kewargaan di Madura

2017 ◽  
Vol 14 (2) ◽  
pp. 183-195
Author(s):  
Ahmad Muwafiq ◽  
Samsuri Samsuri
Keyword(s):  
Community Empowerment ◽  
Islamic Education ◽  
Civic Culture ◽  
Religious Values ◽  
Political Involvement ◽  
National Values ◽  
A Site ◽  
Religious Understanding

This research aimed to analyze the pesantren as a site of citizenship and its role in shaping civic culture in Madura. This research was qualitative with a case study The results of this study indicate that: 1) Pesantren as a site of citizenship was a place of sowing identity and spirit of religion and nationality for citizens who are participative, active, caring, sensitive and responsible. 2) The role of pesantren as a site of citizenship in shaping civic culture in Madura, appears in the field of education, social, and politics through the inculcation of religious and national values, community empowerment, and political involvement. All of that were voiced on the religious values that characterize pesantren as an institution of Islamic education. Pesantren with traditional managerial patterns was guided by an open and moderate religious understanding. In the pesantren with modern managerial patterns, the programs were based on Islami, Tarbawi, Ma'hadi, and Indonesiawi. The forms of overcoming the problem were the empowerment of alumni and cooperation with the community.

scholarly journals Peran Pesantren dalam Membentuk Karakter Santri

2019 ◽  
Vol 4 (2) ◽  
pp. 170
Author(s):  
Syadidul Kahar ◽  
Muhammad Irsan Barus ◽  
Candra Wijaya
Keyword(s):  
General Education ◽  
Boarding School ◽  
School Curriculum ◽  
Educational Material ◽  
Islamic Education ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Correct Understanding

The purpose of this study was to find out the role of the Darusaa'dah Islamic Boarding School in the Pangkalan Susu District of Langkat in the Form of Santri Character The approach used is case study. The object of this research is religious Islamic education institutions. Data sources are people who are directly and indirectly involved with pesantren. To collect these data, the author uses several techniques in data collection, namely documentation, observation and interviews. Data analysis in research uses interpretive patterns that aim to achieve a correct understanding of facts, data and symptoms. In this study researchers focused on two curricula, namely the pesantren curriculum and the general education curriculum. used in the Darusa'dah Islamic Boarding School which is related to character formation. The Darusaa'dah Islamic Boarding School curriculum accommodates students who focus on learning two curricula, namely the pesantren curriculum and the general education curriculum. The pesantren curriculum material taught is sourced from the yellow book which includes; religious laws, monotheism, morals and Arabic. The education curriculum of the Darusaa'dah Islamic Boarding School is focused on the teaching of the Koran, hadith and the books written by the previous ulama. Educational material is presented based on class. The pesantren curriculum and general education curriculum are taught in the Darusaa'dah Islamic Boarding School, as well as forming the character of the santri.

scholarly journals Role of Islamic Education Teachers in enabling Students to Respond Global Challenges

2021 ◽  
Vol 4 (1) ◽  
pp. 52-62
Author(s):  
Siti Rahayu NM
Keyword(s):  
Urban Communities ◽  
Islamic Education ◽  
Behavior Patterns ◽  
Way Of Life ◽  
Global Era ◽  
Global Challenges ◽  
Rural And Urban ◽  
Cultural Order ◽  
The Times

This paper entitled "The Role of Islamic Education Teachers in Helping Students Respond to Global Challenges", is described specifically in the learning process in schools, especially in a global era that is full of various kinds of challenges. This paper is based on literature studies, for example about globalization, the description of rural and urban communities, as written by Eko Budiharjo in Urban Reform, about education, about learning, and others. Globalization is one of the foundations, because we live in the era of globalization, so a study of this will provide an overview of the times, for ISLAMIC EDUCATION (Islamic Education) teachers. A little study of rural and urban communities is also the basis of the study, because now there has been a shift in the way of life of the community towards urban communities. And also provides an overview, the differences between villages and cities, differences in value order, cultural order, mindset order to behavior patterns, especially students. This knowledge is needed by teachers to use as a basis for acting or making decisions. The study of education or learning, is a sure thing for teachers. This paper is also based on the experience and observations of the author, when he was a teacher several years ago, for approximately 20 years. Between experience, observations, and literature in the form of theoretical studies are mixed into writing.

scholarly journals Peran Guru Pendidikan Agama Islam dalam Menumbuhkan Karakter Anti Korupsi

2016 ◽  
Vol 8 (2) ◽  
pp. 173
Author(s):  
Nidhaul Khusna
Keyword(s):  
Islamic Education ◽  
Education Curriculum ◽  
Educational Values ◽  
Qualitative Descriptive ◽  
Research Findings ◽  
Descriptive Approach ◽  
Academic Year

Penelitian ini membahas peran guru Pendidikan Agama Islam dalam menumbuhkan karakter anti korupsi dari siswa SMKN 1 Salatiga pada tahun akademik 2014/2015. Hal ini difokuskan pada: 1) bagaimana nilai-nilai pendidikan anti-korupsi dari siswa; 2) apa peran guru Pendidikan Agama Islam dalam membina dan menumbuhkan karakter anti-korupsi pada peserta didik; dan 3) faktor-faktor yang mendukung karakter dan hambatan dalam membina anti-korupsi kepada peserta didik. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Temuan penelitian menunjukkan bahwa kurikulum anti-korupsi sudah masuk dalam kurikulum Pendidikan Agama Islam. Peran guru Pendidikan Agama Islam bersama dengan guru lain seperti menginformasikan, memberikan saran, dan arahan. Guru PAI menumbuhkan karakter anti-korupsi dengan melatih salat lima waktu, menghargai kejujuran, menggunakan metode untuk melatih anti-korupsi, melatih peserta didik bertanggung jawab, disiplin waktu, belajar di luar kelas dan memberi sanksi. Hal yang mendukung karakter anti-korupsi tumbuh di SMKN 1 Salatiga adalah kerjasama dari semua guru, kantin sekolah, ekstrakurikuler, media informasi tentang bahaya korupsi, serta aturan ketat dari lembaga sekolah. Sementara kendalanya adalah sikap acuh tak acuh dari guru, keterbatasan dalam memantau siswa di luar sekolah, latar belakang yang berbeda dari peserta didik dan tidak ada kesepakatan kurikulum. This study discusses the role of Islamic Religious Teachers  in cultivating anti- corruption  character students of SMKN 1 Salatiga in academic year 2014/2015. It is focused on: 1) how is the educational values of anti-corruption of the students; 2) what is the role of Islamic religious teachers in fostering anti-corruption character on the learner; 3) what factors are supporting characters and obstacles in fostering anti-corruption to the learners. This study used a qualitative descriptive approach. The research findings showed that anti-corruption curriculum already included in the Islamic education curriculum. The roles of Islamic teachers together with other teachers such as inform, advice, and give direction as an example. PAI teachers foster anti-corruption character by trains five prayers on time, appreciate honesty, using methods to train anti-corruption, responsible learners trained, time discipline, learning outside the classroom and sanctioning. Supporters of anti-corruption in growing character in SMKN 1 Salatiga is the cooperation of all teachers, school canteens, extracurricular, many media information about the dangers of corruption, strict rules of school institutions. While the obstacles are the indifferent attitude of the teachers, the limitations in monitoring students outside of school, the different background of learners and there is no curriculum agreement. Kata kunci: guru Pendidikan Agama Islam, karakter, korupsi 

scholarly journals REKONSTRUKSI PERAN GURU PENDIDIKAN ISLAM DI ERA POSTTRUTH

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Sukarman .
Keyword(s):  
Media Literacy ◽  
Real World ◽  
Descriptive Study ◽  
Islamic Education ◽  
The Real ◽  
Digital World ◽  
Digital Era ◽  
Teacher Needs ◽  
The Times

AbstractThis study describes the need to reconstruct the role of Islamic educationteachers in the post-truth era. This research is a descriptive study using aqualitative approach. In the era of post-truth, hoax, bullshit and radical ideological propaganda a threat in life. So the role of the teacher needs to be reconstructedbecause of the conditions and demands of the times. Society in the post-truth eracannot be separated from the digital world. Likewise, students as the millennialgeneration who live in the digital era need to get attention and bang from theteacher. In the post-truth era teachers are not only enough to have basicqualifications and competencies as educators. So that in this study the teacherbesides having competence as an ideal educator, teachers need to be literate intechnology and media literacy, spirit of nationalism, become educators and jihadisin the real world and cyberspace. In other words the role of Islamic educationteachers in the post-truth era is not only to be educators and jihadis in the realworld but also in cyberspace.Keywords: teacher, Islamic education, post-truthAbstrakPenelitian ini memaparkan tentang perlunya merekonstruksi peran gurupendidikan Islam di era post-truth. Penelitian ini merupakan penelitian deskriptifdengan menggunakan pendekatan kualitatif. Di era post-truth, hoax, bullshit danpropaganda ideologi yang radikal memenjadi ancaman dalam kehidupan. Sehinggaperan guru perlu direkonstruksi karena kondisi dan tuntutan zaman. Masyarakat diera post-truth tidak dapat lepas dari dunia digital. Demikian juga peserta didiksebagai generasi mileneal yang hidup di era digital perlu mendapat perhatian dandentuhan dari guru. Di era post-truth guru tidak hanya cukup dengan memilikikualifikasi dan kompetensi dasar sebagai pendidik. Sehingga dalam penelitian iniguru selain memiliki kompetensi sebagai pendidik yang ideal, guru perlu melekteknologi dan melek media, berjiwa nasionalisme, menjadi pendidik dan jihadis didunia nyata dan dunia maya. Dengan kata lain peran guru pendidikan Islam di erapost-truth adalah tidak hanya menjadi pendidik dan jihadis didunia nyata tetapi juga di dunia maya.Kata kunci : guru, pendidikan Islam, post-truth

scholarly journals URGENSI PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM BERWAWASAN KEBANGSAAN

2018 ◽  
Vol 23 (2) ◽  
pp. 429
Author(s):  
Syaiful Anwar ◽  
Rifda El Fiah
Keyword(s):  
Islamic Education ◽  
Teaching Staff ◽  
Education Curriculum ◽  
Education Financing ◽  
Library Research ◽  
The People ◽  
National Values ◽  
Local Traditions

Abstract Developing the character of students will love the homeland, uphold peace, and be able to work productively, respect differences (pluralism), maintain unity and unity as a very important basic framework which is the role of Islamic education, so that it must always be nurtured and sown on each individual learner through education and teaching with nationalism insight. In accordance with its basic role which is always oriented to the future and the benefit of the people, the writer seeks to discuss the development of a national-minded Islamic education curriculum which is currently very much needed in the framework of giving birth to the next generation with a better quality of understanding, service and nationalism than current generation.The method used in this research is descriptive qualitative method with the type of research that is library research. The results of data analysis that the development of nationally-minded Islamic education has quantitative meanings and qualitative meanings. Quantitatively the development of Islamic-minded Islamic education can be done by increasing the reading references, expanding socialization, making forums, and developing a culture that accommodates national values in Islamic education, quantitatively developing components that need to be developed is strengthening the theoretical foundation and the translation, developing the curriculum, improving the quality of teaching staff, and education, financing and reviving local traditions / culture that do not conflict with the spirit and values of existing Islam.      Keywords: Urgency, Islamic Education Curriculum, and Nationality Insight.   Abstrak Menumbuh kembangkan karakter peserta didik akan cinta tanah air, menjunjung perdamaian, dan dapat bekerja sama secara produktif, menghargai perbedaan (pluralisme), menjaga persatuan dan kesatuan sebagai kerangka dasar yang sangat penting yang merupakan peran dari pendidikan Islam, sehingga harus selalu dipupuk dan disemai pada setiap pribadi peserta didik melalui pendidikan dan pengajaran yang berwawasan kebangsaan. Sesuai dengan peran dasarnya yang selalu berorentasi ke masa depan dan kemaslahatan umat, maka penulis berupaya membahas tentang pengembangan kurikulum pendidikan Islam berwawasan kebangsaan yang saat ini  sangat diperlukan dalam kerangka untuk melahirkan generasi penerus bangsa dengan kualitas pemahaman, jasa dan semangat kebangsaan yang lebih baik dibandingkan dengan generasi sekarang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan jenis penelitian yaitu penelitian kepustakaan (library research). Adapun Hasil analisis data bahwa Pengembangan pendidikan Islam berwawasan kebangsaan memiliki makna kuantitatif dan makna kualitatif. Secara kuantitafif pengembangan pendidikan Islam berwawasan kebangasaan dapat dilakukan dengan memperbanyak referensi bacaan, memperluas sosialisasi, membuat forum-forum, serta membangan kultur yang mengakomodasi nilai-nilai kebangsaan dalam pendidikan Islam, pengembangan secara kuantitatif yaitu komponen-komponen yang perlu dikembangknan adalah penguatan landasan teori dan penjabarannya, mengembangkan kurikulum, meningkatkan kualitas SDMtenaga pendidik, dan kependidikan, pembiayaan serta menghidupkan tradisi/budaya lokal yang tidak bertentangan spirit dan nilai-nilai islam yang ada.   Kata Kunci: Urgensi, Kurikulum Pendidikan Islam,  dan Wawasan Kebangsaan.

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