scholarly journals Kajian Teoritis Tentang Konsep Ruang Lingkup Kurikulum Pendidikan Agama Kristen

2020 ◽  
Vol 2 (1) ◽  
pp. 27-38
Author(s):  
Imanuel Tubulau
Keyword(s):  
General Education ◽  
Religious Education ◽  
Basic Concept ◽  
Development Process ◽  
Qualitative Approach ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Close Relationship ◽  
Correct Understanding ◽  
Church Service

This study aims to analyze the concept of the scope of the curriculum of Christian Religious Education. The method used in this research is descriptive qualitative approach to the study of literature. The results showed that the scope in formulating the Christian Religious Education curriculum considered elements of students, lecturers, educational institutions, institutional leaders, parents of students, churches and community. Understanding the curriculum concept is also an important part in formulating a Christian Religious Education curriculum. With the results of the study found a thesis that a correct understanding of the basic concept of the Christian Religious Education curriculum has a close relationship in the success of the curriculum development process and it’s implementation in the context of church service and in the context of general education in school. Penelitian ini bertujuan untuk menganalisa konsep ruang lingkup kurikulum Pendidikan Agama Kristen. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan pendekatan studi kepustakaan. Hasil penelitian menunjukkan bahwa ruang lingkup dalam merumuskan kurikulum Pendidikan Agama Kristen mempertimbangkan unsur mahasiswa, dosen, lembaga pendidikan, pimpinan institusi, orangtua mahasiswa, gereja dan masyarakat. Pemahaman konsep kurikulum juga menjadi bagian penting dalam merumuskan kurikulum Pendidikan Agama Kristen. Dengan hasil penelitian tersebut ditemukan tesis bahwa pemahaman yang benar terhadap konsep dasar kurikulum Pendidikan Agama Kristen memiliki relasi yang erat dalam keberhasilan proses pengembangan kurikulum dan pelaksanaannya dalam konteks pelayanan gereja maupun dalam konteks pendidikan umum di sekolah-sekolah.  

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

scholarly journals REORIENTASI KURIKULUM PAI DI MADRASAH: STUDI ANALISIS LANDASAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

Reflektika ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 38
Author(s):  
Muhammad Arbain ◽  
Badrut Tamam
Keyword(s):  
Religious Education ◽  
Development Process ◽  
Descriptive Analysis ◽  
Philosophical Foundation ◽  
Analysis Method ◽  
Education Curriculum ◽  
Theological Foundation ◽  
Islamic Civilization ◽  
Psychological Foundation ◽  
Technology Foundation

Islamic religious education curriculum must have a strong foundation in its development process. The foundation plays important role to maintain the curriculum. Therefore, the curriculum developers need to establish a firm foundation in curriculum development used in madrasahs. This paper employs descriptive-analysis method in finding the foundations of the curriculum. Result shows that there are seven basic foundations in developing the curriculum, theological foundation (religion), philosophical foundation, ideological foundation, psychological foundation, sociological foundation, science and technology foundation and organizational foundation. With those foundations, madrasahs now have the firm base to foundation in determining the direction for their institutions and remain upright from the onslaught of globalization. The foundations will at least make madrasahs future-oriented in the development of Islamic civilization both nationally and internationally.

scholarly journals GRAND DESIGN OF EDUCATIONAL INSTITUTIONS IN CHARACTER EDUCATION (An analysis of problems and New Formulations, in the approach to character education)

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Reksiana, Reksiana
Keyword(s):  
Character Education ◽  
Qualitative Approach ◽  
Shared Responsibility ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Library Research ◽  
Grand Design

the existence of differences of view to education children character, and can be classified in several categories and theories. This difference is seen as some figures say families or tualah people are the most important in providing character education. Others argue sekolahlah that is most vital in respect of containers of character education. This article uses a qualitative approach, with the kind of Library Research. Therefore, the overall data focuses on books or papers relating to discussion of "rightmost character Education". Quant à la méthode d’analyse de données technique utilisée est descriptive analyse qualitative méthodes, car les données sont traitées sous la forme d’un écrit de données telles que : livres, revues, articles de journaux, caractère education curriculum directives structures formelles en 2013 en ligne En ligne) et comprend le produit brut standard sous forme de législation relative à la formation du caractère. From the results of the discussion and anlisa above, concrete conclusions can be taken, that the person in charge character education namely Educational Institutions not the independence of each other, but rather inherently. Summary this rests on a concrete analysis of the various figures such as: Thomas Lickona, Jun Sung Hong and James Garbarino, David w. Johnson, and Roger t. Johnson, even from muslim figures like Abdul Majid, Jamal ‘Abdur Rahman, Moh. Solikodin Djaelani, Muchlas Samani dan Abdullah Nashih ‘Ulwan, first product reinforced by legislation which clearly explains the RI character education is the shared responsibility of educational institutions.

scholarly journals Lembaga Pendidikan Islam Terpadu

2017 ◽  
Vol 8 (1) ◽  
pp. 99
Author(s):  
Mualimin Mualimin
Keyword(s):  
Learning Environment ◽  
General Education ◽  
Religious Education ◽  
Boarding Schools ◽  
Active Participation ◽  
Educational Institutions ◽  
Learning Methods ◽  
Islamic School ◽  
Implementation Approach ◽  
The Impact

Education in Indonesia only recognizes three models of educational institutions namely Islamic boarding schools, madrasas, and schools (general). The purpose of this article is to explain the phenomenon of the birth and development of the Integrated Islamic School in Indonesia, the philosophy and ideology of the education of the Integrated Islamic School that distinguishes from existing educational institutions, to the impact caused by the development of these schools. The results of this study can explain why the development of the Integrated Islamic School was so rapid and the response of the community was enthusiastic. The Integrated Islamic School in its application is a school that implements an implementation approach by integrating general education and religious education into a curriculum. The Integrated Islamic School also emphasizes integration in learning methods so that it can optimize the cognitive, affective, and conative domains. The Integrated Islamic School also combines aqliyah, ruhiyah, and jasadiyah education. In its implementation, it combines the involvement and active participation of the learning environment, namely school, home and community.

scholarly journals PESANTREN DALAM POLITIK DAN KEBIJAKAN PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 1 (02) ◽  
Author(s):  
Kharisul Wathoni
Keyword(s):  
General Education ◽  
Religious Education ◽  
Government Policy ◽  
Basic Education ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Religious Activities ◽  
Political Policy ◽  
The Government

A political policy that is carried out within a certain period of time seems to encourage the development of a social system as an effort to maintain the security of the system and political policies. As the government policy given to pesantren as Islamic educational institutions in Indonesia, has had an impact on the development of Islamic education institutions in Indonesia from basic education institutions and even to the formation of higher education institutions that are able to compete with general education institutions. There are 5 characteristics inherent in Islamic boarding schools, namely: pondok, mosque, teaching of classical Islamic books, santri, and kyai. Islamic boarding schools in Indonesia have a very big role, both for the progress of Islam itself and for the Indonesian nation as a whole. Based on existing records, religious education activities in the archipelago have been started since 1596. These religious activities are later known as Islamic boarding schools. Ulama began to realize that the traditional Islamic boarding schools and education systems were no longer suited to the Indonesian climate at that time. Therefore, an idea emerged about the need to develop and renew Islamic education in Indonesia.

scholarly journals SUMBANGSIH PESANTREN DALAM HISTORIOGRAFI NUSANTARA SEBUAH KAJIAN PENDIDIKAN ISLAM

2017 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Jasminto Jasminto
Keyword(s):  
General Education ◽  
Religious Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Standard Of Living ◽  
Educational Institutions ◽  
Educational Goals ◽  
Diverse Society ◽  
History Of ◽  
The Moment

Pesantren as an Islamic educational institution in Indonesia has a meaning and role that is very urgent in order to improve the standard of living and maintain tolerance in a diverse society. The journey of pesantren as an institution that concentrates on the field of education requires mutual attention. The existence of Pesantren is the mandate of the nation, even before the independence of Indonesia, while its implementation at the moment is the implementation of the joint responsibility in accordance with the mandate in the Preamble of the 1945 Constitution of paragraph IV and Article 31 of the 1945 Constitution. The development in Indonesia is carried out by various institutions education both general education and Islamic education that has a different background. The Pesantren as an Islamic educational institution that is built and developed in Indonesia is one type of Islamic education of Indonesia that is both traditional and modern to deepen the knowledge of Islam, live in society and nation. Historically, the development of pesantren in Indonesia has different backgrounds, styles and roles, as well as the struggle to realize national educational goals framed in Islamic religious education. Thus, in this study will be discussed a brief history of Islamic boarding schools, Islamic education in Indonesia as well as about pesantren as educational institutions that have a characteristic nationality.

scholarly journals Harmonization of the Education Curriculum at Pesantren Al Falah Gorontalo: An Educational Philosophy Study

2021 ◽  
Author(s):  
Shely Cathrin ◽  
Reno Wikandaru ◽  
Indah Listiana ◽  
Devi Ratnasari ◽  
Warsidah Warsidah ◽  
...  
Keyword(s):  
Educational Philosophy ◽  
Boarding Schools ◽  
Qualitative Approach ◽  
Point Of View ◽  
Educational Institutions ◽  
Education Curriculum ◽  
National Education ◽  
Educational Curriculum ◽  
Internal Coherence ◽  
Character Building

Pesantren (Islamic boarding schools) have become character-building institutions trusted by the Indonesian people; however, as educational institutions, pesantren must adapt to the national education curriculum which can be challenging. The purpose of this study was to critically identify and analyze the implementation of the educational curriculum at the pesantren Al Falah Gorontalo, based on the educational philosophy point of view. A qualitative approach was employed, using the hermeneutics method. Interpretation, description, synthetic analysis, internal coherence, holistic, reflection, and heuristics were used. The results indicated that the pesantren Al Falah Gorontalo combined two educational curriculums. Analysis from the educational philosophy perspective found that the implementation of education was based on essentialism educational philosophical ideas, which assume that education is full of flexibility and helps students to adhere to noble values, spiritual characteristics, and human guidance to achieve a more noble life. Keywords: pesantren, curriculum, combination, essentialism, education

scholarly journals The Influence of Media on the State Supervision System

2021 ◽  
Vol 3 (1) ◽  
pp. 285-290
Author(s):  
Muhammad Abrar Azizi
Keyword(s):  
General Education ◽  
Religious Education ◽  
Distinctive Feature ◽  
Education System ◽  
Future Generations ◽  
Educational Institutions ◽  
Supervision System ◽  
State Supervision ◽  
Religious Learning ◽  
Development Institution

Dayah is the oldest dakwah development institution in the archipelago, which emphasizes the formation of community morals to be civilized and polite. At first the dayah was not only a place for community religious learning, but also as a school institution to study general education, but when colonialism took place in this country, education was divided into two categories, namely religion and general. From then on, the effect of the decline in dayah education occurred, so that the interest of the community to study in the dayah was reduced and the function of the dayah began to change from its existence. Dayah institutions exist in society, and are community-owned educational institutions, which are built and developed by the community themselves independently. Dayah institutions are still consistent with religious education, so that this becomes a distinctive feature for dayah which is different from other educational institutions. Dayah has a special education system and pattern that is arranged in the form of a curriculum that is taught to its students. This learning pattern aims to be able to give birth to future generations who have strong faith and have broad insight.

scholarly journals The problematic and challenge of fiqh learning in school and madrasah in the covid-19 pandemic era

2020 ◽  
Vol 12 (2) ◽  
pp. 169-184
Author(s):  
Firrman Mansir
Keyword(s):  
Public Schools ◽  
General Education ◽  
Religious Education ◽  
Time Allocation ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Current Time ◽  
Challenges And Opportunities

This research reveals that problematic and challenge occurred in fiqh learning in the covid-19 pandemic era are experienced by Islamic Education Institutions, especially madrasah. General education institutions, such as schools, experience the same thing. The two educational institutions face the same object in learning fiqh or Islamic religious education in public schools. In this Islamic education institution, the dominant subjects are those with religious elements. One of the subjects taught and as compulsory subjects in Islamic educational institutions is fiqh. Learning fiqh can come from the teaching staff, students, material, time allocation, material implementation, and infrastructure. Fiqh learning opportunities can be seen and adapted to the circumstances at the current time. The challenge of fiqh comes from many aspects, such as educators, students, and time allocation. With problems, challenges, and opportunities, fiqh learning will be more advanced following the times, especially in the covid-19 pandemic era.

scholarly journals PENGARUH IMPLEMENTASI PENDIDIKAN AGAMA TERHADAP PERILAKU KEAGAMAAN PESERTA DIDIK SMA DI BAWAH YAYASAN KEAGAMAAN

2015 ◽  
Vol 13 (3) ◽  
Author(s):  
Lilam Kadarin Nuriyanto
Keyword(s):  
Focus Group ◽  
Religious Education ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Qualitative Approach ◽  
Social Awareness ◽  
Religious Behavior ◽  
Education Curriculum ◽  
Implementation Method ◽  
Religious Aspect

AbstractThis research is carried out at SMA Kristen Palangkaraya and Muhammadiyah 1 Palangkaraya. The research aims at finding out implementation of religious education curriculum that has been applied for the school under religious foundation and its influence against religious behavior of the student which is seen from the aspect of religiosity, honesty, tolerance, reconciliation, social awareness and ideal form in the implementation. Method applied in this research is combination between quantitative and qualitative approach using focus group discussion (FGD). The influence of relation of r2 (determination coefficient) is around 0.343. It means that a religious behavior of the student is 34,3% that can be explained by the religious education implementation and remaining 65.7% should be explained by other factors. The FGD is to find out an idea in building the student character in the expectation of building religious spiritual (religious aspect) and social piety (aspects of honesty, tolerance, love peace and social preservation). AbstrakPenelitian ini dilakukan di SMA Kristen Palangkaraya dan Muhammadiyah 1 Palangkaraya. Penelitian ini bertujuan untuk mengetahui pelaksanaan kurikulum pendidikan agama yang telah diterapkan untuk sekolah di bawah yayasan keagamaan, dan pengaruhnya pada perilaku keagamaan peserta didik dilihat dari aspek religiusitas, kejujuran, toleransi, perdamaian, kesadaran sosial, dan bentuk yang ideal dalam pelaksanaannya. Metode yang dipakai pada penelitian ini adalah kombinasi antara pendekatan kuantitatif dan kualitatif yang menggunakan focus group discussion (FGD). Besarnya pengaruh hubungan dari r2 (koefisien determinasi) adalah sekitar 0.343. Artinya, perilaku keagamaan siswa sebesar 34,3% dapat dijelaskan oleh pelaksanaan pendidikan agama, dan sekitar 65,7% yang tersisa harus dijelaskan oleh faktor lain. Melalui FGD untuk menemukan ide dalam membangun karakter siswa dengan harapan membangun spiritual keagamaan (aspek religius) dan kesalehan sosial (aspek kejujuran, aspek toleransi, aspek cinta damai, dan aspek perawatan sosial).

Sign in / Sign up

Export Citation Format

Share Document