Model Organisational Structure of the Kulliyatul Mu’allimin Al-Islamiyah Curriculum Content (original) (raw)

Curriculum Management in Islamic Religious Education in Madrasah Ibtidaiyah Negeri

Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme

The purpose of this research is to learn more about the Curriculum Management of Islamic Education Subjects in Improving the Quality of Teacher Learning at Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City. The descriptive qualitative approach was used in this research, which is research that seeks to describe a condition, nature, characteristic, of a phenomenon or research object, or only describes as it is about a variable, symptom, or condition. This method seeks to describe, narrate, and interpret existing social reality phenomena using data gathered from observations, interviews, and documentary studies. The collected data is validated using data validity standards such as credibility by observation, transferability by analyzing the data that has been researched, reliance on checking techniques, analyzing and confirming the data studied, and firmness in classifying the data obtained. done twice, once on the first team and once on the second team The vision and mission of the madr...

Tipologi Kurikulum Pendidikan Agama Islam Pada Sekolah Islam Terpadu ( Sit ) Curriculum Typology of Islamic Religion Education in Integrated Islamic School ( Sit )

2019

In the last ten fifteen years, the Integrated Islamic School (SIT) has grown rapidly. At first this school grew in urban areas, but now it has penetrated into the periphery. One of them is thriving in Tegal Regency. This study aims to determine the typology of the Islamic Education curriculum at the SMP IT in Tegal Regency. This research is a qualitative study with direct observation of three schools. The research findings indicate that the typology of Islamic education curriculum at the SMP IT in Tegal Regency are various. At least there are three variants of SIT, i.e. (1) SIT under the cope of Network of Integrated Islamic School (JSIT) as practiced by SMP IT Luqman Al-Hakim, (2) SIT which follow the course of aswaja as practiced by SMP IT Al-Azhar, and (3) SIT which is Islamic Nationalist, as in SMP IT Bimantara Al-Furqon. Those three viariants of SIT have differences in implementing the education curriculum of Islamic religion. SIT JSIT applies the combination curriculum of educ...

Development Model of Islamic Education Learning Through the Curriculum Transformation of Al-Islam and Kemuhammadiyahan (AIK) in the Arabic Education Department, Universitas Muhammadiyah Yogyakarta

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020), 2021

The purpose of the study is to describe deeply and systematically about the development model of Islamic education learning through curriculum transformation of Al-Islam and Kemuhammadiyahan (AIK) in the Departement of Arabic Education (PBA) of Universitas Muhammadiyah Yogyakarta (UMY). The research method is descriptive-qualitative by library research approach, documents study, observation and interview. The main literature of this research literature are AIK textbook, and AIK journal. The research object is The Arabic Education Departement, Universitas Muhammadiyah Yogyakarta. There were two main conclusions the first, there was a development of Islamic learning models through the transformation of AIK Curriculum. The second, AIK learning process was potential to develop the student character. The lecturers of al-Islam Kemuhammadiyahan of the Arabic Education Department used various method in developing learning activity through habit, recitation, practice, dicussion, visit, and worship practice based on Tarjih Muhammadiyah.

Practising Curriculum Management: The Implementation of Integrated Curriculum Management in Islamic School

MANAGERIA: Jurnal Manajemen Pendidikan Islam, 2021

Chongraksat Wittaya School Pattani, Thailand, is one of the most prominent Islamic schools in Pattani, Southern Thailand. This school has a dualism of management, including the applied curriculum, namely the religious and academic curriculum. Although the Thai kingdom regulates these two curricula, schools can adapt to their needs for religious curricula. This article examines the planning, implementation, and evaluation of the curriculum at Chongraksat Wittaya School Pattani, Thailand. It uses a qualitative method and a phenomenological approach with data collecting from interviews, observation, and documentation techniques. Then, data analysis techniques consist of data reduction, model data, and conclusions. The results showed that the Chongraksat Wittaya school implemented an integrated curriculum, namely the religious curriculum (Sassanah), which contained Dirasah Islamiyah, and the academic curriculum (Saman) included general subject matter. This school has regular classes and...

The Management of Curriculum in Integrated-Islamic Elementary School: Facilitating Quran Learning

MANAGERIA: Jurnal Manajemen Pendidikan Islam, 2021

This research discusses the management of the Quran learning curriculum at Integrated-Islamic Elementary School of Luqman Al-Hakim Yogyakarta. This research is field research with a descriptive qualitative approach. The research data was taken from various scientific writings, school curriculum documents, field observation notes, and interviewees determined by non-probability sampling and purposive sampling. The data were tested by data triangulation and analyzed using the Miles & Huberman technique: (a) data reduction, (b) data presentation, (c) conclusion and verification. The results: The Quran learning curriculum is a set of educational program plans, target achievements, and learning strategies that are carried out so that students read the Quran Tartil and have three juz of memorization. The curriculum management process includes planning, organizing, implementing, and evaluating.

Curriculum Conception in the Perspective of the Book Ta’lim Al-Muta’allim

Education from the Islamic perspective, as a long life process and the function of Islamic religious education, should endeavor to teach and help students acquire different aspects of knowledge within the parameters of Islam through the use of a well designed curriculum. Through this scrutiny, the ultimate aim of this study is to highlight the model of curriculum in the light of al-Zarnuji in the book Ta'lim al-Muta'allim, the monumental significant book containning basic principles in education, which has been used among the Moslem world in the context of character education. For gathering information, this study is conducted through qualitative research using descriptive analysis. The result shows that there are several sigfinificant kinds of knowledge united to ilmu hȃl comprising the science of belief as Tawhid, Islamic juriprudence as Fiqh and moral as akhlak. Finally, this research is highly expected to contribute the recommendation of conception in curricula in the process of education.

Curriculum Typology of Islamic Religion Education in Integrated Islamic School (Sit)

EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 2019

The curriculum managements of Islamic Religion Education in the Integrated Islamic Religion (SIT) in Tegal Regency are various. At least there are three variants of SIT, i.e. (1) SIT under the cope of Network of Integrated Islamic School (JSIT) as practiced by SMP IT Luqman Al-Hakim, (2) SIT which follow the course of aswaja as practiced by SMP IT Al-Azhar, and (3) SIT which is Islamic Nationalist, as in SMP IT Bimantara Al-Furqon. Those three viariants of SIT have differences in implementing the education curriculum of Islamic religion.SIT JSIT applies the combination curriculum of education department and JSIT curriculum. SIT Aswaja applies the education authorities curriculum and Islamic boarding school, while Nasionalist SIT applies the combination of education authorities curriculum and the foundation’s curriculum.

Evaluating Reading Syllabus of Islamic University Through Curriculum Ideology

Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan, 2018

This study aimed to evaluate the syllabus from English Language Teaching (ELT) Department of an Islamic university in order to find out the integration of curriculum ideology. Reading II which one of the courses in ELT department of Universitas Islam Malang (Unisma) was used as the object to conduct this study. Interview, documents, evaluation checklist, and guideline to evaluate the integration of curriculum ideology were used as research instrument. The result showed that Reading II course syllabus from ELT department in undergraduate program of Unisma did not include all components of syllabus. Moreover, ELT Department of Unisma was already precise in order to curriculum development process. However, the syllabus as a feature to reflect the curriculum ideology did not clearly show the integration of the vision and the missions of ELT department which were based on Islamic characteristics, entrepreneurship, and ICT-based learning. Abstrak: Penelitian ini bertujuan untuk mengevaluasi silabus Program Studi Pendidikan Bahasa Inggris di sebuah universitas Islam untuk menemukan pengintegrasian ideologi kurikulum. Reading II yang merupakan salah satu mata kuliah dalam Program Studi Pendidikan Bahasa Inggris di Universitas Islam Malang (Unisma) digunakan sebagai sampel untuk melakukan penelitian ini. Wawancara, dokumen-dokumen, daftar evaluasi, dan panduan untuk mengevaluasi pengintegrasian ideologi kurikulum digunakan sebagai instrumen penelitian. Hasil penelitian menunjukkan bahwa silabus mata kuliah Reading II di Program Studi S1 Pendidikan Bahasa Inggris di Unisma belum memasukan seluruh komponen silabus. Selanjutnya, Program Studi Pendidikan Bahasa Inggris Unisma sudah tepat dalam proses pengembangan kurikulum. Tetapi, silabus sebagai sarana perwujudan ideologi kurikulum tidak menunjukkan secara jelas adanya pengintegrasian visi dan misi Program Studi Pendidikan Bahasa Inggris yang berdasar pada karakter Islam, kewiraswastaan, dan pembelajaran berbasis ICT.

PHILOSOPHICAL ANALYIS OF FOUNDATIONS UNDERLYING THE ISLAMIC INTEGRATED CURRICULUM

The paper aims to elucidate some philosophical foundations underlying an integrated curriculum from the Islamic weltanschauung. The qualitative method of philosophical analysis is employed for the purpose of this study. A strong concept must be founded on a firm philosophical foundation and must be based on the revealed Truth, not mere speculation. The finding of this study is the significance of four philosophical foundations namely ontology, epistemology, theology and axiology which are essential to develop a theoretical framework of Islamic Integrated Curriculum (IIC). The first is the ontological foundation which pertains to the theory of existence or being and indeed it focuses on human nature, his integrative components and functions. The second is the epistemological aspect that illuminates the nature of knowledge, its sources and methodologies. Thus, it also highlights the unity of knowledge and different kinds of its enumerations. The third is the theological aspect that constructs the Islamic belief system based on the unity of Divinity and so, it creates Tawhidic paradigm. The fourth is the axiological aspect that emphasizes certain key values underlying Islamic value system and is vital to achieving overall excellence. Some implications are also anticipated in this article. Ontological foundation, thereby, significantly gives implication on the philosophy of the IIC. Epistemological foundation gives some curricular implications on the content of the IIC. Both theological and axiological aspects are significant for the personality development and transformation process. Both systems are key elements to the IIC curricular content and its methodological processes. All these lead to development of an integrated personality as the final product of the IIC.

Integrating Islamic values in CLIL materials: a syllabus design for Islamic primary school

Journal of English Language Studies

The new educational policy in Indonesia does not require English as a compulsory subject in primary school. To respond to the current policy, some primary schools, especially Islamic affiliated primary schools still have a commitment to provide English lessons as an extracurricular subject. Since there is no regulation toward the teaching and learning process, implementing Content-Language Integrated Learning (CLIL) approach into teaching materials aims to improve the learning process. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design the CLIL materials and reached the third stage. The results highlight that after conducting a need analysis, the syllabus and the students' activity book consists of three selected topics that integrate Islamic values into CLIL model. They were Caring for Living Things, My Heroes, and My Dream Job. Those topics were adapted from a thematic book applied in the school partner under the Curriculum 2013. These topics were designed into three main subjects i.e., Science, Islamic Content, and Arts. Furthermore, before each topic, vocabulary-based activities were presented followed by three kinds of activities. Islamic values are integrated into CLIL materials to promote Contextual Teaching and Learning (CTL) also to advocate local wisdom-based curriculum, particularly infusing the Muslim cultures and values. This study concludes that there is a need to integrate Islamic content to English materials in Islamic primary affiliated schools.