Contextualization of Islamic Education Curriculum in Junior High Schools

Abstract Several years of experience teaching PLPG training for teachers in the Ministry of Religion, especially Islamic Religious Education (PAI) teachers, found the fact that "the teacher" as the essential instrument in the process of teaching and learning activities in the classroom is...

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Autores principales:	Amir Maliki Abitolkha, Ahmad Nur Ismail, Yazid hady
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Islam Negeri (UIN) 2020
Materias:	curriculum development interrelation contextualization islamic education learning pengembangan kurikulum interelasi kontekstualisasi pembelajaran agama islam Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0b8acdd6887946d5aa5c26ffae881189
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spelling	oai:doaj.org-article:0b8acdd6887946d5aa5c26ffae8811892021-12-01T10:40:48ZContextualization of Islamic Education Curriculum in Junior High Schools2356-14162442-984810.15408/tjems.v7i1.13843https://doaj.org/article/0b8acdd6887946d5aa5c26ffae8811892020-09-01T00:00:00Zhttp://journal.uinjkt.ac.id/index.php/tarbiya/article/view/13843https://doaj.org/toc/2356-1416https://doaj.org/toc/2442-9848Abstract Several years of experience teaching PLPG training for teachers in the Ministry of Religion, especially Islamic Religious Education (PAI) teachers, found the fact that "the teacher" as the essential instrument in the process of teaching and learning activities in the classroom is considered unattractive. Therefore, "teachers" are required to design PAI curriculum development and conduct contextual learning on PAI subjects, to be able to connect the material with real-life students. This study aims to explore the relationship between curriculum development and the improvement of PAI contextual learning. The research approach used is descriptive qualitative with a multi-case design carried out at SMPN (Junior High School) 3 Rejoso Darul Ulum and MTsN (Islamic Junior High School) Tambak Beras Jombang. The results showed that; (1) the curriculum development approach commonly referred to and used in both institutions is academic and humanistic. While the technological approach is still unclear. (2) The use of additional PAI literature such as Jurisprudence and Arabic language development, by referring to Fath al-Qarib and Amsilah Tasrifiyah as a form of integration between the formal curriculum in schools and the boarding school curriculum. (3) Factually it can be stressed that the process of curriculum development can increase the contextually of active PAI learning in both educational institutions through the use of project-based learning strategies. Abstrak Beberapa tahun pengalaman mengajar pelatihan Pendidikan dan Pelatihan Profesi Guru (PLPG) untuk guru di Kementrian Agama terutama guru Pendidikan Agama Islam (PAI), ditemukan fakta bahwa “guru” sebagai instrumen terpenting dalam proses kegiatan belajar mengajar di kelas dianggap tidak menarik. Oleh karenanya, “guru” dituntut untuk mendesain pengembangan kurikulum PAI dan melakukan pembelajaran kontekstual pada mata pelajaran PAI, sehingga mampu menghubungkan materi dengan kehidupan nyata siswa. Penelitian ini bertujuan mengeksplorasi hubungan antara pengembangan kurikulum dengan peningkatan pembelajaran kontekstual PAI. Pendekatan penelitian yang digunakan yaitu kualitatif deskriptif dengan rancangan multi-kasus yang dilaksanakan di SMPN 3 Rejoso Darul Ulum dan MTsN Tambak Beras Jombang. Hasil penelitian menunjukan bahwa; (1) Pendekatan pengembangan kurikulum yang biasa dirujuk dan digunakan pada kedua lembaga tersebut adalah pendekatan akademik dan humanistik. Sedangkan pendekatan teknologis masih belum jelas penggunaannya. (2) Penggunaan literatur tambahan PAI seperti Fikih dan pengembangan bahasa Arab, dengan merujuk kitab Fath al-Qarib dan kitab Amsilah Tasrifiyah sebagai bentuk integrasi antara kurikulum formal di sekolah dengan kurikulum pondok pesantren. (3) Secara faktual dapat ditegaskan bahwa proses pengembangan kurikulum dapat meningkatkan kontekstualitas pembelajaran PAI secara aktif pada kedua lembaga pendidikan tersebut melalui penggunaan strategi project based learning. How to Cite: Abitolkha, A. M., Ismail, A. N., Hady, Y. (2020). Contextualization of Islamic Education Curriculum in Junior High Schools. TARBIYA: Journal of Education in Muslim Society, 7 (1), 48-66. doi:10.15408/tjems.v7i1.13843.Amir Maliki AbitolkhaAhmad Nur IsmailYazid hadyUniversitas Islam Negeri (UIN)articlecurriculum developmentinterrelationcontextualizationislamic education learningpengembangan kurikuluminterelasikontekstualisasipembelajaran agama islamEducationLSpecial aspects of educationLC8-6691ENIDTarbiya : Journal of Education in Muslim Society, Vol 7, Iss 1, Pp 48-66 (2020)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	curriculum development interrelation contextualization islamic education learning pengembangan kurikulum interelasi kontekstualisasi pembelajaran agama islam Education L Special aspects of education LC8-6691
spellingShingle	curriculum development interrelation contextualization islamic education learning pengembangan kurikulum interelasi kontekstualisasi pembelajaran agama islam Education L Special aspects of education LC8-6691 Amir Maliki Abitolkha Ahmad Nur Ismail Yazid hady Contextualization of Islamic Education Curriculum in Junior High Schools
description	Abstract Several years of experience teaching PLPG training for teachers in the Ministry of Religion, especially Islamic Religious Education (PAI) teachers, found the fact that "the teacher" as the essential instrument in the process of teaching and learning activities in the classroom is considered unattractive. Therefore, "teachers" are required to design PAI curriculum development and conduct contextual learning on PAI subjects, to be able to connect the material with real-life students. This study aims to explore the relationship between curriculum development and the improvement of PAI contextual learning. The research approach used is descriptive qualitative with a multi-case design carried out at SMPN (Junior High School) 3 Rejoso Darul Ulum and MTsN (Islamic Junior High School) Tambak Beras Jombang. The results showed that; (1) the curriculum development approach commonly referred to and used in both institutions is academic and humanistic. While the technological approach is still unclear. (2) The use of additional PAI literature such as Jurisprudence and Arabic language development, by referring to Fath al-Qarib and Amsilah Tasrifiyah as a form of integration between the formal curriculum in schools and the boarding school curriculum. (3) Factually it can be stressed that the process of curriculum development can increase the contextually of active PAI learning in both educational institutions through the use of project-based learning strategies. Abstrak Beberapa tahun pengalaman mengajar pelatihan Pendidikan dan Pelatihan Profesi Guru (PLPG) untuk guru di Kementrian Agama terutama guru Pendidikan Agama Islam (PAI), ditemukan fakta bahwa “guru” sebagai instrumen terpenting dalam proses kegiatan belajar mengajar di kelas dianggap tidak menarik. Oleh karenanya, “guru” dituntut untuk mendesain pengembangan kurikulum PAI dan melakukan pembelajaran kontekstual pada mata pelajaran PAI, sehingga mampu menghubungkan materi dengan kehidupan nyata siswa. Penelitian ini bertujuan mengeksplorasi hubungan antara pengembangan kurikulum dengan peningkatan pembelajaran kontekstual PAI. Pendekatan penelitian yang digunakan yaitu kualitatif deskriptif dengan rancangan multi-kasus yang dilaksanakan di SMPN 3 Rejoso Darul Ulum dan MTsN Tambak Beras Jombang. Hasil penelitian menunjukan bahwa; (1) Pendekatan pengembangan kurikulum yang biasa dirujuk dan digunakan pada kedua lembaga tersebut adalah pendekatan akademik dan humanistik. Sedangkan pendekatan teknologis masih belum jelas penggunaannya. (2) Penggunaan literatur tambahan PAI seperti Fikih dan pengembangan bahasa Arab, dengan merujuk kitab Fath al-Qarib dan kitab Amsilah Tasrifiyah sebagai bentuk integrasi antara kurikulum formal di sekolah dengan kurikulum pondok pesantren. (3) Secara faktual dapat ditegaskan bahwa proses pengembangan kurikulum dapat meningkatkan kontekstualitas pembelajaran PAI secara aktif pada kedua lembaga pendidikan tersebut melalui penggunaan strategi project based learning. How to Cite: Abitolkha, A. M., Ismail, A. N., Hady, Y. (2020). Contextualization of Islamic Education Curriculum in Junior High Schools. TARBIYA: Journal of Education in Muslim Society, 7 (1), 48-66. doi:10.15408/tjems.v7i1.13843.
format	article
author	Amir Maliki Abitolkha Ahmad Nur Ismail Yazid hady
author_facet	Amir Maliki Abitolkha Ahmad Nur Ismail Yazid hady
author_sort	Amir Maliki Abitolkha
title	Contextualization of Islamic Education Curriculum in Junior High Schools
title_short	Contextualization of Islamic Education Curriculum in Junior High Schools
title_full	Contextualization of Islamic Education Curriculum in Junior High Schools
title_fullStr	Contextualization of Islamic Education Curriculum in Junior High Schools
title_full_unstemmed	Contextualization of Islamic Education Curriculum in Junior High Schools
title_sort	contextualization of islamic education curriculum in junior high schools
publisher	Universitas Islam Negeri (UIN)
publishDate	2020
url	https://doaj.org/article/0b8acdd6887946d5aa5c26ffae881189
work_keys_str_mv	AT amirmalikiabitolkha contextualizationofislamiceducationcurriculuminjuniorhighschools AT ahmadnurismail contextualizationofislamiceducationcurriculuminjuniorhighschools AT yazidhady contextualizationofislamiceducationcurriculuminjuniorhighschools
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Contextualization of Islamic Education Curriculum in Junior High Schools

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