This study aims to describe the learning outcomes of Islamic Religious Education for children with autism at the Ciamis Special School, namely as follows: 1) to determine the planning of Islamic Religious Education learning for children with autism in Ciamis State Special School; 2) to determine the implementation of Islamic Religious Education learning for children with autism in Ciamis State Special School; 3) to find out the evaluation of Islamic Religious Education learning for children with autism in Ciamis State Special School. This research uses a qualitative approach with a qualitative descriptive method. Collecting data using observation, interview, and documentation techniques. This research was conducted from March to May. The data sources were students with autistic special needs at the Ciamis Special School, while for complementary data the researchers conducted interviews and documentation studies. Then after the data is collected, it is followed by data reduction, presenting data, verifying data, and drawing conclusions. The results showed that: (1) Learning planning includes all aspects that support the implementation of the learning process. The learning process of PAI for children with autism in the Ciamis Special School School follows the 2013 curriculum with teacher modifications. The material presented is emphasized on practical material using various methods according to the needs of students. The learning process is guided by the educational components, namely: goals, educators, students, curriculum, materials, methods and evaluation, because all these components serve as benchmarks for adjusting the child's abilities, so that the desired learning objectives can be achieved. At the learning planning stage the teacher also prepares learning tools, namely the syllabus and lesson plans; (2) The implementation of Islamic Education learning for children with autism emphasizes character / moral education, various learning methods are used, tailored to the needs of students. The implementation of Islamic Education learning includes preliminary or apperception activities, core activities, and closing activities. The time allocation for the implementation is 2 hours of lessons (2x35 minutes) and is held every Thursday from 07.30 to 08.40 WIB; (3) The evaluation carried out at Ciamis State Special School is carried out in three activities namely case evaluation, semester program evaluation and follow-up. The PAI learning results show that autistic children experience development / progress in carrying out religious rituals, as well as in living behavior as demands of their religion. This is shown like ablution, prayer, daily prayers and so on. Assessment standards and minimum completeness criteria (KKM) scores are set by the school

Since Indonesia announced that it had been exposed to COVID-19 on March 16, 2020, all forms of activities that trigger social activities were freely dismissed with various Social Distancing, Physical Distancing, and PSBB (large-scale social restrictions) policies. Many sectors are affected by this policy, including the education sector. The Minister of Education and Culture who established online learning (on the network) with an emergency curriculum that he published made learning a little different from usual. There is no face-to-face in the classroom directly and learning is transformed by distance learning that works with parents at home in active communication. The continuity of this learning depends on the teacher providing the material in its implementation, assisted and monitored by the parents of each student. By using whatsapp group media in learning during the COVID-19 pandemic, it is one of the efforts made by teachers in seeking an effective and fun learning. MI Al-Fadliliyah Darussalam continues to strive and is committed to optimally implementing online learning, the teacher's role is very important in the KBM it carries out. The use of whatsapp group media is the most popular media to facilitate long-distance communication, therefore online learning uses this media more often, because it is easier and better known in the community, especially parents. However, of course not only using whatsapp group media is not the end of the online learning solution. There needs to be a strategy and review related to the problems that occur to parents of students. Keywords: WhatsApp group media utilization, learning and the COVID-19 pandemic

Kurikulum merupakan komponen terpenting dalam pendidikan. Pengembangan kurikulum dalam pendidikan Islam merupakan sebuah keniscayaan, karena perubahan pasti terjadi mengikuti zamannya. Maka tujuan penulisan ini akan mengkaji terkait kebijakan pengembangan kurikulum pendidikan Islam khususnya di Indonesia dengan memperhatikan sejarah dan regulasi yang berlaku. Tulisan ini menggunakan metode library research dengan pendekatan content analysis. Hasil penelitian menunjukan bahwa kurikulum pendidikan Islam dalam tinjauan sejarah dari masa kemerdekaan hingga era reformasi terus mengalami perubahan sesuai dengan kondisi dan kebutuhan. Pengembangan kurikulum pendidikan Islam terbagi atas 3 masa; yaitu pertama, masa orde lama, terjadi 3 kali perubahan yaitu kurikulum tahun 1947, 1952, dan kurikulum 1964; kedua, masa orde baru, terjadi 4 kali perubahan yaitu kurikulum 1968, 1975, 1984, dan Kurikulum 1994; ketiga, masa reformasi, tejadi 3 kali perubahan yaitu kurikulum 2004 (KBK), Kurikulum 2006 (KTSP), kurikulum 2013 yang dipakai hingga kini. Sedangkan dalam tinjauan regulasi kurikulum pendidikan islam terdapat 4 kategori yakni: pertama, regulasi kurikulum madrasah mengikuti UU nomor 20 tahun 2003 tentang sistem pendidikan nasional; kedua, regulasi kurikulum pesantren mengikuti UU nomor 18 tahun 2019 tentang Pesantren; ketiga, regulasi kurikulum perguruan tinggi keagamaan Islam menginduk UU nomor 12 tahun 2012 tentang pendidikan tinggi; dan keempat, regulasi kurikulum pendidikan agama Islam untuk sekolah/kampus umum menginduk UU nomor 20 tahun 2003.