2013 Curriculum: Implementation of Islamic Religious Education Learning in Schools for Children with Special Needs

Abstract

The 2013 curriculum is the latest guideline for implementing education in Indonesia. Its application applies to public schools and special schools. This study aims to determine how to implement the 2013 curriculum in learning Islamic religious education for children with special needs (ABK) at SLB Negeri 01 Jakarta. This study uses qualitative research with a descriptive approach to data collection techniques with interviews, observation, and documentation. Data were collected based on field notes, comments, and documentation. The results of the study concluded that the implementation of the 2013 Curriculum for Children with Special Needs (ABK) at SLB Negeri 01 Jakarta uses the same PAI curriculum as the curriculum in traditional schools, and the scope of Islamic Religious Education materials taught is no different from other schools including; al-Qur'an hadith, faith, morals, fiqh and the history of Islamic culture. The learning methods for Islamic Religious Education in special schools are lectures, practices, questions and answers, demonstrations, and exercises. The learning media used include audio-visual media, tape recorders, films, radio, television, digital al-Qur'an, and braille Qur'an are also puzzles. Learning Evaluation consists of three domains cognitive, affective, and psychomotor.

Effort to Increase Student Learning Interes through Spiritual Intelligence Values

“…Broadly in the world of education there is a learning process on students not only affects the school but is influenced by many aspects, one of which is the interest in learning that is owned by students at school. (Nurmaliyah et al, 2023) Regarding the importance of students' interest in learning in the learning process, one effort to increase is through the value of spiritual intelligence, because the attachment to the values of spiritual intelligence possessed by each student can affect interest in learning, as the previous results explained, a deeper discussion is needed with previous research findings.…”

Islamic Boarding School Management System In Increasing The Competitiveness Of Islamic Boarding Schools In Jambi Province

“…Figure 1 . Essential Nature of Managerial Work (Mullins, 2010). By distinguishing 'managing' from 'doing' in this way researchers can view management as aiming at clarifying and planning work, organizing the distribution of activities and tasks to others, direction of subordinate staff and controlling the work performance of others (Badrudin & Nurdin, 2019).…”

“…Management of Islamic boarding schools must be broadly based on important elements, including the vision and mission of Islamic boarding schools which are in accordance with the philosophy of Islamic education, the functional organizational structure of Islamic boarding schools, partnerships and good services, planning and development of Islamic boarding schools, management and supervision of human resources, dynamics in carrying out strategies. learning, strengthening practical curriculum (Nurmaliyah et al, 2023) , efficient management of learning resources, management and maintenance of Islamic boarding school facilities (Zulfatun & Arifin, 2017).…”

Application of Bloom’s Taxonomy in the Instruction of Islamic Education

“…In addition, Nurmaliyah et al (2023) revealed that in Indonesia, assessment of Islamic education is conducted following the cognitive, affective and psychomotor domains. Furthermore, assessment rooted from Bloom's taxonomy should not only be used for examinations and grading but also used to improve teaching-learning process through minimisation of rote-learning, foster critical thinking and analysis, and also to improve on pedagogy (Chandio et al, 2016).…”