DESAIN KURIKULUM SEKOLAH ISLAM TERPADU (Studi Kasus di SMPIT Insan Kamil Sidoarjo)

Abstract

Integrated Islamic School is a school whose curriculum integrates Islamic values, skills and national curriculum. The purpose of this research is to describe curriculum design in integrated Islamic schools by taking a research site at SMPIT Insan Kamil Sidoarjo. This research uses a qualitative approach with case study. The research data obtained from interviews, observations, and documentation, then analyzed by reducing data, presenting data, and making conclusions. The results showed that the curriculum design in SMPIT Insan Kamil Sidoarjo emphasized the internalization of Islamic values in every national curriculum content, without overriding the national curriculum set by the Ministry of Education. The assessment process is the main objective created in the learning environment and the content of teaching materials that are loaded with Islamic values. While the purpose of the curriculum design is, so that students have a strong foundation of religious education, which boils down to the strength of aqeedah and moral perfection. Internalization of Islamic values in integrated Islamic schools is not only done through the subjects taught, but through the design of school activities programs that support the inculcation of Islamic values in students.

Integrated Islamic Curriculum Development in Thematic Learning Against the Formation of Students' Critical Attitude in Islamic Elementary Schools

“…Third, in terms of form, it does not only include forms that are formally stipulated in the curriculum document, but also other forms of activity that are non-formal or invisible. That's as the hidden curriculum [13] The implementation of the curriculum design applied in the Integrated Islamic Primary School is a curriculum design that is compiled by integrating Islamic values in all school activities including the learning process. The concept of integration with Islamic values will affect the character / morals of students.…”

“…Integrated Islamic schools also have a curricular fabric resulting from the unification of general education and religious education, where the dichotomy of the curriculum has been a major problem for Islamic education in Indonesia. [13] Integrated Islamic schools have quality standards in the formation of student character inside and outside the classroom. Quality assurance at SDIT as an Islamic religion-based school is, of course, quality assurance directed at national education standards combined with Islamic values, namely (1) teaching material standards that contain Islamic nuances,(2) curriculum standards that have the ultimate goal of dedication to Allah, (3) the standard of Muslim educators who are skilled pedagogically and master the law of reading the holy book of the Quran, and (4) the standards of educational institutions characterized by Islam in learning activities and school programs must be Islamic with the objectives of the participants.…”

“…and curriculum [2] . Curriculum development is the process of planning and compiling a curriculum by a curriculum developer and activities carried out so that the resulting curriculum can be used as teaching material and reference to achieve national education goals [3] . Curriculum development in Indonesia cannot be separated from the goals of national education as stated in Law Number 20 concerning the National Education System in 2003 article [2], which states that "National education functions to develop capabilities and shape the character and civilization of the nation.…”

Math Bilbul “Alaihisalam” as a Learning Innovation During Covid 19

“…Sedangkan nilai islam pada SD Muhammadiyah khususnya, merupakan konsep dasar agar siswa memiliki akidah dan akhlak yang sesuai dengan syariat islam. Hal ini selaras dengan pernyataan Rojii et al, (2019) bahwa Sekolah Islam seyogyanya harus mampu mengintegrasikan nilai-nilai Islam ke dalam berbagai mata pelajaran non pendidikan agama Islam, bahkan indikator pencapaian belajar siswa tidak hanya diukur dengan tercapainya sebuah kompetensi, akan tetapi ukuran yang lebih ditekankan adalah, sejauh mana siswa dapat berkomitmen terhadap penjagaan nilai-nilai Islam yang telah mereka pelajari.…”

Implementasi Pembelajaran Matematika Berbasis Kurikulum Jaringan Sekolah Islam Terpadu (JSIT) Dalam Membentuk Karakter Siswa

“…Model ini diharapkan bisa menjadi suatu model pendidikan Islam yang mampu memadupadankan dua misi besar dalam pendidikan yaitu transinternalisasi nilai-nilai ilahiyah dan nilai-nilai dunia kemodrenan (Yusup, 2018). Bahkan indikator pencapain belajar siswa pun tidak hanya diukur dengan tercapainya sebuah kompetensi, akan tetapi yang lebih ditekankan yaitu sejauh mana siswa tersebut dapat berkomitmen dengan pembelajaran nilai-nilai Islam yang telah mereka pelajari (Rojii et al, 2019). Adapun tujuan dari penelitian ini adalah untuk mendeskripsikan Pengajaran Matematika berbasis kurikulum JSIT serta mendeskripisikan karakter siswa dalam implementasinya.…”