Developing Islamic science based integrated teaching materials for Islamic religious education in Islamic high schools

doi:10.47750/pegegog.11.04.27

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…A good book is one that incorporates subjects in an integrated format with Islamic teachings. In other words, religious lessons are connected to all subjects (Suparjo, Hanif, & Indianto, 2021). This is an advantage held by SDIT Insantama.…”

Section: Life Skillsmentioning

confidence: 97%

Curriculum Integration Constructs in Integrated Islamic Elementary School

Basri,

Abdullah

2024

tijie

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Despite the extensive documentation of educational curriculum research, there is still a lack of studies examining the constructs of integrated curriculum and its presentation by incorporating religious content into various subjects. To address this gap, this research aims to analyze the constructs of integrated curriculum in terms of curriculum content, presentation, and the supporting factors for implementation in the learning process. Data collection involves document analysis of curriculum guidelines, teacher manuals, student package books, and direct observation of learning implementation. The study's findings, based on document analysis and observation, are further reinforced through interviews with the school principal and teachers. The research reveals that the curriculum constructs at SDIT Insantama Kendari encompass the classification of material comprising elements of Islamic character formation, introduction to Islamic culture (tsaqafah), and the introduction of science and skills. These components are presented in the learning activities by integrating religious education into all subjects through team teaching, non-co-education, and a shared perception among teachers who assume the role of religious educators.

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Section: Life Skillsmentioning

confidence: 97%

Curriculum Integration Constructs in Integrated Islamic Elementary School

Basri,

Abdullah

2024

tijie

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“…Teaching materials are a set of learning tools or tools, methods, boundaries, and ways of evaluating that are systematically and attractively designed to achieve their expected goals, namely achieving competencies or sub competencies with all complexes. According to Andi Prastowo, teaching materials in general are all materials (texts, tools, information) that are collected regularly by presenting a complete figure of competence that will be understood by students and used in the learning process with the aim of planning and observing learning implementation (Suparjo et al, 2021).…”

Section: A Definition Of Teaching Materialsmentioning

confidence: 99%

Development of Teaching Materials for Serialized Images of Listening to Stories Using Powerpoints to Improve Arabic Language Skills in Junior High School Students of Baitul Arqam Sumedang Islamic Boarding School

Supala¹,

Mariana

Rifai

2023

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Currently, learning media in various schools has become a very important element in the teaching process, because it can contain messages that will be conveyed to students / students during learning using illustrated teaching materials, one of which is at Baitul Arqam Junior High School which will try to apply learning by using PowerPoint-based serial image media in improving students' storytelling skills. This research uses a descriptive method of qualitative research type analysis. The descriptive method is a method in a study to solve, obtain information about a situation, assess, and determine the symptoms found, see or analyze the relationship between existing variables. The results of ni research showed that learning Arabic storytelling method by obtaining a sekor bbased on the Hasil table by students of Baitul Arqam Sumedang Junior High School obtained a score of 80% representation, which is very good. So, it can be concluded that the use of PowerPoint-based serialized image media is effectively applied to improve students' ability to tell Arabic stories.

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“…From the definition of the curriculum, it can be understood that the development of the Islamic Religious Education curriculum can be interpreted as (Hayani, 2018;Suparjo et al, 2021) (1) activities to produce a Islamic Education curriculum, (2) a process that links one component to another to produce a better Islamic Education curriculum, and (3) preparation activities (design), implementation, assessment, and improvement of the Islamic Education curriculum.…”

Section: Islamic Education Curriculum Developmentmentioning

confidence: 99%

Islamic Religious Education Curriculum Development Model

Hasriadi,

Siswanto,

Muktamar

2023

IJRER

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The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement. This problem served as the foundation for the formation of the research problem, which is the idea and framework for creating an Islamic religious education curriculum. Reference-based research—that is, observation centered on books, journals, or other publications—is the methodology employed. The study's findings demonstrate the curriculum's function in a number of areas that are important to educational activities, such as a) the school in question; b) schools or madrasas above it; and c) the community, which uses graduates. An eclectic method, or selecting the best of the four techniques listed below, can be used to build an Islamic religious education curriculum that fits its unique features. These methods include the following: a) subject-based methods; b) humanistic methods; c) technology methods; and d) social reconstruction methods. In the meantime, the Islamic education curriculum development model provides two alternatives for madrasas, including a competency-based and life skills-based curriculum development model and an Islamic Religious Universities competency-based curriculum development model.

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Developing Islamic science based integrated teaching materials for Islamic religious education in Islamic high schools

Cited by 9 publications

References 9 publications

Curriculum Integration Constructs in Integrated Islamic Elementary School

Curriculum Integration Constructs in Integrated Islamic Elementary School

Development of Teaching Materials for Serialized Images of Listening to Stories Using Powerpoints to Improve Arabic Language Skills in Junior High School Students of Baitul Arqam Sumedang Islamic Boarding School

Islamic Religious Education Curriculum Development Model

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