Kebijakan Kurikulum Pendidikan Islam Pada Satuan Pendidikan Dasar, Menengah dan Tinggi

Abstract

The purpose of this paper is to examine Islamic education curriculum policies in elementary, secondary and tertiary units using library research methods. The results of the study in this writing show that the Islamic education curriculum policy, especially in Indonesia, has undergone several changes. Changes that occur adapt to the circumstances and the needs of the times. The development of the Islamic curriculum from the beginning of the history of education in Indonesia in 1945 after Indonesian independence was discussed in three periods; first, during the old order there were three changes, namely the 1947, 1952 and 1964 curricula; Second, during the New Order era, four changes were made, namely the 1968, 1975, 1984 and 1994 curricula; Third, there were four changes during the reformation period and those that are still used today are the 2004 Curriculum (KBK), the 2006 Curriculum (KTSP), the 2013 Curriculum and the independent learning curriculum. The Islamic religious education curriculum in each education unit is discussed from: First, the arrangement of the madrasah curriculum which consists of (Madrasah Ibtidaiyah, Madrasah Tsanawiyah and Madrasah Aliyah) which follows National Education System Law 20 of 2003; Second, the rules for the pesantren curriculum follow Law no. 18 of 2019

Strategi Guru Bahasa Arab dalam Mengatasi Kesulitan Belajar Bahasa Arab di Madrasah Ibtidaiyah Nurul Mun’im (MINM)

“…Pendidikan pada dasarnya diproyeksikan dapat menumbuhkan potensi dalam kehidupan manusia, hal tersebut dapat dimanifestikan melalui lembaga-lembaga pendidikan mulai tingkat dasar (SD/MI) sampai pada tingkat pendidikan di perguruan-perguran tinggi (Nirwana & Khoiri, 2023). Pendidikan berperan penting untuk bisa memajukan ilmu pengeta-huan.…”

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

“…These changes were made to face the challenges and needs of education that continue to evolve and to ensure that Indonesian learners receive quality and relevant education [1][2][3][4][5]. Since its independence in 1945, Indonesia has launched several education curricula to fulfill the national goal of improving the quality of education [6][7][8]. Each curriculum change seeks to correct the shortcomings found in the previous curriculum, integrate educational innovations, and keep up with global education trends [1,9,10].…”