Pengembangan Kurikulum Muatan Lokal Dalam Konteks Pendidikan Islam Di Madrasah

Abstract

Abstrak. Salah satu unsur yang harus dilestarikan dan dijaga melalui kegiatan pendidikan adalah nilai, tradisi, budaya, keterampilan dan konsep yang berlaku pada masyarakat. Dalam beberapa tahun terakhir, pemerintah menggulirkan perubahan kurikulum dengan menambahkan mata pelajaran muatan lokal. Melalui pembelajaran muatan lokal diharapkan peserta didik, tidak saja memiliki pengetahuan akademis berupa pengetahuan yang bersifat global sebagaimana diharapkan, tetapi juga mempunyai kepedulian terhadap nilai-nilai sosio-kultural yang melingkupi peserta didik. Secara konsep, kurikulum berbasis muatan lokal terdiri dari dua bentuk. Bentuk pertama bersifat melekat ke seluruh mata pelajaran, dan bentuk kedua berupa kegiatan tersendiri yang tidak ada kaitannya dengan mata pelajaran. Tulisan ini, berusaha mengekslor bagaimana model dan pelaksanaan kurikulum berbasis muatan lokal di Madarasah. Abstract.One of the elements that must be preserved and maintained through education is values, traditions, culture, skills and concepts that apply to the public. In recent years, the government rolled out changes to the curriculum by adding local content subjects. Learning through local content, students were be expected to not only have academic knowledge in the form of global knowledge, but also have a concern for the values of the their surrounding socio-cultural. Conceptually, local content-based curriculum consists of two forms. The first form is attached to all subjects, and the two form a separate activity that has nothing to do with the subject. This paper, trying to explore how the model and the implementation of local content-based curriculum in Madrasah.

Curriculum Characteristics of Madrasah Aliyah in East Kalimantan

“…Moreover, local course is important to be maintained since its content include values, traditions, cultures, and skills that students can implement in society in the future. By adding local course in curriculum used by any formal institution including Madrasah, the government expects that students not only learn what so called by global knowledge, but also include the values of socio-cultural of local surrounding environment (Nasir, 2013). In addition to strengthening the local course curriculum, all of Madrasah Aliyah in this study also developed a curriculum which supports student self-development in the form of strengthening students' talents and interest in linguistics, arts, sports, youth scientific paper, theology, etc.…”

“…The study about curriculum is fascinating and have been researched all over the world throughout the history. In addition, the research about curriculum development as well as its structure become popular to every level of education starting from pre-school up to university levels and any educational institution such as in public schools (Hidayati, Zaim, Rukun, & Darmansyah, 2014;Kamil, Mukminin, & Kassim, 2013), Madrasah (Irsad, 2016;Islami, 2016;Mesiono, Aziz, & Syafaruddin, 2019;Nasir, 2013;Muhlisin & Fajar, 2019;Munziyati, 2011;Husna & Arifin, 2016), and even at university educational platforms (Rahayu et al, 2019;Rokhimawan, Istiningsih, & Sukiman, 2020).…”

Manajemen strategik peningkatan mutu lembaga pendidikan Muhammadiyah di Kabupaten Gunungkidul

“…Adapun hal yang diharapkan dalam pengembangan kurikulum oleh lembaga pendidikan Muhammadiyah adalah mampu memberikan dampak positif dalam prestasi belajar siswa baik akademik maupun non akademik. Pada dasarnya pengembangan kurikulum memiliki tujuan mengarahkan kurikulum sekarang ke tujuan pendidikan yang diharapkan (Dakir, 2004;Nasir, 2013;Zahra, 2019). Oleh karena itu, kurikulum yang ada sekarang sangatlah berpengaruh terhadap tujuan pendidikan, yaitu untuk menyiapkan peserta didik meraih masa depan yang lebih baik.…”

The Leadership of the Principal of Madrasa in Implementing the Madrasa Tsanawiyah Al Ittihadiyah Curriculum Program at Pangkalan Masyhur Medan

“…According to Bahri (2011), this development will impact the essential foothold and achievement of the curriculum objectives applied in madrasa. The aspect of curriculum development with madrasa local content is essential for madrasa's progress (Nasir, 2013). In this context, good communication between the principal of the madrasa and all his colleagues and subordinates is an "absolute tool" to ensure good communication as part of a madrasa principal's leadership.…”