PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM DI SMA TERPADU BAITURRAHMAN

• Main Author: Fauziah, Feby (Author)
• Format: Book
• Published: 2016-08-22.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/25983/1/S_PAI_1202845_Title.pdf; http://repository.upi.edu/25983/2/S_PAI_1202845_Abstract.pdf; http://repository.upi.edu/25983/3/S_PAI_1202845_Table_of_Content.pdf; http://repository.upi.edu/25983/4/S_PAI_1202845_Chapter%201.pdf; http://repository.upi.edu/25983/5/S_PAI_1202845_Chapter%202.pdf; http://repository.upi.edu/25983/6/S_PAI_1202845_Chapter%203.pdf; http://repository.upi.edu/25983/7/S_PAI_1202845_Chapter%204.pdf; http://repository.upi.edu/25983/8/S_PAI_1202845_Chapter%205.pdf; http://repository.upi.edu/25983/9/S_PAI_1202845_Bibiliography.pdf; http://repository.upi.edu/25983/10/S_PAI_1202845_Appendix%201.pdf; http://repository.upi.edu/25983/11/S_PAI_1202845_Appendix%202.pdf; http://repository.upi.edu/25983/12/S_PAI_1202845_Appendix%203.pdf
• Keywords: BP Islam. Bahaism. Theosophy, etc; LB1603 Secondary Education. High schools

Penelitian ini dilatarbelakangi oleh adanya dua model lembaga pendidikan formal di Indonesia yang memiliki dua corak berbeda yakni sekolah umum dan sekolah agama. Di sekolah agama seperti MI, MTs dan MA muatan pelajaran PAI dipecah ke dalam beberapa mata pelajaran dengan bahasan yang lebih luas, sedangkan di sekolah umum muatan pelajaran PAI hanya terbatas pada mata pelajaran PAI saja, yang hanya dilaksanakan selama 2 sampai 3 jam pelajaran. Melihat permasalahan ini, maka pengembangan kurikulum PAI menjadi sangat penting untuk dilakukan baik oleh lembaga terkait maupun oleh guru PAI sendiri. Penelitian ini bertujuan untuk mengetahui dan menganalisis (1) tujuan pengembangan kurikulum PAI (2) substansi kurikulum PAI yang dikembangkan (3) pelaksanaan kurikulum PAI (4) evaluasi kurikulum PAI. Penelitian ini menggunakan metode studi kasus dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui beberapa teknik yaitu wawancara, observasi dan studi dokumentasi. Dari penelitian ini ditemukan bahwa tujuan pengembangan kurikulum PAI ialah untuk membekali mereka dengan ilmu-ilmu Islam (tsaqafah Islam) yang harus dipelajari untuk bekal hidup mereka agar bahagia di dunia dan akhirat. Adapun substansi kurikulum dikembangkan ke dalam beberapa mata pelajaran yaitu Aqidah, Tafsir, Tahfizh, Ushul Fiqih, Qira'atul Kutub, Khitabah. Kurikulum yang telah disusun tersebut kemudian dilaksanakan dalam proses pembelajaran di kelas sesuai dengan jadwal yang telah ditentukan dan diajarkan oleh guru-guru yang kompeten di bidang tersebut. Evaluasi terhadap kurikulum PAI yang dikembangkan dilaksanakan dalam dua kegiatan yakni evaluasi oleh masing-masing guru mata pelajaran dan evaluasi oleh tim pengembang kurikulum. Hasil dari evaluasi tersebut menjadi bahan untuk pengembangan kurikulum selanjutnya.;---The background to the research is the existence of two different models of formal education institutions in Indonesia, namely public school and religious school. In religious schools, such as MI (Madrasah Ibtidaiyah, equivalent to primary school), MTs (Madrasah Tsanawiyah, equivalent to junior high school), and MA (Madrasah Aliyah, equivalent to senior high school), the content of Islamic education subject is divided into several subjects with broader topics of discussion; meanwhile, in public schools, the content of Islamic education subject is limited to one subject carried out for two to three credit hours. Departing from this problem, the development of Islamic education curriculum becomes instrumental to be carried out by both the related institution and Islamic education teachers. The research aims to find and analyze: (1) The goal of Islamic education curriculum development; (2) The substance of Islamic education curriculum developed; (3) The implementation of Islamic education curriculum; and (4) The evaluation of Islamic education curriculum. The research adopted a case study method with qualitative approach. Data were collected with the techniques of interview, observation, and documentation analysis. The findings show that the goal of Islamic education curriculum development is to equip students with Islamic sciences (tsaqafah Islam) that should be studied in order for them to gain a happy life in this world and the Hereafter. The substance of the curriculum developed into several subjects, namely Aqidah, Tafsir, Tahfizh, Ushul Fiqih, Qira'atul Kutub, and Khitabah. The formulated curriculum is then implemented into classroom teaching and learning in accordance with the pre-determined schedule and taught by teachers who are competent in the related fields. Finally, evaluation of Islamic education curriculum is conducted in two activities, evaluation by teachers and evaluation by curriculum developer. The results of these evaluations are made references for subsequent curriculum development