PENGEMBANGAN KURIKULUM BERBASIS AQIDAH ISLAM DI HOMESCHOOLING GROUP TINGKAT SEKOLAH DASAR KHOIRU UMMAH

• Main Author: Rachman, Taofik Andi (Author)
• Format: Book
• Published: 2016-09-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/27644/1/T_PK_1402864_Title.pdf; http://repository.upi.edu/27644/2/T_PK_1402864_Abstract.pdf; http://repository.upi.edu/27644/3/T_PK_1402864_Table_of_content.pdf; http://repository.upi.edu/27644/4/T_PK_1402864_Chapter1.pdf; http://repository.upi.edu/27644/5/T_PK_1402864_Chapter2.pdf; http://repository.upi.edu/27644/6/T_PK_1402864_Chapter3.pdf; http://repository.upi.edu/27644/7/T_PK_1402864_Chapter4.pdf; http://repository.upi.edu/27644/8/T_PK_1402864_Chapter5.pdf; http://repository.upi.edu/27644/9/T_PK_1402864_Bibliography.pdf; http://repository.upi.edu/27644/10/T_PK_1402864_Appendix.pdf
• Keywords: LB1501 Primary Education; LB2361 Curriculum

Penelitian ini difokuskan pada proses pengembangan kurikulum berbasis Aqidah Islam di HSG SD Khoiru Ummah yang dimaksudkan untuk mengkaji berkenaan dengan pengembangan kurikulum dan mengetahui pengaruh pengembangan kurikulum terhadap hasil belajar. Metode penelitian yang digunakan adalah Mix Methods dengan menggabungkan penelitian kualitatif dan kuantitatif. Teknik pengambilan sampel menggunakan purpose sampling. Teknik analisis data kualitatif dilakukan dengan cara reduksi, display dan verifikasi data kemudian kesimpulan. Adapun teknik analisis data kuantitatif menggunakan analisis deskriptif dan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa: 1. Kurikulum berbasis Aqidah Islam merupakan kurikulum berorientasi pada pencapaian kompetensi (competency based curriculum) yang masuk dalam kategori model kurikulum sistemik. Sedangkan pengembangan kurikulum berbasis Aqidah Islam yang dilakukan mengacu pada pengembangan kurikulum berbasis sekolah (school based curriculum development). Pengembangan komponen kurikulum yang terdiri atas rumusan tujuan mengacu pada falsafah Islam tentang manusia dan pendidikan yang dijabarkan ke dalam profil lulusan, kemudian diturunkan dalam rumusan tujuan mata pelajaran. Kriteria pemilihan materi dan tahapan penyeleksian materi dilakukan berbasis tujuan dengan menentukan kompetensi apa yang dapat mewujudkan profil lulusan. Prinsip pemilihan strategi berdasarkan taraf berpikir anak dan berbasis kontekstual. Adapun evaluasi yang digunakan merupakan evaluasi otentik berbasis tujuan; 2. Secara simultan orientasi, perencanaan, dan evaluasi kurikulum berpengaruh signifikan terhadap implementasi. Sedangkan orientasi, perencanaan, evaluasi, dan implementasi kurikulum berpengaruh signifikan terhadap hasil belajar secara simultan. ;---This study focused on the curriculum development process based on the Islamic Aqeedah HSG SD Khoiru Ummah which is intended to assess with regard to curriculum development and curriculum development determine the effect on learning outcomes. The method used is Mix Methods by combining qualitative and quantitative research. The sampling technique used purposive sampling. Qualitative data analysis techniques performed by reduction, display and data verification later conclusion. The technique of quantitative data analysis using descriptive analysis and path analysis. The results showed that: 1. The curriculum is based on the Islamic Aqeedah is an competencies achievement-oriented curriculum (competency based curriculum) that fall in the category of systemic curriculum model. While the Islamic Aqeedah based curriculum development is done referring to the school-based curriculum development. Development of curriculum components comprising the formulation of interest refers to the Islamic philosophy of man and education are translated into the graduate profile, then lowered into the formulation of the course goals. Criteria for selection of the material and the stage of selection of material is done by determining the destination based on what competencies can realize graduate profile. The principle of election strategy based on the level of the child's thinking and contextually based. The evaluation used is authentic based evaluation purposes; 2. Simultaneously orientation, planning and evaluation of curriculum have a significant effect on implementation. While the orientation, planning, evaluation, and implementation of the curriculum have a significant effect on learning outcomes simultaneously.