KONTRIBUSI PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KARAKTER MODERAT: Analisis Teks Kurikulum PAI

• Main Author: Muhammad Aqbil Y. R, - (Author)
• Format: Book
• Published: 2023-04-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Riset ini bertujuan untuk memotret kontribusi kurikulum Pendidikan Agama Islam dalam membentuk karakter moderat peserta didik di sekolah, dilihat dari teori empat komponen kurikulum. Riset ini menggunakan pendekatan kualitatif dan metode analisis isi terhadap dokumen teks kurikulum PAI pada Kurikulum Merdeka, yang digali melalui teknik studi dokumen dan diperkuat dengan wawancara. Kemudian data dianalisis melalui tiga tahap, yaitu tahap reduksi data, penyajian data, dan inferensi. Riset ini menemukan lima hal esensial. Pertama, terdapat sembilan nilai pokok moderasi beragama, yaitu tawassuṭ, i'tidal, tasāmuḥ, syūra, iṣlāh, qudwah, muwaṭanah, lā 'unf, dan i'tibar al-'urf. Kedua, komponen tujuan telah mengakomodir nilai-nilai moderasi beragama, walau dari sisi jumlah masih belum proporsional. Ketiga, sama halnya dengan komponen tujuan, komponen materi juga telah mengakomodir nilai-nilai moderasi beragama walaupun masih harus disempurnakan dari segi proporsional. Keempat, komponen strategi pelaksanaan, meliputi pendekatan, model, metode, teknik, dan media pembelajaran PAI telah mengakomodir dan memfasilitasi transfer nilai-nilai moderasi beragama kepada peserta didik. Kelima, nilai-nilai moderasi beragama dalam komponen evaluasi juga telah terakomodir dan terfasilitasi agar bisa diukur tingkat internalisasinya dalam diri peserta didik. This research aims to capture the contribution of the Islamic Religious Education curriculum in shaping the moderate character of students in schools, seen from the theory of the four curriculum components. This research used a qualitative approach and content analysis method to the text documents of the PAI curriculum in the Independent Curriculum, which were explored through document study techniques and strengthened by interviews. Then the data were analyzed through three stages, namely data reduction, data presentation, and inference. This research found five essential things. First, there are nine main values of religious moderation, namely tawassuṭ, i'tidal, tasāmuḥ, syūra, iṣlāh, qudwah, muwaṭanah, lā'unf, and i'tibar al-'urf. Second, the goal component has accommodated the values of religious moderation, although in terms of numbers it is still not proportional. Third, it is the same as the objective component, the material component has also accommodated the values of religious moderation although it still needs to be perfected in a proportional way. Fourth, the components of the implementation strategy, including approaches, models, methods, techniques, and Islamic education learning media have accommodated and facilitated the transfer of religious moderation values to students. Fifth, the values of religious moderation in the evaluation component have also been accommodated and facilitated so that the level of internalization in students can be measured.

Item Description

http://repository.upi.edu/90464/1/S_PAI_1903202_Title.pdf
http://repository.upi.edu/90464/2/S_PAI_1903202_Chapter1.pdf
http://repository.upi.edu/90464/3/S_PAI_1903202_Chapter2.pdf
http://repository.upi.edu/90464/4/S_PAI_1903202_Chapter3.pdf
http://repository.upi.edu/90464/5/S_PAI_1903202_Chapter4.pdf
http://repository.upi.edu/90464/6/S_PAI_1903202_Chapter5.pdf
http://repository.upi.edu/90464/7/S_PAI_1903202_Appendix.pdf