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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Acep Dani Ramdani
Universitas Islam Sunan Gunung Djati Bandung
Education Public Health Social Sciences

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Reconstruction of Islamic Religious Education (PAI) Content for Basic Education: Content Analysis and New Directions for Instruction Following Regulation CP 020 of 2026 Nur Ainiyah; Siti Asiah; Ida Nursida; Acep Dani Ramdani
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.376

Abstract

The issuance of the Head of BKAP Decree Number 020 of 2026 brings about a fundamental reorientation of the Islamic Religious Education (PAI) curriculum structure at the primary education level. The substance and new direction of instruction outlined in this regulation have not yet been operationally mapped out for educators in the field. This study aims to dissect the essential content of the five PAI elements (Phases A–D) and formulate instructional implications, particularly regarding teaching materials. A qualitative research method was employed, utilizing content analysis of the new regulation (Head of BKAP Decree No. 020 of 2026). The findings reveal three major substantive reorientations: 1) a shift in Fiqh (Islamic jurisprudence) material from a theoretical-cognitive focus to a contextual-applicative one; 2) the structural integration of religious moderation from an early stage—incorporating values ​​of al-samhah (tolerance) and humanity—within the Akhlaq (Morals) and History of Islamic Civilization (SPI) elements; and 3) content simplification based on cognitive load theory to strengthen the affective domain of students. The practical implication of this regulation is that primary education units (elementary and junior high schools) are required to completely reconstruct their Learning Objective Flow (ATP) and redesign teaching modules based on authentic performance assessments.
Co-Authors Ida Nursida Nur Ainiyah Siti Asiah