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All Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Al Ghazali: Jurnal Kajian Pendidikan Islam dan Studi Islam
Sururiyah, Siti Khusniyati
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MODEL PENDIDIKAN KARAKTER BERBASIS KEUNGGULAN LOKAL DAN GLOBAL DI MAN PURWOREJO Sururiyah, Siti Khusniyati; Irma, Cintya Nurika
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 3, No 2 (2020): JURNAL KREDO VOLUME 3 NO 2 TAHUN 2020
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.504 KB) | DOI: 10.24176/kredo.v3i2.4274

Abstract

This study aims to describe and explain (1) the concept of educational unit level curriculum development in MAN Purworejo, (2) the character education model in lessons based on local and global excellence in MAN Purworejo, and the advantages and disadvantages of local and global excellence-based education in MAN Purworejo (3). This research is a qualitative research approach to humanistic educational psychology theory. Data collection techniques used interview techniques, passive participation observation techniques, and documentation techniques. The results showed that the character education model in MAN Purworejo can be seen from the values forming character education in local and global excellence-based learning in MAN Purworejo. First, learning by synergizing the values of religion, culture, and individual potential. Second, learning that educates knowledge that leads to hard skills and soft skills. Third, efforts need to be made to develop, change, improve the atmosphere of all positive school citizens by using core values of hard work, quality improvement, honesty, efficiency and democracy.
IMPLEMENTASI KONSEP SEKOLAH MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM MEWUJUDKAN WAWASAN PENDIDIKAN BUDI PEKERTI DI SMAN 7 PURWOREJO Sururiyah, Siti Khusniyati
Al Ghazali Vol 1 No 2 (2018)
Publisher : STAINU Purworejo

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis tentang implementasi konsep Sekolah Model Pembelajaran PAI dalam mewujudkan wawasan pendidikan budi pekerti di SMAN 7 Purworejo. Penelitian ini menarik dikaji, karena pembelajaran PAI selama ini cenderung ke arah kognitif dan mengabaikan aspek pembinaan kepribadian peserta didik. Sedangkan Sekolah Model Pembelajaran PAI di SMAN 7 Purworejo ini walaupun secara intelektual dan keilmuan hampir sama dengan SMAN yang lainnya, namun SMAN 7 Purworejo ini mempunyai perbedaan dibandingkan SMAN yang lain, yakni dalam Silabus ditambahkan dengan “integrasi nilai-nilai pendidikan budi pekerti” dimana pelajaran PAI sebagai leadernya dengan tetap menjaga dan menghormati pemeluk agama yang lainnya. Penelitian ini merupakan penelitian kualitatif, yang menggunakan pendekatan Psikologi Pendidikan yakni teori belajar Humanistik, dengan mengambil subyek SMAN 7 Purworejo. Pengumpulan data dilakukan dengan mengadakan observasi, wawancara dan dokumentasi. Analisis data dilakukan dengan menelaah seluruh data, mereduksinya, menyusunnya dalam satuan dan mengkategorikannya kemudian memeriksa keabsahan data serta menarik kesimpulan. Hasil penelitian menunjukan bahwa: (1) Implementasi konsep Sekolah Model Pembelajaran PAI di SMAN 7 Purworejo dikelompokkan menjadi tiga kelompok kegiatan, yaitu: kegiatan peningkatan implementasi konsep Sekolah Model Pembelajaran PAI; kegiatan pelaksanaan pembelajaran serta kegiatan peningkatan kualitas pembelajaran. (2) Penelitian ini menunjukkan bahwa implementasi konsep Sekolah Model Pembelajaran PAI di SMAN 7 Purworejo ini ditinjau dari berbagai aspek telah meningkatkan aspek kognitif, afektif dan psikomotorik serta telah menghasilkan kemajuan yang cukup sinifikan. Keberhasilan tersebut karena didukung oleh beberapa faktor. Walaupun demikian, implementasi konsep Sekolah Model Pembelajaran PAI di SMAN 7 Purworejo ini juga belum bisa maksimal dikarenakan adanya kendala atau faktor penghambat yang datang dari beberapa aspek.
COMPARATIVE STUDY OF ISLAMIC EDUCATION CURRICULUM INTEGRATION AT SMP AL-ISTIQOMAH AND CHARIYATHAMSUKSA SCHOOL Dewi, Mustika; Sururiyah, Siti Khusniyati; Asih, Siti Wulan
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.5962

Abstract

This study aims to describe and compare the models of Islamic Religious Education (IRE) curriculum integration implemented at SMP Unggulan Al-Istiqomah (Indonesia) and Chariyathamsuksa Foundation School (Thailand) from conceptual, practical, and socio-cultural perspectives. Employing a comparative qualitative approach with a descriptive-analytic design, data were collected through interviews, observations, and document analysis. The findings indicate that SMP Unggulan Al-Istiqomah applies a thematic-holistic integration model that combines the Kurikulum Merdeka with a pesantren-based system. Islamic values are embedded across subjects through the Contextual Teaching and Learning (CTL) approach and character-building activities such as worship routines, Qur’an memorisation, and spiritual reflection. In contrast, Chariyathamsuksa Foundation School adopts a structural-adaptive model with a dual curriculum system that integrates the Thai national curriculum with Islamic Diniyyah education. This model emphasises contextual adaptation within a plural society through bilingual learning and cross-subject integration. The main difference lies in the social context: Indonesia’s Muslim-majority setting enables complete internalisation of Islamic values, while Thailand’s Muslim-minority context requires adaptive strategies under a secular education framework. Despite these differences, both models share the same vision of nurturing students with religious character, intellectual competence, and a balanced integration of faith and knowledge. The study concludes that Islamic curriculum integration should be developed contextually, responsively, and in harmony with each nation’s socio-cultural setting.
Co-Authors Asih, Siti Wulan Cintya Nurika Irma Mustika Dewi