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All Journal Journal of Education and Learning (EduLearn) Elementary: Islamic Teacher Journal Borneo International Journal of Islamic Studies Jurnal Litbang Provinsi Jawa Tengah Borneo International Journal of Islamic Studies (BIJIS) JISPE Journal of Islamic Primary Education Indonesian Journal of Education and Social Studies
Wijanarko, Andrian Gandi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Islamic moderation in elementary school: strengthening the Aswaja Annadhliyah curriculum in preventing religious radicalism Ibda, Hamidulloh; Wijanarko, Andrian Gandi; Azizah, Farinka Nurrahmah; Amnillah, Martin; Ro'uf, Ahmad
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21821

Abstract

This action research aims to improve teachers’ ability to enrich, redesign, develop, and test the ahlussunah waljamaah (Aswaja) Annahdliyah curriculum in strengthening Islamic moderation in 25 madrasah ibtidaiyah (Islamic elementary schools) in Kedu Caresidenan, Central Java, Indonesia. The method used was participatory action research modeled by Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, an experimental type of action research. The research findings state that Islamic moderation through strengthening the Aswaja Annahdliyah curriculum is carried out by enriching and redesigning the curriculum in the aspects of objectives, content/materials, methods/activities, and assessment/evaluation. The form of strengthening the Aswaja Annahdliyah curriculum is carried out by developing a curriculum by providing material on the basic principles of Aswaja, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah in the aspects of fikrah (thought), aqidah (belief), harakah (movement), and amaliyah (worship practices). As a result, teachers know the depth and breadth of the curriculum in terms of objectives, content, methods, and evaluation at the level of fikrah, aqidah, harakah, and amaliyah, determining basic competencies, operational verbs, materials, material enrichment, and selecting appropriate learning models, methods, strategies, and media. Future research needs to explore curriculum strengthening for Aswaja Annahdliyah at the high school or university level.
Co-Authors Amnillah, Martin Azizah, Farinka Nurrahmah Dian Marta Wijayanti, Dian Marta Ganeswara, Mahardika Hadi Rohyana Ibda, Hamidulloh Ibda, Hamidulloh Joni Latyf, Ahmad Rizky Munawaroh Munawaroh Muslim, Rifqil Ro'uf, Ahmad Rokhma, Eka Mahargiani Syafi, Moh