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DESAIN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM TRANSDISIPLIN Edi Nurhidin; Maimunatun Habibah
JP : JURNAL PENDIDIKAN Vol 5, No 1 (2021): MARET
Publisher : Institut Keislaman Abdullah Faqih (INKAFA) Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33754/jalie.v5i1.339

Abstract: This article discusses the transdisciplinary Islamic education curriculum. Where the transdisciplinary approach takes a position as the final set of integrated curriculum concepts. This positioning indicates that this approach is difficult to use. However, the rapid advancement of science and technology actually places it as an alternative approach in reforming the curriculum structure that accommodates all potential students so that they have meaningful knowledge, namely knowledge that is generalist and has a relationship with solving real life problems. The application of the trans-disciplinary approach is a strategic step to realize the concept of integrated scientific integration that involves collaboration and dialogue between disciplines and actors outside the discipline (cross-sector of society) which leads to the birth of new forms of interdisciplinary relationships to achieve problem solving, innovation, creativity and transformation based on real experiences. Curriculum development and transdisciplinary learning are also becoming increasingly relevant because it opens up opportunities for the creation of new discoveries or sciences as a result of a combination of various disciplines involving religion, natural sciences, and social sciences and humanities because the transdisciplinary curriculum is the most integrated curriculum model.Keywords: Consciousness, Curriculum Design, Islamic Education

LITERASI AGAMA ISLAM SEBAGAI STRATEGI PEMBINAAN KARAKTER RELIGIUS SISWA RA KM AL HIKMAH KEDIRI Maimunatun Habibah; Siti Wahyuni
JCE (Journal of Childhood Education) Vol 4, No 1 (2020): March - August
Publisher : Universitas Islam Lamongan

Strengthening religious character as a shield from immorality is important to instill from an early age. Various efforts can be used for this purpose, one of which is through the Islamic literacy movement. This study seeks to reveal the Islamic literacy practice in fostering the religious character of students in RA KM Al-Hikmah through qualitative research methods with a single case study approach. The results of this study find the fact that religious character development is carried out through the practice of Islamic literacy that is integrated in classroom-based learning and school-based culture. Through learning activities that are subject to the content of religious material and delivered with various methods, religious values are not only oriented towards the accumulation of student knowledge but also become a habit to be religious. Another factor that supports the maximization of religious character development for students is the construct of school culture that leads to the formation of religious culture by programming religious activities that are directly related to classroom learning.

Pengembangan Budaya Literasi Agama di SMA Negeri 2 Kediri Maimunatun Habibah
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 2 No. 2 (2019): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Institut Agama Islam Tribakti (IAIT) Kediri

The National Literacy Movement (GLN) programmed since 2016 has experienced developments with the emergence of many studies on literacy and literacy programs in schools. Literacy programs are not limited to literacy but also lead to religious literacy. This study seeks to raise the religious literacy program at SMA Negeri 2 Kediri. Based on field research carried out under the light of the Prothero religious literacy concept which was later developed by Gallagher, the study finds that the practice of religious literacy in SMA Negeri 2 Kediri has being carried out through a program of reading the scriptures according to their respective religions guided by the religious literacy reading team. The implementation process takes place through three stages. First, the school principal forms a religious literacy team. Second, the implementation phase which includes the stages of habituation, development, and learning. Third, the assessment stage. The three implementation processes are intended so that the religious literacy program not only leads to the accumulation of knowledge, but slowly increases to the level of daily practice.

PENGEMBANGAN KOMPETENSI DIGITAL GURU PENDIDIKAN AGAMA ISLAM SEKOLAH DASAR DALAM KERANGKA KURIKULUM MERDEKA Maimunatun Habibah
SITTAH: Journal of Primary Education Vol. 3 No. 1 (2022): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

The use of various new technologies in the learning process has strengthened since the COVID-19 pandemic. The practice has two general implications, positive and negative. This paper seeks to reveal the efforts of Islamic religious education teachers at the elementary school level in increasing their digital competence amid the strengthening of new technology in learning. This study used descriptive qualitative research methods. This study indicates that the development of digital teacher competencies takes place through two stages—First, the stage of strengthening digital competence by following technical guidance on the management and use of ICT for elementary school (SD, Sekolah Dasar) teachers, developing it by self-study through the use of YouTube, making products in the form of Google Sites, and using it in the learning process in the classroom. Second, implementing a post-guidance training program for teachers and students at the school where they work. The study’s implications are discussed within the framework of an independent curriculum. The practical suggestion of this study lies in the importance of integrating technical guidance, teacher’s independent learning, and collaboration between teachers as the basis for developing teacher competence.

Pengembangan Budaya Literasi Agama di SMA Negeri 2 Kediri Maimunatun Habibah
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 2 No. 2 (2019): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v2i2.1110

The National Literacy Movement (GLN) programmed since 2016 has experienced developments with the emergence of many studies on literacy and literacy programs in schools. Literacy programs are not limited to literacy but also lead to religious literacy. This study seeks to raise the religious literacy program at SMA Negeri 2 Kediri. Based on field research carried out under the light of the Prothero religious literacy concept which was later developed by Gallagher, the study finds that the practice of religious literacy in SMA Negeri 2 Kediri has being carried out through a program of reading the scriptures according to their respective religions guided by the religious literacy reading team. The implementation process takes place through three stages. First, the school principal forms a religious literacy team. Second, the implementation phase which includes the stages of habituation, development, and learning. Third, the assessment stage. The three implementation processes are intended so that the religious literacy program not only leads to the accumulation of knowledge, but slowly increases to the level of daily practice.

Transforming Islamic Religious Education Learning through Differentiated Learning in the Merdeka Curriculum Edi Nurhidin; Maimunatun Habibah
Kognisi: Jurnal Ilmu Keguruan Vol. 2 No. 2 (2024)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v2i2.261

This paper investigates the transformation of Islamic religious education (PAI) learning through differentiated learning in the Merdeka Curriculum setting. The curriculum, heralding a shift towards contemporary educational paradigms, aims to cater to individual student differences through enhanced personalized learning strategies. This paper used a qualitative research method, using literature type by collecting data from books, journal articles, conference or seminar papers, and other publications related to three main concepts: differentiated learning, Islamic religious education, and the Merdeka Curriculum. The findings highlight three significant insights. Firstly, the emphasis on personalized learning, as viewed by Tomlinson, is crucial for adapting education to meet diverse student needs, including their readiness, interest, and learning environment, a key principle of the Merdeka Curriculum. This curriculum supports such individualized strategies and represents a significant shift towards enhancing learning experiences. Secondly, this curriculum's alignment with differentiated learning is evident in its promotion of learner-centered approaches, making education more inclusive and effective. Thirdly, applying differentiated learning in Islamic Religious Education (PAI) within the Merdeka Curriculum framework demonstrates a dynamic approach to catering to diverse student requirements, thus fostering deeper engagement and comprehension in PAI subjects. This study confirms a meaningful link between differentiated learning and the Merdeka Curriculum's goals, indicating a progressive direction for PAI learning, potentially improving educational outcomes and challenging traditional Islamic education methods. This study posits differentiated learning as a key strategy in actualizing the goals of the Merdeka Curriculum, thus significantly contributing to the ongoing discourse on educational reform in Indonesia.

Profil Pelajar dalam Kurikulum Merdeka Madrasah di Era VUCA Maimunatun Habibah; Edi Nurhidin
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 13 No. 2 (2023): Intelektual: Jurnal Pendidikan dan Studi Keislaman, Agustus 2023
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v13i2.4061

This article aims to reveal the concept of P3PPRA in preparing the nation's generation to face the VUCA era. The research method used in this study is descriptive qualitative with a literature review approach. Three main concepts are a reference for tracking data: the P3PPRA, P3, and VUCA World concepts. This study finds that the concept of Pancasila Student Profile and Rahmatan lil Alamin Student Profile (P3PPRA) is a renewal of character education, which philosophically refers to Ki Hadjar Dewantara's educational philosophy about independent humans. Second, the implementation of the Project for Strengthening Pancasila Student Profiles and Rahmatan lil Alamin Student Profiles (P3PPRA) can be carried out through integrated direct and indirect teaching because P3PPRA is an integrated learning activity and is carried out separately from intracurricular subjects. This study concludes that the concept and implementation of P3PPRA, which accommodates a multidisciplinary approach, is a strategy to prepare students who are adaptive to various rapid and spastic changes in life.

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