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<![CDATA[Impelementasi Asas-asas Pengembangan Kurikulum terhadap Pengembangan Kurikulum Pendidikan Agama Islam ]]>
<![CDATA[Satria Kharimul Qolbi]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021): August Pages 1101-2382 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v3i4.511
<![CDATA[Setiap masa terdapat perubahan-perubahan yang signifikan dalam dunia pendidikan agama Islam, sehingga pada prosesnya membutuhkan suatu rangkaian pengembangan kurikulum yang tepat dengan pondasi yang kuat agar arah tujuan pengembangannya jelas, maka dari itu diperlukannya asas-asas yang tepat untuk diterapkan dalam pengembangan kurikulum pendidikan agama Islam. Penulisan ini bertujuan bagaimana kontribusi asas-asas pengembangan kurikulum diterapkan pada pengembangan kurikulum pendidikan agama Islam. Metode penlisan ini menggunakan kajian studi kepustakaan mengelola data dengan analisis deskriptif disajikan secara sistematis dan objektif. Dari hasil penelitian terdapat lima asas yang diterapkan pada pengembangan kurikulum PAI. Asas-asas tersebut antara lain asas teologi, asas, filosofis, asas psikologi, asas sosia-budaya, asas ilmu pengetahuan dan teknologi. Penerapan kelima asas tersebut antara lain asas teologi menggunakan Al-Qur’an dan Hadits, asas filosofis menggunakan perpaduan konsep aliran filsafat, asas psikologi menentukan kemampuan sesuai jenjang, asas sosial-budaya menekankan pengenalan budaya, serta asas ilmu pengetahuan dan teknologi memaksimalkan pengembangan tekonologi terhadap kegiatan pembelajaran. Kesimpulan dari penelitian ini bahwa implementasi asas-asas pengembangan kurikulum berkontribusi terhadap pengembangan kurikulum pendidikan agama Islam secara teoritis maupun praktis dapat menjadi pelengkap bagi pihak-pihak berwenang dalam menyusun keputusan tentang kurikulum pendidikan agama Islam.]]>
<![CDATA[EVALUASI KURIKULUM PENDIDIKAN AGAMA ISLAM DI TENGAH DINAMIKA POLITIK PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Shelly Alvareza Zazkia]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 13, No. 1 (Juni 2021) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat ]]>
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DOI: 10.47498/tadib.v13i01.524
<![CDATA[The curriculum in Indonesia often changes from time to time, but the results of these changes have not been optimal and are still far from being expected. The research objective is to reveal the various constraints or problems that have occurred during curriculum changes from the Old Order era to the reform era. Various obstacles that were found were the lack of professionalism of teachers in facing curriculum changes, a lack of reference books, and there were still many teachers who had different understandings of Curriculum-13 and experienced confusion in grasping the concept, substance, and mechanism of implementing Curriculum of 2013 Education Unit Level Curriculum. The results of the evaluation obtained were the importance of socialization and conducting teaching training before implementing the curriculum in formal teaching-learning process activities, then the government always paid attention to reference books that were used by teachers and students because every curriculum change was also followed (in addition to the method) of the material used. changed (update). So with that teachers and students can carry out the contents of the curriculum properly and following the objectives to be achieved.]]>
<![CDATA[Membangkitkan Kembali Ruh Pendidikan Muhammadiyah ]]>
<![CDATA[Tasman Hamami]]>
<![CDATA[ Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam Vol 1, No 1 (2008) ]]>
Publisher : <![CDATA[Muhamadiyah ]]>
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DOI: 10.47736/tajdidukasi.v1i1.5
<![CDATA[Beside stands as one Muhammadiyah establishment factors....]]>
<![CDATA[Organisasi dan Desain Pengembangan Kurikulum PAI ]]>
<![CDATA[Ghamal Sholeh Hutomo]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ At-Tafkir Vol 13 No 2 (2020): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa ]]>
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DOI: 10.32505/at.v13i2.1624
<![CDATA[Islamic education curriculum is not separated from its relation to the basicand objectives of Islamic education. Some parts of the curriculum materials can bedeveloped by the demands of the times and the human environment but considered thetimes and the human environment, but considered that the curriculum of Islamiceducation should be substantive in the purpose of Islamic education. The curriculumorganization is considered to be able to achieve that goal. Acting as a determinant ofhow a defection will take place, of course, this curriculum organization is one of the important factors. Curriculum design is a framework in drafting curriculum organization and is a preparation of one component of the curriculum that is the content of curriculum material. This research uses library research by analyzing the data, documents related to the discussion is systematically analyzed. The purpose of this research is to know the form of the Islamic Education curriculum organization, the design principles of the Islamic Education curriculum, and the Islamic Education curriculum design.]]>
<![CDATA[Budaya Sekolah ]]>
<![CDATA[Muhammad Afifullah Nizary]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ At-Tafkir Vol 13 No 2 (2020): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa ]]>
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DOI: 10.32505/at.v13i2.1630
<![CDATA[The school is analogous to the environment in such a way that its citizens can obtain education and learning services that are worthy of expectations. School culture is a characteristic, character, and image owned by the school in the wider community. The proper and precise application of school culture will have a significant influence on student learning activities, it can also affect teachers to do more efficient and effective work to achieve good teacher performance. Quality school culture will appear if there are a concern and active participation of all the school citizens. The research uses a library research method in which the source is used in the form of books, articles, and other sources related to the research title. The purpose of this research is to describe and know how to implement school culture development. This research discusses the understanding of culture, the role of school culture, and the development of school culture. Developing school culture certainly needs a sense of togetherness and responsibility to the school of all the school citizens under the command of the principal and coaching from the supervisor. Development of quality school culture is determined by the quality of education. Good and quality education is the basis for the development and progress of the school to move towards higher and quality levels]]>
<![CDATA[Identifikasi Kesulitan Guru PAI Kota Medan dalam Implementasi Kurikulum 2013 ]]>
<![CDATA[Muhammad Alpin Hascan]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ At-Tafkir Vol 14 No 2 (2021): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa ]]>
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DOI: 10.32505/at.v14i2.2456
<![CDATA[The implementation of the 2013 Curriculum until now is increasingly reaping problems. Although this curriculum has been running for seven years, it seems that this curriculum still has obstacles in some schools, especially in the field of Islamic religious education studies. This research aims to find out and examine the difficulties experienced by PAI teachers in implementing the 2013 Curriculum in the city of Medan. This research uses a descriptive qualitative approach that is studied through literature studies. Data collection was obtained through interview techniques with PAI teachers in Medan. The results of this study show that there are several difficulties experienced by PAI teachers in the implementation of the 2013 Curriculum, including lack of understanding of the teacher itself with the content of the 2013 curriculum as a whole, inadequate facilities as a means of support in supporting learning. Some learning materials require a time allocation that is more than the specified time. The solution offered in this case first; increased knowledge and application of the 2013 curriculum for teachers. It can be done by following open discussions, training and other intellectual activities. In addition, teachers are required to be creative in designing learning through innovative media and good learning strategies and methods.]]>
<![CDATA[Peran Guru Pendidikan Agama Islam Menyiapkan Peserta Didik dalam Menghadapi Tes Asesmen Kompetensi Minimum ]]>
<![CDATA[Muhammad Yusuf]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 2 (2022): April Pages 1500- 3199 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i2.2571
<![CDATA[Tujuan dalam penelitian ini yaitu untuk mengelaborasi bagaimana peran guru dalam pembelajaran yang dapat meningkatkan kemampuan berpikir tingkat tinggi peserta didik. Metode yang digunakan dalam penelitian ini adalah metode kepustakaan yaitu pencarian data dan informasi berupa sumber tulisan yang berhubungan dengan Asesmen Kompetensi Minimum. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi, sedang teknik analisis data yang digunakan adalah dengan deskripsi analisis. Penelitian ini mengungkapkan bahwa guru PAI berperan dalam menyiapkan peserta didik menghadapi Asesmen Kompetensi Minimum dengan mengembangkan model pembelajaran untuk meningkatkan kemampuan berpikir tingkat tinggi peserta didik melalui reasoning dan problem solving. Implementasi model pembelajaran ini meliputi lima tahap yaitu membaca dan berpikir, mengenal dan merencanakan, memilah strategi, menemukan jawaban, dan yang terakhir adalah refleksi dan perluasan.]]>
<![CDATA[Pengembangan Kurikulum Pendidikan Agama Islam di Era 4.0 ]]>
<![CDATA[Muhammad Zia Ul haq]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ ISLAMIKA Vol 2 No 2 (2020): JULI ]]>
Publisher : <![CDATA[Pendidikan Agama Islam STIT Palapa Nusantara ]]>
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DOI: 10.36088/islamika.v2i2.791
<![CDATA[Islamic religious education faces the challenge of distortion in the era of industrial revolution 4.0. The development of digital technology makes it possible for everyone to access all kinds of information and connect quickly through the internet and it’s innovation (internet of things). The effects of a positive and negative potential technology for humans. Islamic religious education must be able to prepare human resources who believe and have morality and become Muslim intellectuals. The development of Islamic education curriculum is an effort in facing challenges in the era of the industrial revolution 4.0. This research uses the library research method by collecting and analyzing library data. The results of the research show that there is a need for adjustments in the curriculum of Islamic education in the 4.0 era. The goal of Islamic education is to make educated Muslim intellectuals. The learning method with a combination of conventional and technology is bleanded leraning. The content of the material must be adapted to the circumstances and skill requirements of the 4.0 era. Evaluation is comprehensive and is a shared responsibility (educational ecosystem). Educators must adjust and have the competencies needed in the 4.0 era. And infrastructure facilities adapted to technological development]]>
<![CDATA[Tantangan Pengembangan Kurikulum Pendidikan Islam dan Strategi Pengembangannya dalam Menghadapi Tuntutan Kompetensi Masa Depan ]]>
<![CDATA[Lalu Abdurrahman Wahid]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 8 No. 1 Juli-Desember 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jpai.v8i1.15222
<![CDATA[Islamic education is currently faced with complex challenges, both internal and external. The problem is how Islamic education is able to respond to the challenges and demands that arise due to these factors. Islamic education needs to seek a strategy so as not to be left behind in formulating a relevant curriculum and able to compete with the demands of changing times. The purpose of this study is to provide information regarding the challenges and demands faced by contemporary Islamic education and strategies to respond to them through curriculum development. This article is included in a qualitative study based on library research. The results show that the challenges faced by Islamic education today come from the internal and external areas of Islamic education. The internal challenges that must be achieved by Islamic education are the achievement of eight national education standards, the growth of Indonesia's population which grows the demographic bonus, and character issues. Islamic education is required to prepare human resources in accordance with the demands of the competence of the times so as to produce alumni who survive and are able to compete in the era of globalization. The external challenges facing Islamic education are more future-oriented challenges. Among them, Islamic education is required to prepare for future needs, relevant to community problems, advances in technology and information, the growth of the creative and cultural sector, and the internationalization of education such as World-class University.]]>
<![CDATA[Pengembangan Metode Flipped Classroom dalam Pendidikan Agama Islam: Solusi Pembelajaran di Masa Pandemi Covid-19 ]]>
<![CDATA[Indah Sari]]>;
<![CDATA[Tasman Hamami]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 4 (2022): August Pages 5501-6400 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v4i4.3420
<![CDATA[Terjadinya pandemi Covid-19 mengakibatkan perubahan pada dunia pendidikan, peralihan sistem pembelajaran tradisional menjadi pembelajaran jarak jauh menuntut banyak perubahan dan kesiapan. Berbagai kendala pembelajaran jarak jauh menjadi perlu untuk diperhatikan. Dalam pembelajaran PAI perlu adanya pengembangan metode pembelajaran yang mampu meningkatkan minat belajar peserta didik, metode ceramah yang biasanya dilakukan oleh pendidik akan membuat peserta didik merasa jenuh, sehingga perlu adanya pengembangan yang dilakukan dengan memanfaatkan teknologi pembelajaran. Metode flipped classroom dinilai dapat menjadi solusi pembelajaran di masa pandemi, karena dapat menggabungkan kelebihan-kelebihan pembelajaran tradisional melalui tatap muka dengan pemanfaatan teknologi. Jenis penelitian ini merupakan penelitian kepustakaan dengan pendekatan kualitatif deskriptif pengumpulan data dilakukan dengan mengumpulkan hasil-hasil penelitian yang berkaitan dengan topik pembahasan. Hasil penelitian ini menunjukkan bahwa metode flipped classrom merupakan metode yang menggabungkan pembelajaran tatap muka dan daring, terdapat berbagai kelebihan metode ini diantaranya meningkatkan motivasi belajar, meningkatkan minat belajar peserta didik, memberikan pengalaman belajar kepada peserta didik karena dapat terlibat langsung dalam pembelajaran.]]>
