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Konsep Pendidikan Ki Hajar Dewantara Ditinjau Dari Nilai-Nilai Religius Dan Relevansinya Dengan Kurikulum Merdeka Rusadi, Bobi Erno; Munawaroh, Isnaini
Al-Ikhtibar: Jurnal Ilmu Pendidikan Vol 11 No 1 (2024): Al-Ikhtibar: Jurnal Ilmu Pendidikan
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/ikhtibar.v11i1.8550

This research aims to find out and explain the religious values contained in Ki Hajar Dewantara's educational concept and determine the relevance of Ki Hajar Dewantara's educational concept to the independent curriculum regarding religious values. The method used in this research is a qualitative method based on a library research approach, which requires sources such as books, journals, articles and other literature relevant to the research title. The results of the research show that there is relevance between Ki Hajar Dewantara's educational concept in terms of religious values such as the value of tolerance in the pluralist education concept, the value of exemplary in the among concept, and the value of trust or responsibility in the tricentral concept of Ki Hajar education with the independent curriculum contained in the independent learning program, differentiated learning, and a project to strengthen the profile of pancasila students.

Inovasi Pembelajaran Tahfiz Alquran Dengan Metode Menjaga, Mengulang, Menghafal (M3) Di Pondok Pesantren Rusadi, Bobi Erno; Rahmawati, Tia
Al-Ulum: Jurnal Pendidikan Islam Vol 4, No 3 (2023)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v4i3.10726

This study aims to describe the innovation of learning tahfiz M3 method (Keeping Repeating Memorization) at Pondok Pesantren Modern Al- Ghozali Bogor. The research method used is qualitative method. Data collection techniques were conducted through interviews, non-participatory observation, and documentation. The findings of this study indicate that tahfiz learning with the M3 method is carried out starting from the planning, implementation and evaluation processes. In planning, teachers prepare all learning resources and learning media used. At the implementation stage, the teacher begins by reading al-ma'tsurat, then invites students to murajaah and add (ziyadah) memorization. Furthermore, the evaluation of Quranic memorization learning is carried out by holding monthly meetings with all Quranic memorization teachers where this meeting will discuss developments, problems faced, solutions, Quranic memorization learning activities, and others related to Quranic memorization. Then, weekly evaluations are held with all students to evaluate mutabaah book reports in one week. The Tahfiz report card is distributed at the end of each semester as an evaluation material for students or parents in the process of learning Tahfiz Alquran during one semester.

Konsep Pendidikan Ki Hajar Dewantara Ditinjau Dari Nilai-Nilai Religius Dan Relevansinya Dengan Kurikulum Merdeka Rusadi, Bobi Erno; Munawaroh, Isnaini
Al-Ikhtibar: Jurnal Ilmu Pendidikan Vol 11 No 1 (2024): Al-Ikhtibar: Jurnal Ilmu Pendidikan
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/ikhtibar.v11i1.8550

This research aims to find out and explain the religious values contained in Ki Hajar Dewantara's educational concept and determine the relevance of Ki Hajar Dewantara's educational concept to the independent curriculum regarding religious values. The method used in this research is a qualitative method based on a library research approach, which requires sources such as books, journals, articles and other literature relevant to the research title. The results of the research show that there is relevance between Ki Hajar Dewantara's educational concept in terms of religious values such as the value of tolerance in the pluralist education concept, the value of exemplary in the among concept, and the value of trust or responsibility in the tricentral concept of Ki Hajar education with the independent curriculum contained in the independent learning program, differentiated learning, and a project to strengthen the profile of pancasila students.

Inovasi Pembelajaran Tahfiz Alquran Dengan Metode Menjaga, Mengulang, Menghafal (M3) Di Pondok Pesantren Rusadi, Bobi Erno; Rahmawati, Tia
Al-Ulum: Jurnal Pendidikan Islam Vol 4, No 3 (2023)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v4i3.10726

This study aims to describe the innovation of learning tahfiz M3 method (Keeping Repeating Memorization) at Pondok Pesantren Modern Al- Ghozali Bogor. The research method used is qualitative method. Data collection techniques were conducted through interviews, non-participatory observation, and documentation. The findings of this study indicate that tahfiz learning with the M3 method is carried out starting from the planning, implementation and evaluation processes. In planning, teachers prepare all learning resources and learning media used. At the implementation stage, the teacher begins by reading al-ma'tsurat, then invites students to murajaah and add (ziyadah) memorization. Furthermore, the evaluation of Quranic memorization learning is carried out by holding monthly meetings with all Quranic memorization teachers where this meeting will discuss developments, problems faced, solutions, Quranic memorization learning activities, and others related to Quranic memorization. Then, weekly evaluations are held with all students to evaluate mutabaah book reports in one week. The Tahfiz report card is distributed at the end of each semester as an evaluation material for students or parents in the process of learning Tahfiz Alquran during one semester.

Integrasi Pendidikan Karakter Melalui Pembelajaran Pendidikan Agama Islam di SMA As-Syafiiyah Medan Rusadi, Bobi Erno
Fitrah: Journal of Islamic Education Vol. 1 No. 2 (2020): Desember (2020)
Publisher : Sekolah Tinggi Agam Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v1i2.28

The millennial generation is the continuation of the relay of national and state life. Welcoming Indonesia's golden 1st century of independence in 2045, the Indonesian nation needs a generation that is intellectually intelligent, skilled and has character. This paper aims to analyze the integration of character education through Islamic religious education at SMA Asy-Syafiiyah Medan. The background of this research shows that the age of the students studied is the millennial generation category. This study used a descriptive qualitative approach with a research background in SMA Asy-Syafiiyah Medan. Data were collected by means of observation, interview and documentation study techniques. The results of this study are the integration of character education through learning Islamic Religious Education effectively given to the millennial generation at SMA Asy-Syafiiah Medan, this is marked by 3 integral stages, namely (1) the planning stages, including the presentation of the integration of character education in the syllabus and learning curriculum. ; (2) the stages of implementation, including learning and school culture (climate); and (3) the third stage, namely evaluation. The evaluation in two steps, namely the evaluation of the process and results. Process evaluation is carried out in the learning process, while result evaluation is carried out at the end of the semester.

Relevansi living value assessment dalam mata pelajaran sejarah kebudayaan Islam di MA Al Falah Setiady, Dicky; Fauzan, Fauzan; Rusadi, Bobi Erno; Isnaini, Muhammad
Al-Liqo: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): Al-Liqo: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/alliqo.v10i2.3369

This study addresses the ongoing moral crisis by examining the implementation of a Love-Based Curriculum in Islamic education as a form of value-based learning. Madrasahs are encouraged to innovate instructional practices to foster students’ spiritual and social development through five core values: love for God and the Prophet, love for knowledge, love for oneself and others, love for the environment, and love for the homeland. Using a descriptive qualitative approach, the study applies the Living Value Assessment (LVA) as both a reflective and pedagogical instrument within Islamic Cultural History (SKI) learning at Madrasah Aliyah Al Falah. LVA complements Value-Based Education (VBE) by assessing the internalization of values, while VBE provides the educational framework that supports value growth. Data were collected from reflective journals of four students in Grades X and XI. The findings show that LVA effectively identifies the five dimensions of love embedded in the Love-Based Curriculum and can be used by teachers to evaluate value integration in SKI learning.

PAI and Global Issues: Multiculturalism and Social Justice Agung Cahya; Muhammad Zuhdi; Bobi Erno Rusadi
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i1.32

This study aims to analyze the role of Islamic Religious Education (PAI) in responding to the global issues of multiculturalism and social justice in the era of globalization. The study uses a qualitative approach with library research. Data are sourced from the Qur'an, hadith, as well as relevant scientific literature and educational policy documents. Data collection was conducted through data analysis studies using descriptive-analytical and comparative content analysis. The results show that PAI has a strategic role in instilling the values of tolerance, humanity, and social justice as an integral part of Islamic teachings. These values are rooted in the principles of monotheism, equality, and social concern. This study concludes that the integration of multiculturalism and social justice in PAI learning is important for developing inclusive, moderate, and globally civilized students.

Analysis of the Content of the PAI Curriculum in Schools Nazid Zaki Fuadi; Muhammad Zuhdi; Bobi Erno Rusadi
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i1.37

The Islamic Religious Education (PAI) curriculum plays a strategic role in shaping the character, morals, and personality of students who are faithful and devout. This article aims to analyze the content of the PAI curriculum in schools to determine its alignment with the goals of Islamic education and the demands of modern times. The analysis covers curriculum development principles, foundational elements of preparation, and the transformation of the PAI curriculum in Indonesia across different eras. The results show that the PAI curriculum has undergone significant development, from a simple post-independence curriculum to the "Kurikulum Merdeka," which emphasizes the formation of the Pancasila Student Profile and religious moderation. The conclusion of this study reinforces that an ideal PAI curriculum must be adaptive, contextual, and able to balance cognitive, affective, and psychomotor aspects to address global challenges.

Modernitas dan Pendidikan: Telisik Karakteristik Kurikulum Pendidikan Agama Islam di Madrasah Afifah Salsa Bella; Muhammad Zuhdi; Bobi Erno Rusadi
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study examines the characteristics of the Islamic Religious Education (PAI) curriculum implemented in madrasas. The PAI curriculum is designed to integrate religious and general learning in a balanced manner, with an emphasis on developing spiritual attitudes, knowledge, and skills consistent with Islamic values. The materials taught include the Qur'an, Hadith, Aqidah, Morals, Jurisprudence, and Islamic Cultural History, aiming to produce graduates who are faithful and have noble character. This curriculum is also designed to suit the needs of students and the socio-cultural context, while optimizing the role of teachers as learning facilitators. This study uses a literature review method with qualitative analysis based on documents and literature related to the PAI curriculum. The results indicate that the PAI curriculum in madrasas has advantages in integrating Islamic values into all aspects of learning, a comprehensive evaluation strategy, and strengthening madrasah management as an educational institution characterized by religion. This study provides a systematic overview of the characteristics of the PAI curriculum in madrasas as a reference for the development of effective and contextual religious education.

Transformation Of The University Curriculum: An Evaluation Study Of The Islamic Religious Education Curriculum With The Provus Discrepancies Model Bobi Erno Rusadi
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 10 No. 1 (2025): PENDIDIKAN ISLAM
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v10i1.19748

This study evaluates the curriculum of the Islamic Education (PAI) Program at UIN Syarif Hidayatullah Jakarta using the Provus Discrepancy Model to identify gaps between curriculum design and implementation. The evaluation focuses on three components: needs analysis, curriculum design, and implementation. Data were collected through document analysis, observations, and in-depth interviews with stakeholders, and analyzed qualitatively. Findings reveal significant discrepancies. While the graduate profile includes prospective Islamic education teachers, researchers, and counselors, tracer studies show that 86% of graduates become teachers, with limited outcomes in the other roles. Curriculum revision is irregular and not aligned with the standard five-year cycle, leading to misalignment with job market demands. Excessive learning outcomes (CPLs) complicate assessment, and credit loads often exceed regulatory limits. In implementation, teaching remains predominantly teacher-centered, with limited use of Student-Centered Learning (SCL) and minimal emphasis on project-based or socio-emotional assessment. The study recommends regular, stakeholder-driven curriculum updates, reinforcement of research and counseling competencies, adoption of Outcome-Based Education (OBE), and greater integration of technology. A balanced application of cognitive, affective, and psychomotor assessments through SCL methods is essential to achieve a holistic graduate profile.Keywords: Curriculum Evaluation, Islamic Religious Education, Provus Discretionary Model,

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