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Curriculum Reconstruction: Alignment of Profile, Body of Knowledge, and Learning Outcomes of the Indonesian Islamic Education Study Program Eva Latipah; Hasan, Noorhaidi; Mohamad Agung Rokhimawan
Jurnal Pendidikan Agama Islam Vol. 20 No. 1 (2023): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v20i1.7756

Purpose – The misalignment between the profile with the body of knowledge (BoK) and the graduates’ learning outcomes (LO) of the PAI Study Program has caused the unclear educational objectives of the PAI study program, requiring the reconstruction of the PAI curriculum. This study aims to examine the reconstruction process of the PAI curriculum including the Profile, BoK, and LO of the PAI. Design/methods/approach –The research was conducted qualitatively using survey, interview, and documentation methods packaged in seminars, guest lectures, workshops, and Focus Group Discussions. The subjects in this study were 83 PAI Study Program managers from Sumatra, Jakarta and Jabodetabek, DIY and Central Java, East Java, and the Eastern regions; the interviews were carried out with 15 study program managers. The obtained data was processed through the stages of reduction, display, and interpretation. Findings – The results showed: 1) there are 6 profiles of Indonesian PAI after being reduced from 51 profiles, namely PAI teachers in schools/madrasahs, educational consultants, research assistants, administrators of educational institutions, Da’i/muballigh, and edupreneurs, 2) PAI’s Body of Knowledge consists of four scientific families: PAI science (what to teach), teaching science (how to teach), education and psychology (how to discipline), Research methodology, philosophy, language, technology, edupreneur (how to produce), 3) Graduate learning outcomes include in-depth mastery of PAI science, teaching, pedagogic, and PAI development, as well as how to teach PAI science effectively. Research implications/limitations – This research has implications for the importance of preparing graduate profiles based on tracer studies, rather than based on ‘personal wishes’; and Learning outcomes must be adjusted to the standardized BoK of the Study Program. Originality/value – the importance of profile mapping based on tracer studies, the significance of PAI’s body of knowledge in achieving PAI goals, and the importance of graduate learning outcomes for the expertise of PAI graduates.

The Correlation between Understanding the Independent Learning – Kampus Merdeka (MBKM) Curriculum with the Fulfilment of PAI Student Learning Rights Mohamad Agung Rokhimawan; Muhammad Ghozil Aulia; Ikhsan Rifai; Azahro, Suci Luthfiah Azahro
Jurnal Pendidikan Agama Islam Vol. 20 No. 2 (2023): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v20i2.8049

Purpose – The lack of information on the Merdeka Belajar and Kampus Merdeka (MBKM) curriculum has made students not take the MBKM programs. The study aims to determine to what extent the relation between PAI students' understanding of the Merdeka Belajar – Kampus Merdeka (MBKM) curriculum policy implemented at Islamic Religious Universities (PTKI) and the fulfillment of PAI students' learning rights. Design/methods/approach – The type of research used is quantitative research with a correlational survey design. Data collection was conducted using a questionnaire containing 49 questions, where all questions were validated and the results were reliable. From a population of 650 students from 15 PTKI, 152 Islamic religious education students were taken as respondents. The collected data was analyzed using simple linear regression analysis. Findings – The analysis results obtained a value of r = 0.932 and a significance value of 0.00 (p < 0.05). The R Square (R2) result was 0.869, showing that 86.9% of PAI students can understand the concept of the MBKM curriculum at PTKI well so that there is a decision-making relation to take the learning rights of PAI students. Research implications/limitations – This research is limited to understanding the concept of the MBKM curriculum. Therefore, further research is expected to reach the implementation stage of the MBKM curriculum. In addition, policymakers should consider expanding the implementation of Merdeka Curriculum programs to a broader scale. Originality/value – The study results have proved the PAI students' ability to understand the concept of the MBKM curriculum related to the fulfillment of their learning rights. Most PAI students can understand the basic concepts of the MBKM curriculum. However, there are still some PAI students who do not understand holistically, requiring treatment to improve their understanding of the MBKM curriculum concept.

APPLICATION OF THE PROBLEM BASED LEARNING MODEL TO SCIENCE LEARNING MATERIALS FIFTH GRADE STUDENT IN THE 2013 CURRICULUM Feri, Muhammad; Rokhimawan, Mohamad Agung
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 9, No 9: SEPTEMBER 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v9i9.15319

Tujuan penelitian ini adalah untuk mengetahui pengaruh model Problem Based Learning (PBL) terhadap hasil belajar Ilmu Pengetahuan Alam siswa kelas V pada kurikulum 2013. Penelitian ini dilaksanakan dengan pendekatan kuantitatif dengan desain Quasi Experimental Design tipe Nonequivalent Control Group Design yang hampir sama dengan Pretest-posttest Control Group Design namun pada bentuk ini kelompok eksperimen dan kelompok kontrol tidak dipilih secara random. Subjek penelitian ini adalah siswa kelas V SD N 25 Langki yang dibagi menjadi 2 kelas yaitu 10 orang kelas eksperimen dan 10 orang kelas kontrol. Instrumen pembelajaran berupa RPP yang menerapkan model PBL, sedangkan hasil belajar diperoleh dengan Instrumen soal sebanyak 10 buah soal pilihan ganda dan 5 soal isian. Hasil penelitian menunjukan perolehan nilai sig 2-tailed sebesar 0,004 pada posttest siswa. Berdasarkan pedoman pengambilan keputusan maka nilai sig 2-tailed sebesar 0,004 lebih kecil dari 0,05. Maka disimpulkan adanya perbedaan yang signifikan antara hasil belajar siswa pada kelas yang menerapkan model Problem Based Learning (PBL) dengan kelas yang menerapkan model konvensional.Basic

The Grass Roots Curriculum Model in Basic Education through Self-Development Programs Atin, Sri; Rokhimawan, Mohamad Agung
Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i2.64488

The self-development program that is implemented in madrasas is motivated by various moral and ethical issues: such as bullying, fights, lack of manners, and even criminal acts that are rife today. This study aims to analyze the implementation the curriculum model grassroots through self-development programs in madrasas. This study uses a descriptive qualitative research method with a phenomenological approach with a case study type. To obtain research data, researchers used non-participant observation techniques, structured interviews, and documentation. The data sources in this study were the head of the madrasah, the deputy head of curriculum, and teachers. The data selection technique uses a purposive sampling technique. This research's data analysis technique uses triangulation of data sources. The results of the research findings indicate that the self-development program is carried out in madrasas in stages: (1) bullying and lack of manners are identified; (2) Madrasas review the programs that have been implemented; (3) Madrasas propose various types of programs; (4) Self-development programs at madrasah ibtidaiyah can overcome bullying and lack of manners; (5) The self-development program has been well implemented including programs this tahfid camp, Ramadan Ceria, Qoilulah, Rihlah, Outschool, Tasmi' Parade, Pioneer Class, and Home Visit. The grassroots curriculum model has been well implemented through self-development programs in madrasas. In the future, a more accurate and measurable evaluation of the implemented self-development program will be carried out.

Transformation of 2013 Curriculum to Merdeka Curriculum in Islamic Religious Education at Vocational Schools Aulia, Muhammad Ghozil; Rokhimawan, Mohamad Agung; Rifkiya, Adiba; Arawinda, Tarisah
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 11 No. 2 Januari-Juni 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v11i2.31516

This study aims to analyze the implementation of the 2013 Curriculum (K-13) and Merdeka Curriculum in the learning process, especially in terms of Islamic Religious Education (PAI) subjects. The Merdeka Curriculum provides more space for students to explore independently, and conduct exploration activities through discussions and studying the problems they face, while K-13 tends to be more rigid with a focus on achieving a certain set of competencies. A qualitative research method with a case study design was used to explore teachers' experiences while implementing the two curricula. Data were collected through in-depth interviews with PAI teachers at SMK Karya Rini Yogyakarta, learning documents, and classroom observations of grades 10 and 11. The research findings show that Merdeka Curriculum offers more flexibility for educators in organizing teaching as it is designed to increase students' roles during learning. However, the main obstacles in implementing it are limited facilities, teacher readiness, and understanding among students and parents about this new learning paradigm. Alternatively, K-13 offers stricter guidelines but also stifles creativity from both sides. Curriculum transformation should be comprehensive in the form of training teachers, providing adequate facilities for schools and educating students and parents. The location can serve as a reference for constituents in planning more relevant policies and implementing more effective strategies.

Implementation of islamic education curriculum development at stitma madani yogyakarta: A practical and theoretical review Muhammad Shalahuddin Al Awwaby; Yusuf Ardhianto; Mohamad Agung Rokhimawan; Zulkifli Hayad; Aliwan
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 2 April 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i2.439

The development of the Islamic Religious Education (PAI) curriculum in higher education plays a strategic role in shaping graduates who are not only intellectually excellent but also possess strong Islamic character. This article aims to examine in depth the processes of development, implementation, evaluation, and the challenges of the PAI curriculum at Sekolah Tinggi Ilmu Tarbiyah Madinatul Ilmi (STITMA) Yogyakarta. Employing a qualitative approach with a case study design, data were collected through interviews, observations, and document analysis. The findings show that STITMA applies an integrative curriculum approach that combines contemporary scientific knowledge with Islamic values, supported by active learning models such as project-based learning and the use of digital technology. Curriculum evaluation is conducted regularly and participatively, forming the basis for curriculum revisions that are aligned with real needs and national education policies. Despite challenges such as limited resources, resistance to innovation, and digital readiness issues, the development of the PAI curriculum at STITMA has shown a transformative direction that is adaptive and relevant to the demands of the times. This article recommends strengthening cross-sector collaboration and enhancing lecturer capacity as strategic steps to improve the quality of the PAI curriculum in the future.

NAVIGASI PERUBAHAN: DINAMIKA KURIKULUM DALAM KONTEKS PENDIDIKAN DISEKOLAH DASAR GOTI PADANGSIDIMPUAN TAMBA, TINA MELINDA; Mohamad Agung Rokhimawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Kurikulum sebagai bagian dari faktor penting dalam pendidikan memiliki posisi strategis dalam mewarnai dan menentukan kualitas output pendidikan. Tujuan penelitian ini untuk mengetahui aspek perangkat dan proses pembelajaran di satuan pendidikan tingkat menengah pertama dalam kurikulum merdeka. Metode dalam penelitian ini menggunakan metode kualitatif. Karena, dalam penelitian ini peneliti akan meneliti aktivitas pembelajaran dengan sering terjadinya perubahan kurikulum. Bogdan dan Tylor dalam Meleong mendefinisikan pendekatan kualitatif yaitu prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan prilaku yang dapat diamatiHasil penelitian ini menunjukkan bahwa perubahan kurikulum diperlukan setiap saat karena kurikulum akan selalu merespon perkembangan dalam kehidupan, baik perkembangan ilmu pengetahuan dan teknologi, perkembangan sosial dan budaya, dan perkembangan politik. Di samping itu, dalam perkembangannya kurikulum harus memperhatikan unsur peserta didik, satuan pendidikan, masyarakat, dan peranan pengembang kurikulum terutama guru. Peserta didik sebagai obyek kurikulum harus mendapat prioritas utama dalam pengembangan kurikulum.

PENGARUH STRATEGI POINT COUNTER POINT TERHADAP KETERAMPILAN BERBICARA DALAM PEMBELAJARAN TEMATIK ROKHIMAWAN, MOHAMAD AGUNG; LELI, NUR
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 5 No 2 (2018): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v5i2.3119

The thematic learning model applied in MI Al-Iman Tambakrejo Sleman is a learning that brings together one lesson with another lesson, learner-centered learning. The problem found in MI Al-Iman is the lack of speaking skills of students in expressing their opinions or responding or responding when learning takes place. The purpose of this study was to determine the influence and how much the contribution of the Counter Point Point strategy to the speaking skills of class V students at MI Al-Iman Tambakrejo Sleman. Problems in students' speaking skills occur in fifth grade students at MI Al-Iman Tambakrejo Sleman, namely that the low speaking skills of students, most students are not brave and shy to speak in public. In addition they have difficulty issuing an idea or ideas during learning. The population in this study was MI Al-Iman Tambakrejo Sleman and the sample used was the fifth grade students with 16 students. The research used a quantitative approach. Data collection methods used are interviews, observations, questionnaires and documentation. Data analysis techniques using product moment correlation and simple regression. Based on the results of the analysis of the data obtained by the significant value is 0.032, which means smaller than 0.05, this study has an effect between the Point Counter Point strategy of speaking skills, the results of the determination index (R2) which is the amount of contribution to the influence of Counter Point Point strategy variables on skills speaking is 28.9% of speaking skills. So the Point Counter Point strategy has a contribution of influence on speaking skills of 28.9%.

Integrating Differentiated Learning and Interdisciplinary Approaches in Curriculum Design for Quality Education: A Case Study in Islamic Universities Rokhimawan, Mohamad Agung; Ichsan, Ichsan; Aulia, Muhammad Ghozil; Rifai, Ikhsan
Ulumuna Vol 29 No 1 (2025): June
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v29i1.1460

This study proposes a conceptual model for integrating differentiated learning and interdisciplinary approaches in the Curriculum Development course within the Islamic Religious Education study program. The research methodology includes participatory observation, in-depth interviews with faculty and students, and document analysis. This qualitative study employs a case study design to examine the implementation of differentiated and interdisciplinary learning strategies in curriculum development courses at three State Islamic Universities: UIN Sunan Kalijaga Yogyakarta, UIN Maulana Malik Ibrahim Malang, and UIN Sunan Ampel Surabaya. These institutions were purposefully selected due to their active involvement in the National Association of Islamic Religious Education scholars and their demonstrated commitment to curriculum innovation. Findings indicate that differentiated learning enhances student engagement, motivation, and comprehension by tailoring materials and assignments to individual abilities and interests. However, several challenges were identified, including time constraints, insufficient technology resources, and the need for faculty development to apply these approaches effectively. The study highlights the importance of institutional support, including ongoing faculty training, improved facilities, and adaptable evaluation mechanisms, in optimizing the implementation of differentiated and interdisciplinary learning. In conclusion, this conceptual approach holds significant potential to enhance educational quality, provided it is backed by the appropriate infrastructure and strategies to meet the varied learning needs of students.

NAVIGASI PERUBAHAN: DINAMIKA KURIKULUM DALAM KONTEKS PENDIDIKAN DISEKOLAH DASAR GOTI PADANGSIDIMPUAN Tina Melinda Tamba; Mohamad Agung Rokhimawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26951

Kurikulum sebagai bagian dari faktor penting dalam pendidikan memiliki posisi strategis dalam mewarnai dan menentukan kualitas output pendidikan. Tujuan penelitian ini untuk mengetahui aspek perangkat dan proses pembelajaran di satuan pendidikan tingkat menengah pertama dalam kurikulum merdeka. Metode dalam penelitian ini menggunakan metode kualitatif. Karena, dalam penelitian ini peneliti akan meneliti aktivitas pembelajaran dengan sering terjadinya perubahan kurikulum. Bogdan dan Tylor dalam Meleong mendefinisikan pendekatan kualitatif yaitu prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan prilaku yang dapat diamatiHasil penelitian ini menunjukkan bahwa perubahan kurikulum diperlukan setiap saat karena kurikulum akan selalu merespon perkembangan dalam kehidupan, baik perkembangan ilmu pengetahuan dan teknologi, perkembangan sosial dan budaya, dan perkembangan politik. Di samping itu, dalam perkembangannya kurikulum harus memperhatikan unsur peserta didik, satuan pendidikan, masyarakat, dan peranan pengembang kurikulum terutama guru. Peserta didik sebagai obyek kurikulum harus mendapat prioritas utama dalam pengembangan kurikulum.

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