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All Journal Ta`Limuna : Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Anfa Regita Ayu Pratiwi
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Pendidikan Agama Islam dalam Implementasi Kurikulum Merdeka di Sekolah dan Madrasah: Islamic Religious Education in the Implementation of Independent Curriculum at Schools and Madrasah Lailatul Afiyah; Anfa Regita Ayu Pratiwi; Maulidatuzzahro’
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 13 No. 2 (2024): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/se4zz847

Abstract

The Minister of Education, Culture, Research and Technology (Mendikbudristek) addressed education problems in Indonesia by issuing the Independent Curriculum policy to replace the 2013 Curriculum. As a new policy, many academics and stakeholders do not fully understand the Independent Curriculum. This article was prepared based on a literature study, with a focus on studying Islamic Religious Education (PAI) in the Implementation of the Independent Curriculum in Schools/Madrasahs. There are four article findings. First, the Graduate Competency Standards (SKL) are divided into four levels: a) PAUD or RA; b) SD/MI; c) SMP/MTs; d) SMA/SMK/MA. Second, PAI Learning Outcomes (CP) must be used as a reference for preparing Learning Objectives (TP) and Learning Objective Flow (ATP) which include elements of the Al-Qur'an, Hadith, Aqidah, Akhlak, Fiqh and the History of Islamic Civilization (SPI). Third, The development of PAI Teaching Modules is structured based on components, principles and procedures that have been established by each educational institution. Permasalahan pendidikan di Indonesia disikapi Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi (Mendikbudristek) dengan mengeluarkan kebijakan Kurikulum Merdeka sebagai ganti dari Kurikulum 2013. Sebagai kebijakan yang baru, maka banyak civitas akademika maupun stakeholders yang belum paham sepenuhnya mengenai Kurikulum Merdeka. Artikel ini disusun berdasarkan studi pustaka, dengan fokus kajian Pendidikan Agama Islam (PAI) dalam Implementasi Kurikulum Merdeka di Sekolah/Madrasah. Ada empat temuan artikel. Pertama, Standar Kompetensi Lulusan (SKL) terbagi menjadi empat jenjang: a) PAUD atau RA; b) SD/MI; c) SMP/MTs; d) SMA/SMK/MA. Kedua, Capaian Pembelajaran (CP) PAI harus dijadikan sebagai acuan untuk penyusunan Tujuan Pembelajaran (TP) dan Alur Tujuan Pembelajaran (ATP) yang meliputi elemen Al-Qur’an Hadis, Akidah, Akhlak, Fikih dan Sejarah Peradaban Islam. Ketiga, Pengembangan Modul Ajar PAI disusun berdasarkan komponen, prinsip dan prosedur yang sudah ditetapkan oleh masing-masing lembaga pendidikan.   Kata Kunci: Kurikulum; Kebijakan PAI; Merdeka Belajar.
Pembentukan Kecerdasan Emosional Melalui Kegiatan Keagamaan di MTs Ihya’ul Ulum Dukun Gresik: Penelitian Anfa Regita Ayu Pratiwi; Muh. Sabilar Rosyad
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.720

Abstract

This study aims to describe the development of students’ emotional intelligence through religious activities at MTs Ihya’ul Ulum Dukun Gresik. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal that structured religious activities such as performing sholat dhuha and dhuhur in congregation, reciting prayers before lessons, and reading the Qur'an regularly significantly contribute to building student discipline, inner peace, and emotional self-control. Supporting factors include the active involvement of the school, teachers, parents, and a conducive social environment. Meanwhile, inhibiting factors include lack of parental attention, low student motivation, unsupportive external environments, and technical challenges such as weather conditions. The study concludes that consistent and well-structured religious activities are effective in fostering students’ emotional intelligence holistically.
Co-Authors Lailatul Afiyah Maulidatuzzahro’ Muh. Sabilar Rosyad