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All Journal al-Afkar, Journal For Islamic Studies Edukais : Jurnal Pemikiran Keislaman
Tasya Amelia Putri Siregar
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Religion Social Sciences

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Perkembangan Radikalisme di Indonesia (Perspektif Historis dan Islam) Tasya Amelia Putri Siregar; Qomariah, Siti; Sapri, Sapri
Edukais : Jurnal Pemikiran Keislaman Vol. 7 No. 1 (2023): 2023-21-07
Publisher : Kependidikan Islam Fakultas Agama Islam

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

Abstract

Banyaknya isu-isu yang berpusat pada kebijakan sehubungan dengan radikalisme Islam adalah ujian lain yang harus dijawab oleh umat Islam. Isu radikalisme Islam sebenarnya sudah cukup lama menjadi pembicaraan terluar di seluruh dunia. Radikalisme Islam sebagai kekhasan humanistik yang dapat diverifikasi merupakan isu yang umumnya dikaji dalam perbincangan politik dan peradaban dunia karena kekuatan media yang memiliki potensi luar biasa dalam menjadikan pandangan dunia bersifat lokal. Penelitian ini merupakan salah satu jenis penelitian kepustakaan yang jalannya dilakukan dengan mengumpulkan informasi dari berbagai tulisan. Konsekuensi dari eksplorasi tersebut menunjukkan bahwa radikalisme merupakan suatu perkembangan yang dihubungkan atau dibawa oleh realitas yang berbeda. Dalam perspektif kaum faktis bersahabat, terdapat tiga anggapan yang melandasi keseluruhan cara pandang mereka, yaitu adanya konsistensi atau permintaan sosial, adanya perubahan dalam jangka panjang dan tidak ada realitas yang berdiri sendiri kecuali ada realitas yang menyebabkannya.
Analysis of the 2013 Curriculum and the Independent Curriculum on Changes and Impacts in the Development of the Islamic Education Curriculum Muhammad Irfansyah Siregar; Tasya Amelia Putri Siregar; Siti Halimah
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.1447

Abstract

This research aims to determine the differences between the 2013 curriculum and the independent curriculum. The differences analyzed in this research are the differences in SKL (Graduate Competency Standards), SI (Content Standards), SP (Process Standards), and Evaluation Standards in the 2013 curriculum and the independent curriculum.In this research, the method used is a descriptive qualitative method, namely through literature study using literature sources that are relevant and helpful for research. The results of this research show that there are several things that are similarities and differences between the 2013 curriculum and the independent curriculum which is proof that the change in the curriculum from the 2013 curriculum to the independent curriculum is an effort to improve the education curriculum in Indonesia, namely by bringing the good things from the 2013 curriculum and throw away irrelevant things and replace them with better things in the independent curriculum.
Development Design for Outcomes Based Learning tools in Merdeka Curriculum in Schools and Universities Tasya Amelia Putri Siregar; Muhammad Irfansyah Siregar; Siti Halimah
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.1953

Abstract

The objective of this study is to identify the curriculum development design utilized in the creation of learning tools within the context of both the School and Merdeka curricula. The learning tools produced at each of these institutions are designed with an emphasis on outcome-based learning, with the objective of developing students' abilities to support the learning process.This study employs a qualitative methodology with a library research approach, utilizing relevant literature sources and assisting research. The findings of this study indicate that the competencies referenced in the learning tool must be adjusted to align with the learning outcomes for each phase. This implies that each competency generates outcome-based learning (OBE) within the context of each learning outcome through the use of learning tools. At the school level, the resulting OBE is CP (Learning Outcomes), while at the university level, the resulting OBE is CPL (Graduate Study Program Outcomes).
Co-Authors Muhammad Irfansyah Siregar sapri sapri Siti Halimah Siti Qomariah, Siti