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All Journal Jurnal Pendidikan Transformatif EDUKASI Jurnal Simki Postgraduate
Mohammad Syaifuddin
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Humanities Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Curriculum Harmonization in the Pedagogical Framework of UIN K.H. Abdurrahman Wahid Pekalongan Mohammad Syaifuddin; Salafudin Salafudin; Arditya Prayogi; Norma Alias
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 2 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i2.2147

Abstract

The effectiveness of a curriculum depends on its alignment with a coherent scientific philosophy that reflects real conditions. This study examines the application of the philosophy of scientific harmonization in the curriculum structure of K.H. Abdurrahman Wahid State Islamic University (UIN) Pekalongan. Using a qualitative field research approach, data were collected from university leadership, lecturers, and the institutional transition team, alongside supporting documentation. Analysis employed an interactive model of data reduction, presentation, and verification. Findings indicate that UIN Pekalongan deliberately adopted the philosophy of scientific harmonization to overcome the dichotomy between religious and general sciences. This approach avoids both extreme theocentric and anthropocentric orientations, promoting instead a balanced integration framed as the “Arc of Scientific Harmonization” or “Scientific Orchestra,” with Tauhid serving as its unifying foundation. The curriculum structure reflects this principle by allocating 44% of credits to general sciences and 36% to religious sciences, achieving an overall integration rate of 17%. While this model successfully balances religious and general knowledge, a significant limitation is the minimal inclusion of technology-related courses, which account for only 3% of the curriculum. This gap poses challenges for institutional competitiveness in the context of the Fourth Industrial Revolution. The study concludes that UIN Pekalongan has made important strides in implementing a harmonized curriculum model, yet greater emphasis on technological content is needed to ensure its sustainability and relevance in the digital era.
Model Problem Based Learning dalam Pembelajaran Pendidikan Agama Islam pada Kurikulum Merdeka: Analisis Praktik Pembelajaran di SMAN 3 Kota Pekalongan Urfah Islamia; Arditya Prayogi; Mohammad Syaifuddin; Riki Nasrullah
Jurnal Simki Postgraduate Vol 4 No 3 (2025): Volume 4 Nomor 3 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i3.1504

Abstract

The implementation of the Independent Curriculum demands a more contextual, participatory, and student-centered approach to Islamic Religious Education (ISE). One learning model deemed relevant to these demands is Problem-Based Learning (PBL). This study aims to analyze the implementation of the PBL model in Islamic Religious Education (PAI) learning under the Independent Curriculum at SMA Negeri 3 Pekalongan, encompassing aspects of planning, implementation, evaluation, and supporting and inhibiting factors. This study employed a qualitative approach with field research. Data collection techniques included in-depth interviews, learning observations, and documentation of teaching modules. Data analysis employed interactive analysis techniques that included data condensation, data presentation, and conclusion drawing, along with data validity testing through source and technique triangulation. The results of the study indicate that the implementation of PBL in ISE learning has been implemented systematically and in line with the principles of the Independent Curriculum, enhancing students' activeness, understanding, and critical thinking skills. The main supporting factors include curriculum flexibility, teacher competence, and the availability of learning resources, while inhibiting factors include low student self-confidence, suboptimal group cooperation, and less than conducive classroom conditions.
Eksistensi Pondok Pesantren Bali Bina Insani dalam Menjaga Nilai-Nilai Toleransi di Tengah Komunitas Hindu alia_shofiana12 Cemara; Dian Alviana Zahra; Naila Alya; Nur Hayati4; Silvi Risqiani; Zahra Mei Rahmawati; Mohammad Syaifuddin
Jurnal Pendidikan Transformatif (JPT) Vol. 3 No. 7 (2024): Desember 2024
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v3i6.2051

Abstract

Penelitian ini penting untuk memahami peran pondok pesantren Bali Bina Insani dalam memperkuat nilai-nilai toleransi antar umat beragama, khususnya Islam-Hindu . Penelitian ini bertujuan untuk mengetahui keberadaan atau peran pondok pesantren Bali Bina Insani dalam memelihara nilai nilai toleransi. Penelitian ini menggunakan pendekatan kualitatif dengan fokus pada tinjauan pustaka dan menggunakan pendekatan deskriptif. Metode penelitian kualitatif yang bersifat deskriptif adalah metode penelitian yang berusaha menggambarkan suatu gejala, kejadian atau peristiwa yang terjadi pada masa sekarang. Hasil dari penelitian ini menunjukan bahwa Pondok Pesantren Bali Bina Insani tidak hanya berfungsi sebagai Lembaga pendidikan islam, tetapi juga sebagai sarana untuk mengajarkan nilai-nilai toleransi, yang didasarkan saling menghormati perbedaan dalam keyakinan, budaya dan tradisi. Melalui berbagai kegiatan sosial dan keagamaan, pesantren ini aktif berkontribusi dalam menciptakan keharmonisan antar masyarakat sekitar. Selain nilai-nilai tolerasinya ada juga keunikan dari Pondok Bali Bina Insani seperti terletak di tengah-tengah masyarakat hindu, tidak semua pendidik beragama islam, dan kemampuan untuk menintegrasikan nilai-nilai agama islam dengan kearifan lokal Bali.
Co-Authors alia_shofiana12 Cemara Arditya Prayogi Dian Alviana Zahra Naila Alya Norma Alias Nur Hayati4 Riki Nasrullah Salafudin Salafudin Silvi Risqiani Urfah Islamia Zahra Mei Rahmawati