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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Kariman: Jurnal Pendidikan Keislaman Educational Journal Paedagogos: Journal of Education and Learning
Nur Ahid
Universitas Islam Negeri Syekh Wasil Kediri
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Revitalisasi Kurikulum Pendidikan Islam: Perspektif Ideal, Aktual, dan Hidden Curriculum Syauqi Robbil Ibad; Nur Ahid; Muhammad Haris Abdul Hakim
Educational Journal Vol. 1 No. 1 (2025): AGUSTUS-OKTOBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/29qknj19

Abstract

Kurikulum merupakan seperangkat rancangan dan ketentuan yang berkaitan dengan isi, materi pembelajaran, serta metode yang digunakan sebagai pedoman dalam pelaksanaan proses pembelajaran di lingkungan pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research) yang bertujuan untuk mengkaji hakikat kurikulum secara komprehensif, mencakup pengertian umum, kurikulum ideal dan aktual, kurikulum tersembunyi, serta kurikulum dalam konteks pendidikan Islam. Secara substansial, kurikulum harus memuat empat komponen utama, yaitu: tujuan pendidikan, materi pengetahuan yang disampaikan, metode pengajaran, dan sistem evaluasi atau penilaian hasil belajar. Dalam fungsinya sebagai perangkat pendidikan, kurikulum memiliki berbagai peran strategis, antara lain: fungsi penyesuaian (adaptasi dengan lingkungan), fungsi integrasi (membentuk kesatuan nilai), fungsi persiapan (mempersiapkan peserta didik menghadapi masa depan), fungsi seleksi (membantu dalam menentukan minat dan potensi peserta didik), serta fungsi diagnostik (mengidentifikasi kelemahan dan kekuatan peserta didik). Sebagai acuan normatif, kurikulum ideal memiliki posisi yang sangat penting dalam merancang proses pembelajaran yang sistematis. Kurikulum ini dirancang untuk mengakomodasi tiga aspek utama pendidikan, yaitu: penyusunan perencanaan pendidikan, implementasi dari rencana tersebut, dan penciptaan lingkungan yang mendukung keberhasilan penerapannya. Sementara itu, dalam konteks pendidikan Islam, kurikulum digunakan sebagai alat pembimbing oleh pendidik untuk mengarahkan peserta didik menuju tujuan utama pendidikan Islam, yakni terbentuknya pribadi yang berilmu, terampil, dan memiliki akhlak mulia, melalui integrasi antara pengetahuan, keterampilan, dan sikap Islami.
Desain dan Pengembangan Kurikulum Pendidikan Menengah: Kajian Teoritis dan Konseptual di Era Digital Hairul Marif; Muhammad Burhanudin Al Mu'allif; Ahmad Nafis; Sukron Makmun; Nur Ahid
Paedagogos: Journal of Education and Learning Vol. 1 No. 2 (2025): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v1i2.32

Abstract

The curriculum plays a central role in determining the quality of education; however, the dynamics of policy changes and technological developments in the digital era demand a more adaptive and contextual design. This study aims to analyze the theoretical foundations of curriculum development, examine relevant conceptual models, and evaluate the curriculum's response to 21st-century needs. The research method employed is library research with a descriptive-qualitative approach through thematic analysis of academic literature and national policy documents. The results indicate that an ideal curriculum development must be grounded in the principles of relevance, flexibility, continuity, and integration, while adopting philosophical approaches such as constructivism and reconstructionism. The discussion highlights that technological integration is an inevitability, although its implementation is still hindered by infrastructure gaps and low digital literacy. It is concluded that future curriculum development requires a responsive conceptual design to not only transfer knowledge but also equip students with adaptive life skills and digital ethics.
Teacher Agency in Micro-Curriculum Design: Enhancing Student Achievement through an Interest-Based Arabic Learning Program Mashlahatul Hidayah; Nur Ahid
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11387

Abstract

Research on Arabic language education has largely focused on instructional strategies and curriculum implementation, while limited attention has been given to teachers’ agency in designing micro-curricula within interest-based learning programs. This study explores how teachers design and enact micro-curricula and how these practices contribute to student engagement and achievement in an interest-based Arabic learning program. Employing a qualitative case study, the research involved a program coordinator, two supervising teachers, and seven students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic procedures adapted from Creswell’s qualitative framework. The findings indicate that teachers exercise substantial agency as micro-curriculum designers by developing learning content aligned with students’ interests, including af‘āl yaumiyyah, ibārah qaṣīrah, muḥādathah, khiṭābah, and qirā’at al-akhbār. The curriculum is enacted through communicative pedagogies, particularly the direct method, drills, and collaborative learning activities tailored to learners’ characteristics. These practices foster students’ communicative competence, self-confidence, and motivation to use Arabic actively. The effectiveness of the program is reflected in students’ success in securing thirteen awards in district- and provincial-level Arabic competitions. This study contributes to the literature by conceptualizing teachers as active micro-curriculum designers whose pedagogical decisions shape learner engagement and achievement in specialized Arabic learning contexts.
Kurikulum Berbasis Nilai Cinta: Rekonstruksi Ontologis dan Aksiologis Pendidikan Madrasah Sandi Ferdy Yulianto; Mohammad Iqbal Falahy; Nur Ahid
Kariman: Jurnal Pendidikan Keislaman Vol. 14 No. 1 (2026): Pendidikan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v14i1.1127

Abstract

This study aims to reconstruct the essence of the madrasah curriculum from ontological and axiological perspectives by positioning the value of love as the fundamental orientation in the process of internalizing educational values. The research problem stems from the tendency to interpret the curriculum in a manner that remains administrative and focused on cognitive aspects, resulting in the affective and spiritual dimensions not yet being systematically integrated into the curriculum structure. This study employs a qualitative approach with a library research design. Research data are sourced from primary and secondary literature, including works on the philosophy of education, curriculum theory, and classical and contemporary Islamic educational studies relevant to the concepts of educational values and objectives. Data collection was conducted through literature documentation, while data analysis employed content analysis and philosophical analysis to identify the curriculum’s ontological structure and its underlying axiological orientation. The research findings indicate that the madrasah curriculum must be understood as a normative and existential entity that not only regulates instructional content but also shapes students’ educational experiences and value orientations. Axiological reconstruction positions the value of love as an ethical principle that frames educational goals, curriculum content, learning strategies, and the institutional culture of the madrasah. This study formulates a Three-Dimensional Integration Model of Love-Based Madrasah Curriculum, consisting of structural, pedagogical, and cultural dimensions that operate systemically as a framework for value internalization. These findings contribute to the development of Islamic curriculum philosophy by emphasizing the importance of integrating the value of love into curriculum design to build a madrasah education that is humanistic, transcendental, and oriented toward character formation.
Co-Authors Ahmad Nafis Hairul Marif Mashlahatul Hidayah Mohammad Iqbal Falahy Muhammad Burhanudin Al Mu'allif Muhammad Haris Abdul Hakim Sandi Ferdy Yulianto Sukron Makmun Syauqi Robbil Ibad