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All Journal Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN
Dadang Sumarna
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Humanities Education Social Sciences Other

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Integrasi Kurikulum dan Pembelajaran melalui Optimalisasi Komponen-Komponen Kurikulum Nursia Nursia; Misbah, Misbah; Dadang Sumarna
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 2 (2026): Edisi April 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i2.674

Abstract

This study aims to analyze the integration of curriculum and learning through the optimization of curriculum components, including objectives, content, methods, and learning evaluation. Curriculum and learning are two interrelated elements in the education system, where the curriculum serves as a planning guideline, while learning is the actual implementation in the classroom. This study employed a library research method with a descriptive qualitative approach. Data were obtained from various scientific sources, including national and international journals, academic books, and relevant research findings from the past ten years. Data collection techniques were conducted through database searches of Google Scholar, SINTA, and other reputable journals, with selection criteria based on the relevance and novelty of the sources. Data analysis was conducted through the stages of data reduction, data presentation, and systematic conclusion drawing. The study results indicate that the integration of curriculum and learning is largely determined by the alignment between curriculum components. The objectives component serves as the primary direction of learning, the content component determines the relevance of the material, the methods component determines effective learning strategies, and the evaluation component serves as a measuring tool for the achievement of learning objectives. Optimizing these four components has been proven to increase learning effectiveness and encourage the holistic achievement of student competencies. Furthermore, the role of teachers as curriculum implementers is a key factor in ensuring integration between planning and implementation of classroom learning. In the 21st-century era of education, the use of technology and learning innovations is also a crucial support in strengthening the integration of curriculum and learning. Therefore, it can be concluded that optimizing curriculum components is a fundamental strategy in creating effective, meaningful, and relevant learning that meets students' needs.
Inovasi dan Evaluasi Kurikulum Pendidikan Agama Islam dalam Pengembangan Pendidikan Masa Depan Yenni, Yenni; Rosiana Syahbaniar; Muh Iqbal Muhidin; Dadang Sumarna
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 2 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i2.686

Abstract

This research aims to examine innovation and evaluation of the Islamic Religious Education (PAI) curriculum to support future educational development. The method used is a literature review, analyzing various scientific sources, including national and international journals, books, and recent research reports relevant to the topic. The study results indicate that PAI curriculum innovation needs to be oriented towards developing 21st-century competencies, integrating digital technology, and strengthening students' character and spiritual values. Furthermore, PAI curriculum evaluation should not only focus on cognitive aspects but also encompass affective and psychomotor aspects holistically. Other findings indicate that effective curriculum implementation requires the active role of teachers as learning innovators, support from educational policies, and the use of contextual learning media based on local wisdom. Curriculum evaluation also needs to be conducted continuously, using formative and summative approaches to ensure its relevance and effectiveness. Therefore, PAI curriculum innovation and evaluation are key to creating an education system that is adaptive, relevant, and able to meet future challenges. This research is expected to contribute to the development of a more progressive PAI curriculum oriented towards student needs in the era of globalization.
Strategi Pembelajaran Agama Islam Berbasis PAIKEM Karmila, Karmila; Rudi Hartono; Dadang Sumarna
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 2 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i2.696

Abstract

This study aims to examine the learning strategy of Islamic Religious Education (PAI) based on PAIKEM (Active, Innovative, Creative, Effective, and Enjoyable Learning) through a literature study approach. PAIKEM is a learning approach that positions students as active subjects in the learning process, thereby increasing student engagement, understanding, and learning outcomes. The method used is a literature study by reviewing various scientific sources such as journals, books, and previous research results relevant to the application of PAIKEM in PAI learning. The results of the study indicate that the application of PAIKEM in PAI learning can increase student learning motivation, strengthen understanding of religious concepts, and develop critical and creative thinking skills. In addition, this strategy also encourages teachers to be more innovative in designing contextual and meaningful learning. Other findings indicate that the use of discussion methods, educational games, digital media, and project-based learning are important parts of PAIKEM implementation. However, there are several challenges such as limited teacher competency, infrastructure, and time management in learning. Therefore, teacher training and policy support are needed to optimize the application of PAIKEM in PAI learning. Thus, PAIKEM-based learning strategies can be an effective solution for improving the quality of Islamic Religious Education (ISE) in schools.
Co-Authors karmila karmila Misbah Misbah Muh Iqbal Muhidin Nursia, Nursia Rosiana Syahbaniar Rudi Hartono Yenni Yenni