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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia
Sukmayeti, Sukmayeti
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Education

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Kurikulum Cinta sebagai Paradigma Penguatan Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam di Madrasah Sukmayeti, Sukmayeti; Masnita, Delmi; Hamidar, Nur; Fauzi, Muhammad; Wahyuni, Sri
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8798

Abstract

Kurikulum Cinta is a new approach in Islamic education that places the values of compassion, humanity, and peace at the core of learning, while also serving as a response to contemporary religious challenges such as intolerance, exclusivism, and tendencies toward extremism that risk reducing the meaning of religious education. This article aims to examine in depth the theoretical foundations of Kurikulum Cinta and its implementation in strengthening religious moderation through the development of the Islamic Religious Education curriculum in madrasah. This study employed a qualitative approach using a literature study method on Ministry of Religious Affairs policies, curriculum guidelines, and relevant research findings. The results show that Kurikulum Cinta has strong philosophical, theological, and pedagogical foundations and is aligned with the Profil Pelajar Pancasila and the Profil Pelajar Rahmatan lil ‘Alamin. The implementation of Kurikulum Cinta in madrasah can be realized through intracurricular and co-curricular learning and the Projek Penguatan Profil Pelajar, thereby contributing to the formation of students who are religious, moderate, tolerant, and of noble character, as well as strengthening religious moderation within the context of Islamic education in Indonesia.
Penggunaan Tes dalam Tes Formatif dan Tes Sumatif Sukmayeti, Sukmayeti; Lahmi, Ahmad; Masnita, Delmi; Nurhamidar, Nurhamidar; Wahyuni, Yessi
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8951

Abstract

This study aimed to analyze the role of tests in formative and summative evaluation as key components of the Islamic Education learning process. Formative evaluation is carried out during the learning process to monitor students’ progress, provide feedback, and support teachers in adjusting instructional strategies so that learning objectives can be optimally achieved, whereas summative evaluation is conducted at the end of an instructional unit to assess overall learning outcomes and to serve as a basis for academic decision-making, such as graduation or promotion to the next grade. This study employed a literature review method through a theoretical examination of various relevant sources on formative evaluation, summative evaluation, and the use of tests in the context of Islamic Education. The findings indicate that formative and summative evaluation have complementary functions, whereby formative evaluation is oriented toward the learning process, while summative evaluation focuses on learning outcomes. The assessment techniques used also differ according to their respective purposes, including observation, discussion, and self-assessment in formative assessment, as well as written tests, portfolios, and projects in summative assessment. These findings affirm that the appropriate implementation of formative and summative evaluation can enhance the quality of learning, identify students’ strengths and weaknesses, and support more objective and sustainable instructional decision-making within the framework of Kurikulum Merdeka.
Integrasi Pendekatan Sains, Teknologi, dan Nilai Islam dalam Pembelajaran Akidah Akhlak Sukmayeti, Sukmayeti; Alrasi, Fitri; Masnita, Delmi; Nurhamidar, Nurhamidar; Wahyuni, Yessi
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8952

Abstract

The rapid development of science and technology has had significant implications for educational practice, including in Akidah Akhlak instruction, thereby necessitating efforts to balance intellectual strengthening with the moral and spiritual development of students. This article aimed to analyze the integration of scientific, technological, and Islamic value-based approaches in Akidah Akhlak learning as a holistic instructional strategy. This study employed a library research method by analyzing various relevant sources, including books, journal articles, and scientific documents. The findings show that integrating science into Akidah Akhlak learning can strengthen students’ faith by linking scientific phenomena with the greatness of Allah SWT, while the use of educational technology contributes to creating a learning process that is more interactive, contextual, and aligned with the characteristics of students in the digital era. These findings affirm that the integration of science, technology, and Islamic values plays an important role in shaping students who are faithful, knowledgeable, and of noble character. Thus, such integration is not only a pedagogical necessity but also a strategic paradigm for realizing Islamic education that is holistic and adaptive to contemporary developments.
Co-Authors Alrasi, Fitri Hamidar, Nur Lahmi, Ahmad Masnita, Delmi Muhammad Fauzi Nurhamidar, Nurhamidar Sri Wahyuni Wahyuni, Yessi