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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Sari hernawati
universitas wahid hasyim
Education Social Sciences

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PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA DI PESANTREN, SEKOLAH, DAN MADRASAH: PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA DI PESANTREN, SEKOLAH, DAN MADRASAH Linda Puspita Sari; Sari hernawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6706

Abstract

The development of religious education curricula in Islamic educational institutions, such as pesantren, schools, and madrasahs, is a crucial strategic step in shaping the spiritual, moral, and religious knowledge of students. In an increasingly complex global context, religious education plays a vital role in building a generation that is not only academically intelligent but also possesses high moral and spiritual integrity. This research aims to analyze the curriculum development strategies implemented at MI Roudlotul Muta’allimin, SDN 2 Pulorejo, and Pesantren Daarul Qur’an. The method used in this study is descriptive qualitative, with data collection techniques through interviews, observations, and documentation. The results show that pesantren emphasize the deepening of religious knowledge through classical texts (kitab kuning), while schools integrate religious education as a subject within the national curriculum. On the other hand, madrasahs combine general and religious education curricula proportionally. This curriculum development is influenced by institutional vision, teacher competence, and the diverse needs of the local community. Recommendations from this study include the importance of contextualizing the curriculum to be relevant to social conditions, integrating digital media to enhance learning effectiveness, and strengthening the values of religious moderation in the educational process. Thus, the development of religious education curricula in these institutions is expected to produce a generation that not only has strong religious knowledge but is also capable of making positive contributions to a multicultural society.
Constructing responsible citizenship: A social constructionist study of how teachers cultivate responsibility through pedagogical practices in Finland Muchammad Tholchah; Sari Hernawati
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.96328

Abstract

This study examines how Finnish teachers construct values of responsible citizenship in their pedagogical practices. This qualitative case study involved six teachers from early childhood and primary education in Finland and usedsemi‑structured interviews. The data were analysed thematically, focusing on how teachers narrated responsibility in everyday routines, family–school partnerships, and references to civic institutions. The analysis identified seven interrelated strategies: encouraging self‑reliance, organising collective responsibility, promoting ethical awareness, assigning practical life tasks, facilitating work‑life orientation, modelling civic trust, and collaborating with families. These strategies show that responsibility is constructed through interaction, narrative, and institutional trust, as teachers integrate citizenship values in everyday routines, ethical framings, and examples drawn from Finland. Responsibility is thereby performed as both a personal practice and a civic virtue anchored in public institutions. The study advances global debates on citizenship education and social constructionism by illustrating how responsible citizenship is cultivated as a lived practice that links everyday school life to wider social, economic, and ecological orders. Because this study mainly focuses on teachers’ views, future research should include students’ perspectives, compare contexts, and track change over time to understand how ideas about responsibility develop across diverse educational and cultural settings.
Co-Authors Linda Puspita Sari Muchammad Tholchah