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All Journal Tadrib: Jurnal Pendidikan Agama Islam
Arya Adinata
Universitas Muhammadiyah Surakarta
Education Environmental Science Library & Information Science Mechanical Engineering Social Sciences

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Integration of Tripartite Curriculum in PAI Learning through Digital Approach and Character Habitualization at Muhammadiyah Alam Surya Mentari Junior High School Arya Adinata; Muh. Nur Rochim Maksum
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 1 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i1.34559

Abstract

Islamic religious education in the era of digital disruption faces challenges in maintaining moral strengthening while adapting learning methods to the characteristics of generations who are familiar with technology. This study aims to analyze the tripartite curriculum integration strategy in the planning and implementation of Islamic Religious Education learning and describe the implementation of digital approaches and character habituation in shaping the independence and moral development of students at SMP Muhammadiyah Alam Surya Mentari Surakarta. This research uses a qualitative approach with a type of field research. Data was collected through interviews, observations, and documentation with informants of school principals, vice principals for curriculum, PAI teachers, and students. Data analysis uses the Miles and Huberman model through data reduction, data presentation, and Conclusion drawn. The results of the study show that curriculum integration is carried out through the integration of the Independent Curriculum, the ISMUBA curriculum, and the nature school curriculum which is implemented through experiential learning. The digital approach is used through interactive quizzes to increase student involvement, while character building is carried out through habituation of religious and social activities. This integration results in contextual learning and strengthens students' independence and morals.
Co-Authors Muh Nur Rochim Maksum