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All Journal Jurnal Pendidikan dan Keguruan Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Nadya Fadhilah
Universitas Sultan Muhammad Syafiuddin Sambas
Education Mathematics Other

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MASA PEMBAHARUAN PENDIDIKAN ISLAM Nadya Fadhilah; Nur Asikin; Anggun; Lutfi Nurmaidah; Widya Nur Asyifa; Sriliza
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 11 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

 This study aims to examine the period of Islamic education reform and analyze its background, challenges, and impacts on the Islamic education system. The main issues addressed in this research are the lag of Islamic education in responding to scientific and technological developments and the demands of the modern era, as well as the dualism between traditional and modern educational systems. This research employs a qualitative method with a library research approach by reviewing various written sources, including books, academic journals, and relevant documents related to Islamic education reform. The data are analyzed using a descriptive-analytical technique to obtain a comprehensive and systematic understanding. The results show that Islamic education reform is characterized by efforts to integrate religious and general knowledge, curriculum renewal, innovation in teaching methods, and the strengthening of Islamic educational institutions to face global challenges without neglecting Islamic values. Therefore, Islamic education reform plays a strategic role in producing knowledgeable, ethical, and adaptive Muslim generations in a changing world
PERBANDINGAN MODEL KURIKULUM PADA JENJANG SD SAMPAI SMA/SMK DAN IMPLIKASINYA TERHADAP PENGEMBANGAN KURIKULUM OPERASIONAL SD, SD IT, MI, SMP, MTS, SMA, MA, DAN SMK. Nadya Fadhilah
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2026): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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This study aims to compare curriculum models at the elementary, junior secondary, and senior secondary/vocational levels in Indonesia and to examine their implications for the development of the School Operational Curriculum (Kurikulum Operasional Satuan Pendidikan/KOSP). Each educational level adopts a distinct curriculum framework that aligns with students’ developmental stages, educational objectives, and instructional approaches. At the elementary level (SD/MI), the curriculum emphasizes the development of foundational literacy and numeracy skills as well as character education. At the junior secondary level (SMP/MTs), the curriculum focuses on strengthening conceptual understanding and fostering critical thinking skills. At the senior secondary level (SMA/MA), the curriculum prioritizes advanced academic development and preparation for higher education, while vocational schools (SMK) emphasize competency mastery and work-related skills. These distinctions significantly influence the formulation of the School Operational Curriculum (KOSP) at each institution. The KOSP must be designed contextually and flexibly, taking into account the school’s vision, mission, and students’ needs at each educational level. Therefore, the development of the KOSP cannot be standardized across institutions but must be adapted to the specific characteristics and educational goals of each type and level of school.
Co-Authors Anggun Lutfi Nurmaidah Nur Asikin Sriliza Widya Nur Asyifa