Iseedu: Journal of Islamic Educational Thoughts and Practices
Iseedu: Journal of Islamic Educational Thoughts and Practices is to challenge exellence in professional education by promoting forward-research-finding scholar, progressive and innovative, to bridge the gap between education and professional practice to inspire and challenge tomorrow’s professional clinicians in supportive Islamic learning environment.
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<![CDATA[INTERNALIZATION OF STUDENT CHARACTER EDUCATION THROUGH EXTRACURRICULAR PROGRAMS AT ASSALAM JUNIOR HIGH ISLAMIC BOARDING SCHOOL MASARAN ]]>
<![CDATA[Chusnul Chotimah, Dyah Ayu]]>;
<![CDATA[Inayati, Nurul Latifatul]]>;
<![CDATA[Anshori, Ari]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12497
<![CDATA[Assalam Junior High Islamic Boarding School Masaran is the first Integrated Islamic-based school in the Masaran area. Standing in a rural area where the majority of the population is unfamiliar with private Islamic schools, this school has the aim of producing graduates who have moral values, have independent personalities and are able to master science and technology. In producing the graduates who have moral values the school has added character education. The need for character education to instill values that include components of knowledge, awareness and actions to carry out these values is applied through extracurricular activities. The purpose of this research is to describe the process of internaliztionstudent character education through extracurricular programs at Assalam Junior High Islamic Boarding School Masaran along with its supporting and inhibiting factors.This type of research is field research with qualitative descriptive approaches. Data collection techniques using observation methods, interviews and documentation analyzed through the process of collecting data, reducing data, presenting data and drawing conclusions using the deductive method and using the validity of the data with triangulation of sources. The results of this study explained that in the process of internaliztionstudent character education through extracurricular programs at Assalam Junior High Islamic Boarding School Masaran by three compulsory extracurricular programs namely Qira'ah, Taekwondo and Scout. (1) Qira’ah, the method used is the provision of theory which is then put into practice. The expected character is that students behave well while giving rise to the morals of the Qur'an;(2) Taekwondo, the method used is an exemplary method at the end of the learning session. The expected character is responsibility, courage and respect for others;(3) Scouting, the method used is reward-punishment, giving examples and training. The desired character is a character that is bertauhid, moral mercy and love of nature.The supporting factors of this program are the availability of facilities and infrastructure and support from the school. While the lack of interest in students is evidenced by the lack of responsibility when joining the extracurricular program is the inhibitory factor.]]>
<![CDATA[PELAKSANAAN PROGRAM TAHFIDZ AL-QUR’AN DI PONDOK PESANTREN DAARUL QUR’AN SRAGEN ]]>
<![CDATA[Bin Auf Alamin, Fatahhillah Abdurrahman]]>;
<![CDATA[Inayati, Nurul Latifatul]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14345
<![CDATA[-Daarul Qur'an Sragen Islamic boarding school is a modern Islamic boarding school in the Sragen area which also presents the tahfidz Al-Qur'an program as the flagship program. The Al-Qur'an tahfidz program at the Daarul Qur'an Sragen Islamic boarding school targets students to 15 juz in three years. The purpose of this research is to find out about the implementation of the tahfidz Al-Qur'an program at the Daarul Qur'an Sragen Islamic Boarding School and to identify the supporting factors and obstacles to the implementation of the tahfidz program.This research belongs to the type of qualitative research which uses data collection techniques through observation, interviews, and documentation. The data analysis that has been obtained is done by using the deductive method. The analysis departs from general events and then is reduced to special parts.The Al-Qur'an tahfidz program at the Daarul Qur'an Sragen Islamic Boarding School is programmed for all students. The program targets the memorization of 15 juz within three years. The Al-Qur'an tahfidz program is carried out every day in three activities, namely after dawn, before maghrib, and after isha '. The evaluation of the tahfidz program consists of three types, namely daily assessments, tahfidz exams according to memorization targets, competition-style exams held before graduation. The supporting factors for the implementation of the Al-Qur'an tahfidz program are the intention and youth, the existence of prayers and support from parents, motivation from friends, the existence of rewards and punishments, and a supportive time and place as well as instructors who guide them well. And the inhibiting factors are laziness, boredom, and boredom of students due to routine. Besides, there are difficulties in managing time, programs implemented in one place for all halaqohs, and also social environmental factors, namely like to follow less orderly friends.]]>
<![CDATA[METODE PENGAJARAN TAHFIDZ AL-QUR’AN PADA ANAK TUNARUNGU DI SEKOLAH MENENGAH PERTAMA LUAR BIASA YAYASAN ASUHAN ANAK TUNA SURAKARTA ]]>
<![CDATA[Efendi, Hasram]]>;
<![CDATA[Inayati, Nurul Latifatul]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14332
<![CDATA[The deaf children who are born with special needs have the opportunities as same as normal children, including the teaching of Tahfidz Al-Qur'an. If the normal children can memorize the Qur'an until the final stages of 30 juz, then actually children with the disability also have the opportunity as same as them. Even though their success is also very much influenced by the method of education they receive. This study discusses the method of teaching Tahfidz Al-Qur'an for children with hearing impairment and how to evaluate the learning outcomes of students with hearing impairment in memorizing the Al-Qur'an with these methods at the SMPLB Foundation for the Tuna Children's Care Foundation Surakarta.This research is qualitative research by taking place and subject in the special education school of Yayasan Asuhan Anak Tuna in Surakarta. The method of collecting data is an interview, observation, and documentation. The data is analyzed with a deductive method. To ensure the validity of the data that has been obtained, this is done by conducting technical triangulation, sources, and time.The results show: (1) teachers using various creativities and various methods make students can memorize letters in the Qur'an. The teacher applies at least three methods: Lecture, Drill, and Assignment methods. (2) evaluation is held on each learning end or daily test, the teacher always corrects how much the capacity of memory from each student is. Formative evaluation tests, which prioritize student practice in depositing memorization of the verses of the Qur'an that have been given by the teacher. The evaluation is carried out on each schedule of Islamic education that it takes place with starting with a muroja’ah together, then those students are invited to submit memorization following what was assigned. This assessment adds the value of students in Islamic Education.]]>
<![CDATA[IMPLEMENTATION OF LEADERSHIP COMPETENCY OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN DEVELOPING ISLAMIC CULTURE IN SMP MUHAMMADIYAH 1 KLATEN ]]>
Widyaningrum, Widyaningrum;
<![CDATA[Istanto, Istanto]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12503
<![CDATA[In this day and age the noble character of a person wears off, so it is necessary to make improvements, one of which can be done through the field of education in schools. In SMP Muhammadiyah 1 Klaten the cultivation of noble character can be done through Islamic culture in schools. Here Islamic Religious Education teachers with their leadership competencies play an important role in the formation and development of Islamic culture in schools. There are still some Islamic Religious Education teachers who are less concerned about the leadership competencies that they must possess. So that the inculcation and development of the leadership spirit of a teacher of Islamic Education is very necessary to do because it can affect the success of a school in developing Islamic culture.    Based on the background of the problem, the problem formulation was obtained, namely how the implementation of leadership competencies of Islamic Religious Education teachers in SMP Muhammadiyah 1 Klaten and how Islamic Religious Education teachers developed Islamic culture in SMP Muhammadiyah 1 Klaten. This study aims to describe the implementation of leadership competencies of Islamic Education Teachers in Muhammadiyah 1 Klaten Middle School and to describe Islamic Religious Education Teachers in developing Islamic culture in Muhammadiyah 1 Klaten Middle School. This type of research is field research using a qualitative approach. The method for data collection is the interview, documentation and observation. The data analysis technique is done through the stages of data reduction, data display and conclusion drawing.    Based on the results of the analysis of research data, it can be concluded that: Islamic Religious Education Teachers at SMP Muhammadiyah 1 Klaten have implemented their leadership competencies both in learning and outside learning. The Teacher of Education has made plans, organized, became an innovator, motivator, facilitator, mentor and counselor, as well as guarded, controlled, and directed every activity. So that it is in accordance with Regulation of the Minister of Religion of the Republic of Indonesia number 16 of 2010 concerning the management of religious education in schools. In developing Islamic culture in SMP Muhammadiyah 1 Klaten Islamic Religious Education teachers through every religious activity carried out always exemplifies, motivates or encourages, and enforces discipline and witnesses for students who violate the rules that have been made so that Islamic activities can be well entrenched in junior high Muhammadiyah 1 Klaten and formed the noble character of students.]]>
<![CDATA[رق التعليمية المعتمدة على الØاسوب ÙÙŠ مادة التربية الإسلامية للمرØلة المتوسطة بمدرسة العابدين سوراكرتا ]]>
<![CDATA[Melfirosha, Balqis Nada]]>;
<![CDATA[Inayati, Nurul Latifatul]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14340
<![CDATA[Øدثت أزمة التعليم ÙÙŠ إندونيسيا عام 2020. وبدأت هذه الأزمة بانتشار Ùيروس كورونا الذي تسبب تغيير من الأنشطة التعليمية. من أنظمة التغيير ÙÙŠ التعليم نظام التعليم المستقل Øيث يعيّن المعلم تخريج كل طالب. أعلن منظمة الصØØ© العالمية(منظمة الصØØ© العالمية)تجنب الازدØام ووزارة التعليم والثقاÙØ© تØويل نظام التعليم ÙÙŠ الÙصل إلى الإنترنت. وبالتالي، تØولت المؤسسات التعليمية التعليم ÙÙŠ الÙصل إلى الإنترنت لتجنب الازدØام والتÙاعلات. ÙˆÙÙŠ التعليم الإلكتروني ÙŠØتاج المعلمون إلى طرق تعليم للقيام بالتعليم. على الرغم من أنه لا يمكن تطبيق جميع طريقة التعليم، إلا أنه لا يزال بإمكان المعلمين على الأقل أن يختلÙوا ÙÙŠ التدريس ويكون لهم تأثير إيجابي على الطلاب. يناقش هذا البØØ« الأنواع المختلÙØ© لطرق التعليم الإلكتروني، وتنÙيذ طريقة التعليم الإلكتروني، وعراقيل طريقة التعليم الإلكتروني ÙÙŠ مادة التّربية الإسلامية         الغرض من هذا البØØ« هو البيان على طريق التعليم الإلكتروني، ووص٠تنÙيذ  طريق التعليم بالإلكتروني، وبيان عراقيل أثناء طريق التعليم بالإلكتروني. وهذا النوع من البØØ« هو بØØ« نوعي وصÙÙŠ. تكونت مدار البØØ« من نا ئب المناهج ومعلمة التّربية الإسلاميّة وثلاثة طالبات من الص٠السابع. تم جمع البيانات من خلال الملاØظة والمقابلات والتوثيق. وطريق تØليل البيانات المستخدمة من قبل الباØثين هي نماذج Miles Ùˆ Huberman لتØقيق التØليل. تتكون تØليل البيانات من جمع البيانات وتقليل البيانات وعرضها والاستنتاج / التØقق. وللØصول على بيانات صØÙŠØØ© من خلال Øساب المصدر وطريقة التشغيل.         أما بالنسبة نتائج المقابلات والملاØظة والتوثيق مع ثلاثة طالبات من الص٠السابع ÙÙŠ المرØلة المتوسّطة ونا ئب المناهج ومعلمة التّربية الإسلاميّة، Ùيمكن الاستنتاج أن طريقة التعليمية الإلكتروني المستخدم هو طريقة المناقشة والمØاضرة وطريقة الÙيديو وطريقة واجب المنزلي. لا يمكن أن يبدأ تنÙيذ طريقة المناقشة على الÙور بجلسة مناقشة بل تØتاج إلى تقديم شرØ،يجب أن تكون طريقة المØاضرة ÙÙŠ التنÙيذ ppt / word للتوضيØØŒ وتنÙيذ طريقة الÙيديو الذي يتطلب عملية وقتا طويلة لإنشاء Ùيديو، وتنÙيذ طريقة واجب المنزلي متنوّعة بما ÙÙŠ ذلك قراءة الطلاب للقرآن والمعنى المرسل بالÙيديو والإجابة على الأسئلة وتدوين الملاØظات وما إلى ذلك لا يمكن وضع عراقيل طريقة المناقشة عن طريق التجميع، وطريقة إلقاء المØاضرة ملل للطلاب، وطريقة الÙيديو الذي ÙŠØتاج وقت صنعه، وطريقة واجب المنزلي تشعر بأنها مثقلة لدى الطّلاب. الØÙ„ ÙÙŠ عراقيل طريقة التعليم بالإلكتروني : طريقة المنا قشة بالإلكتونجيا وهم وقعت المناقشة عامة بين المعلمين Ùˆ الطلاب, يقوم بتبليغ المادة, ثم اعطاء كثرة الأسئلة Ùˆ الكلمة التي تمكن الطالبات أن تعبّر بأنÙسهم من جهة المعلمة. وطريقة المØاضرة وهم تصنع ÙوورÙووين,كثرة المصادر, تقليل البيانات, الرياضة النÙسية قبل بداية التعليم, التعاون بين ولي الÙصل Ùˆ مدرسة المادة Ùˆ قسم الأمن, تقريب المدرسة والطالبات, زيارة ولي الÙصل إلى بيت الطالبات, وتعليم تقليدي من ولي الÙصل إلى الطالبات الخاصّة. Ùˆ طريقة الÙيديو وهم إعطاء واجب المنزلي لنعر٠الطالبات قد شاهدوا, صنع الÙيديو بنÙسة لتسهيل البيان إلى الطالبات, تقصير مدة الÙيديو لتكرار مرة ثانية, يكون الصوت أكبر Ùˆ كبيرة الشاشة, وزيادة المهارات ÙÙŠ الإلكتنوجيا. Ùˆ طريقة واجب المنزلي يكون واجب المنزلي متنوّعة Ùˆ مختلÙØ© لكل الأسبوع كقراة القرآن بالÙيديو Ùˆ الترجمة Ùˆ الÙراغات والكتابة باليد والخلاصة لدّراسة ممتعة.]]>
<![CDATA[PEMIKIRAN ZAKIAH DARADJAT TENTANG PEMBINAAN MORAL REMAJA DALAM PERSPEKTIF PENDIDIKAN ISLAM ]]>
<![CDATA[Chairunnisa, Radhia]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14328
<![CDATA[Parents who meet young people often enough (their daughter's son) have an important role to turn their bad morals into good morals. In the field of education, an educator is one of the figures who also participate in changing or improving the morale of the youth around him, and the role of society is also considered influential in improving the morale of youth. This study aims to explain the characteristics of adolescents that must be understood by parents, the problems faced by adolescents themselves, and the factors that influence them, as well as the appropriate methods to foster adolescent morale. This research method uses a type of library research with qualitative data analysis. And data collection method using the works of Zakiah Daradjat as the primary source, and literature, articles, journals, and the internet as the secondary source. The data analysis method is done in three processes, namely data reduction, data presentation, and data verification by comparing the thoughts of other figures with the thoughts of Zakiah Daradjat. The results showed that Zakiah Daradjat's thoughts about adolescence, which at this time were filled with mental shocks and explosive emotions. As well as common problems that occur in the teenager, among others are related to his physical, disputes with parents, competition in school and society, and personal problems that the teenager himself also does not understand what happened to him. Factors that influence the deterioration of youth morale due to lack of religious beliefs as well as lack of supervision and guidance on foreign cultural influences as well as the need for guidance and counseling headquarters. The method that can be done is preventively carried out since the child is in the womb, then repressive which is legal and criminal action but does not corner the teenager, and rehabilitation measures where more consultative agencies are expanded for adolescents who have excessive emotional disorders]]>
<![CDATA[THE APPLICATION OF TAJWID LEARNING MODEL TO DEVELOP THE READING ABILITY OF AL-QUR'AN (Case study at the TPQ Barokah Gonilan, Kartasura, Sukoharjo 2019) ]]>
<![CDATA[Rahmawati, Ririn Naila]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12498
<![CDATA[Thih reasearch describe that TPQ Barokah is different from other common TPQ. In the TPQ Barokah using the system  where  it  combines  the  way  of the reading Qur’an using the method with pronunciation according to the correct  science rules.  The purpose of this research is to obtain information about the implementation of the learning of the Qur'an in  the  application  of  science  tajwid  into  the  recitation  of the  Qur'an  to develop the ability to read the Qur'an in the students of the TPQ Barokah Gonilan. The Methodology research. The results of this study showed that the study of the Qur'an in the TPQ Barokah Gonilan for the application of Tajwid science is different in accordance with the result of its class.  In the first  meeting the teacher more emphasis  on the understanding  of science material  tajwid  and  for the  meeting  of  the two  teachers  more  multiply reading practice of the Qur'an so that the ability to read the Qur'an students continues to evolve.]]>
<![CDATA[MEMAKNAI RELEVANSI KONSEP PROFETIK KUNTOWIJOYO DENGAN MANAJEMEN PENDIDIKAN ISLAM ]]>
<![CDATA[Dartim, Dartim]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14346
<![CDATA[This paper discusses how the values of the prophetic spirit coined by Kuntowijoyo can enter certain aspects in the management of Islamic education. This is important because what often happens the concept of management is more focused on administrative matters so that it loses its substantive meaning, namely directed, structured, and character-oriented. This paper is written in the form of scientific articles that refer to scientific books and documents. The result is, that educational management must be focused on the spirit of transcendence which means having a divine dimension, liberation means freeing humans from the shackles of life, and humanization which means being able to synergize goodness towards an organized goal.]]>
<![CDATA[KINERJA GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI SEKOLAH MENENGAH PERTAMA DARUL IHSAN MUHAMMADIYAH SRAGEN ]]>
<![CDATA[Muhammad, Jibran]]>;
<![CDATA[Ariyanto, Darojat]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14333
<![CDATA[The progress of the educational process is influenced by two main factors, namely teachers and students. The balance between good teacher performance and optimal student achievement. The purpose of this study is to describe the performance of Islamic Education teachers in improving student achievement and to describe the achievement of students at SMP Darul Ihsan Muhammadiyah Sragen. This research is qualitative. Analysis of research data using the deductive method, starting from the formulation of the theory and then ending with the phenomenon of the research results. The results of this study indicate that professional teacher performance includes creativity and innovation in learning for students, namely by the enthusiasm of the students who attend learning clinics established by the relevant teachers every evening. Teachers with their performance relate lessons by always providing opportunities for students to take part in various competition events according to their talents. While the skills to carry out performance in teaching the teacher never allow an empty class. Then the form of student achievement is, in the cognitive realm, the ability to capture lessons and the results of academic competition with other students. In the affective realm, there is an example from a teacher, habits with peers, and a high spirit of empathy. In the psychomotor domain, there is an activity guide for daily skill activities in dormitories, for example, sermons, speeches, press activities, and sports skills.]]>
<![CDATA[DEVELOPMENT OF INTEGRATED ISLAMIC CURRICULUM IN AN INTEGRATED ISLAMIC SCHOOL NETWORK TO IMPROVE THE QUALITY OF EDUCATION IN SMA IT NUR HIDAYAH KARTASURA ]]>
<![CDATA[Handayani, Dwi Utari]]>;
<![CDATA[Istanto, Istanto]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
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DOI: 10.23917/iseedu.v3i2.12504
<![CDATA[Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identic with the subject matter, but all activities designed by the school to develop the student's self capacity are also included in the curriculum. Education is a process that must be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum, the curriculum is integrated with the national curriculum and the unified Islamic curriculum, which is where the school has developed both curriculum since 2015 and refers to the Qur'an and As-Sunnah.This research examines how the curriculum development in IT Nur Hidayah Kartasura High School in improving the quality of education and integration of national and Islamic curriculum integrated in the SMA IT Nur Hidayah Kartasura. This research aims to describe the problem of curriculum development and what is integrated national and Islamic curriculum to improve the quality of education in IT Nur Hidayah Kartasura High School.This research is a type of qualitative research, taking place at SMA IT Nur Hidayah Kartasura. In data collection, the authors conduct field studies with data collection methods in the form of interviews, observations and documentation. The analysis of data carried out using the deductive method i.e. departing from the theoretical foundation is then adjusted to be reduced to a more detailed data cause. Based on the results of research conducted by researchers, it can be concluded that SMA IT Nur Hidayah has been conducting curriculum development well and correctly and in accordance with the procedures where the school established a curriculum development team ( TPK). In the formation of TPK need preparation of human resources which include: Skills for training, curriculum documents planning, and the implementation of the curriculum. So in the election of this TPK an educator must be competent. In addition, the writing that was done at SMA IT Nur Hidayah has implemented two curricula in a single curriculum, namely the National Curriculum and integrated Islamic Curriculum (IT). The national curriculum or 2013 curriculum has been referring to scientific approaches designed in such a way that learners can be 5M (observe, formulate problems, file or formulate hypotheses, collect data, communicate). Therefore students are more active in demand. While the integrated Islamic curriculum is based on the Qur'an and As-Sunnah which is where this approach is not only the earthly only Melanikan to Ukhrowi or the hereafter.Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identical with the subject matter, but all activities designed by the school to develop the self-capacity of students. Education is a process that should be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum to develop an integrated Islamic curriculum that joins the integrated Islamic School Network (JSIT), where the school has developed the curriculum since the year 2015 and refers to the Qur'an and As-Sunnah.]]>
