This study aimed to determine the competence of graduates of Islamic Education Study Program in the perspective of user society. The study used a quantitative approach with survey method. Data collection techniques were conducted by questionnaire, interview, and documentation. Data analysis was utilized with descriptive statistics. The results showed that graduates had to have integrity (ethics and morals) in addition to other competencies. Ethics and morals should be the foundation and priority of higher education in structuring and compiling the existing curriculum. Therefore, learning does not only focus on knowledge, but attitude must be the main goal to print superior human resources who believe and are fear to God Almighty. Attitude needs to be integrated in the ongoing learning process. In addition to these competencies, graduates need to have the ability in the field of technology and communication of foreign languages both Arabic and English. The era of the industrial revolution 4.0 is marked by digitalization in all aspects of human life. Thus, curriculum development in university needs to harmonize between the needs, demands and guidance in the community.
Tujuan penelitian ini untuk mengetahui implementasi pembelajaran integratif-interkonektif agama dan sains untuk melatih kemampuan berpikir kritis siswa pada mata pelajaran pendidikan agama islam di SMP Negeri se-Kecamatan Sukajadi Kota Pekanbaru. Fokus penelitian ini adalah membahas tentang bagaimanakah pelaksanaan pembelajaran integratif-interkonektif agama dan sains untuk melatih kemampuan berpikir kritis siswa pada mata pelajaran pendidikan agama Islam?, dan apa saja faktor-faktor dan kendala pembelajaran integratif-interkonektif agama dan sains untuk melatih kemampuan berpikir kritis siswa pada mata pelajaran pendidikan agama Islam di SMP Negeri se-Kecamatan Sukajadi Kota Pekanbaru?. Penelitian ini menggunakan penelitian kualitatif, dengan rancangan pendekatan studi kasus. Untuk menggali data menggunakan observasi, wawancara. dan dokumentasi, selanjutnya hasil dari teknik tersebut dipilih sesuai dengan fokus penelitian, untuk melihat keabsahan data digunakan teknik trianggulasi data dan kemudian dilanjutkan dengan penarikan kesimpulan. Setelah dilakukan penelitian dilapangan maka dapat disimpulkan bahwa implementasi pembelajaran integratif-interkonektif agama dan sains untuk melatih kemampuan berpikir kritis siswa pada mata pelajaran pendidikan agama islam di SMP Negeri se-Kecamatan Sukajadi Kota Pekanbaru menunjukkan hasil dengan kategori sangat baik. Dan hasil observasi kemampuan berpikir kritis siswa menunjukkan hasil dengan kategori kritis. Kemudian adapun dalam pelaksanaan pembelajaran ditemukan beberapa faktor pendukung dan kendala. Faktor pendukungnya yaitu pemilihan kurikulum sekolah, Visi, misi, dan tujuan sekolah, kerja sama warga sekolah, kolaborasi antar guru mata pelajaran, semangat sekolah dalam perubahan, serta sarana dan prasarana yang didukung oleh berbagai pihak mulai dari pemerintah pusat, pemerintah kota, sekolah, masyarakat dan juga orang tua siswa. Sedangkan kendalanya adalah Faktor dikotomi, kemampuan guru dalam mengintegrasi-interkoneksi agama dan sains terbatas, Tingkat pemhaman siswa yang bervariasi, jam mengajar yang kurang maksimal
The curriculum has a role as an instrument to conserve the culture of a nation. Without a good curriculum, the culture of a nation can be extinct right away because there are no preservation efforts. By way of inclusion of culture in the curriculum, it is hoped that it can be passed on to the next generation. Then they will know at least their ancestors’ culture. It is called a conservative role. This research uses a quantitative approach with a case study method. Data collection was carried out by a questionnaire and in-depth interviews. Data were analyzed using an interactive model. This analysis technique started from data collection. Data was reduced after it had been collected. The next step was to presenting the data, verifying and drawing a conclusion. Based on the description above, this research is considered important to be carried out being an addition for existing policymakers in order to organize higher education. Moreover, it is in response to the demands and basic guidance of compiling a curriculum based on the Indonesian National Qualifications Framework (KKNI) which is being and will be implemented in higher education in Indonesia especially in Islamic colleges.
The dynamics of curriculum development in Indonesia from 1947 to the latest 2013 curriculum cannot be separated from political influence. This paper investigates the politics of educational policy in Indonesia’s curriculum development from 1947 to 2013, a critical analysis of various polemics about Indonesian education’s aims and contents in schools. This paper is documentary research, which refers to related previous documents or literature. The study results indicate that the development of Indonesia’s education curriculum is closely influenced by political, economic, social, cultural, and globalization factors. The formulated curriculum content cannot be separated from these factors’ influence, as the 2013 curriculum was recently implemented. Of all these factors, government interests and political paradigms have the most significant influence in changing, developing, and refining the curriculum from time to time. The 2013 curriculum policy is intended to improve the various deficiencies that existed in the previous curriculum. The 2013 curriculum is structured by developing and strengthening attitudes, knowledge, and skills in a balanced manner. This research’s implication is hoped that policymakers can consider it in developing curriculum in Indonesia.
This study aims to determine the academic fraud students committed to doing assignments during the Covid-19 pandemic. This study used a descriptive method with a quantitative approach. Data collection was done by randomly distributing Google Forms to high school students in West Java Province. There were about 540 samples that were successfully captured in this study. The data analysis technique was carried out employing descriptive statistics. The results showed that as many as 88.3% of students stated that they committed academic fraud in doing the assignments given to them by the teacher. The fraud was done by copying and pasting a friend's assignment from the internet and doing things without obligation. It was done because there was no particular action from the teacher against cheating students. Particular policies need to be made by schools; namely, the teacher instills the values of Honesty and other anti-corruption values in the learning process. Besides that, the use of technology is to determine whether there is an element of plagiarism in student assignments. Parents at home also need to instill anti-corruption values in their children from an early age so that they are familiar with these things.
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