Abstrak: Penelitian ini mengkaji berkenaan dengan peran dosen dalam pembelajaran pendidikan Pancasila dan PKn untuk mendukung program moderasi beragama. Peran dosen dalam pembelajaran pendidikan Pancasila dan kewarganegaraan menempati posisi yang sangat penting untuk membentuk karakter Mahasiswa agar memiiliki spirit nasionalisme, keragaman dan semangat berkewarganegaraan. Peran dosen sebagai pendidik harus mampu memberikan pemahaman yang baik dan komprehensif kepada Mahasiswa tentang kondisi masyarakat Indonesia yang multicultural. Melalui pembelajaran pendidikan Pancasila dan kewarganegaraan serta program moderasi agama yang baik Mahasiswa diharapkan memiliki pemahaman terhadap nilai-nilai kebangsaan, keberagaman, keadaban, toleransi dan persamaan. Berdasarkan hasil penelitian dapat disimpulkan; 1) Rendahnya minat dan motivasi belajar Mahasiswa terhadap pendidikan Pancasila dan kewarganegaraan; 2) adanya indikasi Mahasiswa yang terpapar ideology khilafah; 3) pembelajaran pendidikan Pancasila dan kewarganegaraan masih belum terintegrasi dengan moderasi agama.
Islamic religious education is part of national education taught in schools, especially in Islamic educational institutions with the aim that students believe in, understand and practice Islamic values correctly. This study aims to analyze Islamic Religious Education (PAI) in the national curriculum. The method used in this research is descriptive qualitative research. With this method, researchers can freely understand, analyze and describe research data accurately with regard to Islamic education in the national curriculum. The results showed that Learning Islamic religious education is a mandate of the law that must be taught to students who are Muslim. The objectives of Islamic education are very relevant to the goals of national education. The existence of an integrated Islamic religious education curriculum with the national curriculum. Keywords: National Curriculum, Islamic Religious Education, Education Curriculum
AbstrakPenelitian ini bertujuan untuk mendapatkan deskripsi tentang implementasi kompetensi guru Pendidikan Agama Islam di SMP Negeri 16 Kota Bandung untuk meningkatkan kemampuan peserta didik terhadap baca tulis Alquran secara benar. Factor-faktor yang mendukung dan menghambat terhadap implementasi kompetensi guru PAI dan solusi yang harus dilakukan untuk meningkatkan kemampuan peserta didik terhadap baca tulis Alquran. Guru memiliki peran yang sangat penting dalam mensukseskan pendidikan. Kehadiran guru merupakan komponen utama yang harus ada dalam proses berlangsungnya mengajar belajar. Sosok guru yang dimaksud adalah guru yang memiliki kompetensi yang baik. Dengan kompetensi yang baik, guru PAI diharapkan dapat menciptakan suasana pembelajaran menarik dan membuat peserta didik memiliki kemampuan dalam baca tulis Alquran. Guru PAI harus mampu mengelola empat kompetensi dalam proses pembelajaran agar tujuan pendidikan dapat tercapai secara efektif. Keempat kompetensi itu adalah pedagogik, kepribadian, profesional, dan sosial. Kompetensi tersebut manakala dikelola dengan baik dapat menjadi kekuatan guru dalam upayanya untuk meningkatkan kemampuan peserta didik terhadap baca tulis Alquran di SMP Negeri 16 Kota Bandung. Metode penelitian yang digunakan adalah bersifat deskriptif kualitatif. Maksudnya prosedur data penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang yang prilakunya diamati. Sumber data penelitian adalah guru PAI, kepala sekolah peserta didik dan dokumen sekolah. Data dikumpulkan melalui metode observasi, dokumentasi dan wawancara. Hasil temuan dalam penelitian ini dapat disimpulkan sebagai berikut:1). Iimplementasi kompetensi guru PAI yang efektif sangat diperlukan untuk meningkatkan kemampuan peserta didik terhadap baca tulis Alquran, 2). Kurangnya kemampuan guru PAI untuk memilih dan menentukan model pembelajaran efektif yang dapat meningkatkan kemampuan peserta didik dalam baca tulis Alquran. 3). Kurangnya motivasi belajar peserta didik terhadap baca tulis Alquran dan latar belakang peserta didik yang beraneka ragam. Kata Kunci: Implementasi Kompetensi Guru PAI, Peserta didik dan Kemampuan Baca Tulis Alquran.
This study aims to determine the development of the curriculum and learning system implemented in the Al Falah Dago Islamic boarding school in Bandung. This research uses a qualitative approach in the form of a case study. Data were collected using observation, interview, field observation, and document study. The validity of the data was obtained utilizing triangulation and supplemented with referential adequacy. Data analysis was performed by data reduction, data presentation, and verification. The results of the research show that; 1) Pondok Pesantren Al Falah Dago, Bandung City still maintains the old pattern both in terms of curriculum and learning system, 2) learning activities are carried out using yellow books or classical books, 3) the learning system uses traditional methods such as sorogan, bandongan, memorization and bahsu al-Masa'il, as well as memorizing and modern uses such as group learning and discussions between students.
This paper examines and describes the implementation of multicultural education components in the 4.0 revolution era. Multicultural Education provides an understanding of various types of educational activities as an integral part of universal culture. Multicultural education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect, tolerance, acceptance and understanding. Tolerance in diversity and moral commitment to social justice. Multicultural Education is perceived as an endeavor to achieve the shared life of diverse and heterogeneous human beings in an era of globalization which is full of new challenges. Through multicultural education, students are taught that diversity is a necessity that must be maintained and maintained. The components of multicultural education are directly related to learning objectives, materials, methods, media and evaluations that explain to students about the phenomenon of diversity. The component must be prepared in the implementation of multicultural education that will provide understanding to students such as gender, religion, social, ethnic and urban society. By using qualitative research methods researchers can explain and analyze how the implementation of multicultural education components in the 4.0 revolution era. Keywords: Multicultural Components Educational Implementation, Revolutionary Era 4.0
The pandemic period has resulted in changes in habits in all sectors of life, including in education. This study aims to describe the implementation of character education in the formation of national values during the pandemic. The method used in this research is descriptive qualitative. The research was conducted at SDN 002 Cicadas Bandung. The data was obtained by conducting in-depth interviews with the specified informants: principals, homeroom teachers, teachers, and students. The consideration of being specified is source triangulation and it is part of the data validity stage. Research data is analyzed using several data analysis steps, namely data reduction, data classification and data verification. The study results indicated that the implementation of character education in the formation of national values during the pandemic can be done through; a) national character habituation activities, b) integration of character materials related to national values and c) forming online national discussion groups.
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