Konsep Dasar Kurikulum Pendidikan Agama Islam

Wafi, Abdul

doi:10.33650/edureligia.v1i1.55

Cited by 15 publications

(18 citation statements)

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“…Pentingnya kurikulum dalam dunia pendidikan, dalam penyususnan kurikulum memerlukan landasan yang kuat malui penelitian dan berbagai refleksi secara mendalam dan juga tidak lalai dalam penyusunan kurikulum. pada masa-masa sebelumnya, kurikulum pada dasarnya adalah sistem kohesif yang didalamnya berisi komponen yang saling mendukung antara satu sama lain (Ahmad Zainuri, 2018).…”

Section: Pendahuluanunclassified

“…Dari penjelasan diatas dapat kita simpulkan bahawa kurikulum merupakan seperangkat bahan ajar yang harus dibawa oleh siswa dan lengkap untuk mencapai tujuan yang telah ditetapkan. Dalam satuan pendidikan kurikulum sebagai suatu komponen yang pentingkarena kurikulum merupakan instrumen dalam pencapaian sebuah tujuan pendidikan dan sekaligus sebagai alat bantu bagi terselenggaranya pendidikan (Ahmad Zainuri, 2018).…”

Section: Pengertian Kurikulumunclassified

“…Oleh karena itu kurikulum wajib di sekolah dan sebagai pusat proses pendidikan menempati posisi sentral, sehingga proses belajar mengajar tidak dapat mencapai tujuannya secara memadai tanpa adanya kurikulum. Karena kurikulum memuat rencana pendidikan sebagai alat bantu orientasi dan juga sebagai mata pelajaran yang menjadi sumber konsep dasar bagi lembaga pendidikan (Ahmad Zainuri, 2018).…”

Section: Kedudukan Kurikulum Dalam Pendidikan Agama Islamunclassified

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Kedudukan Kurikulum dalam Pendidikan Agama Islam

Achmad

2021

yasin

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The curriculum as a guide or in carrying out the learning process in educational units in order to achieve the expected educational goals. The purpose of this study is to determine the nature or position of the curriculum in Islamic religious education, by knowing the functions and roles and objectives of the curriculum in Islamic education. This research was conducted using library research methods. Based on the analysis of data sources, it can be concluded that the position of the curriculum in Islamic religious education is the most important aspect of education to achieve learning goals and national education goals. The position of the curriculum in Islamic Religious Education has a very important role in shaping one's personality. In education units, education must understand the curriculum in order to plan goals.

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Section: Pendahuluanunclassified

Section: Pengertian Kurikulumunclassified

Section: Kedudukan Kurikulum Dalam Pendidikan Agama Islamunclassified

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Kedudukan Kurikulum dalam Pendidikan Agama Islam

Achmad

2021

yasin

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“…Pada pelaksanaannya banyak komponen pendidikan yang harus diperbaiki seperti kurikulum [2]. Kurikulum merupakan suatu pedoman pelaksanaan proses pendidikan di semua jenjang, sehingga merupakan kunci untuk tercapainya keberhasilan dan tujuan dari pendidikan [3]. Kurikulum 2013 merupakan implementasi dari UU no.…”

Section: Pendahuluanunclassified

Perbandingan Pembelajaran Saintifik Menggunakan Model Kooperatif Tipe Student Fasilitator and Explaining (Sfe) Dan Student Teams Achievement Division (Stad) Terhadap Hasil Belajar Kimia

Astiani

Bahar

Amir

2019

atp

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This study aims to determine differences in student learning outcomes in chemistry learning using cooperative learning model of Student Facilitator and Explaining (SFE) type and Student Teams Achievement Division (STAD) on the subject of compound nomenclature. This research type is quasi experiment research with population that is class X MIPA in SMAN 9 Kota Bengkulu even semester of academic year 2017/2018 while sample is class X MIPA 2 and class X MIPA 4 obtained from result of normality test and homogeneity test. Student learning outcomes in this study is seen from the difference between pretest and posttest values. Data analysis used were mean value, normality test, homogeneity test and hypothesis test (t test). The average of pretest and posttest difference of the students in the experimental class I (SFE) was obtained 58.70 while in the experimental class II (STAD) obtained the value 54.25. So it can be concluded that student learning outcomes that apply SFE type cooperative model is higher than student learning outcomes that apply STAD type. After testing hypothesis with significant level (? = 0,05), then obtained tcount value> ttable that is 1.782819 > 1.67469. The results showed that there was a significant difference between experimental class I using SFE type cooperative learning model and experiment II class using STAD type.

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“…baik ranah kognitif, afektif dan ketrampilan. Dalam implementasinya, masih banyak guru kesulitan dalam menerapkan berbagai teknik penilian yang valid dan otentik seperti: tes lisan, tes tertulis, evaluasi diri, penilaian jurnal, penilaian Implementasi Teknik Penilaian Kognitif Pembelajaran Pendidikan Agama Islam... -First Author 186 DOI: https://doi.org/10.52615/jie.v7i2.277 teman sebaya atau penilaian yang yang berbasis porfotofolio, proyek dan produk(Kusaeri, 2014);(Ikhwan, 2019). Problematika penilaian dan pembelajaran semakin kompleks ketika wabah covid-19 ditetapkan sebagai pandemi dunia.…”

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Implementasi Teknik Penilaian Kognitif Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Covid-19

Alam

Prastowo

2022

jie

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The direction of this research aims to represent a model of implementing cognitive assessment techniques for Islamic religious education during the COVID-19 pandemic. This research includes qualitative research with the type of field research. The research data were taken from primary data and secondary data relevant to the research. Sources of data were obtained from interviews with teachers of Islamic religious education subjects via WhatApps while secondary data were obtained from documents and teacher learning journals. The analysis technique used is to present the results of the study, then reduce the data from the research results and finally verify the data. The results of the research in general can be conveyed as follows: (1) Cognitive assessment in Islamic religious education learning has the function of measuring the scale of students' ability to understand a material on an ongoing basis (2) This cognitive technique includes: multiple choice, short entry, matchmaking, description, oral tests, portfolios, projects and products (3) models of cognitive techniques during the pandemic in Islamic education learning using supporting tools that are easily accessible to each student and teacher. In the future, when the atmosphere returns to normal, it is hoped that educational institutions will be able to create the latest innovations in developing cognitive assessment techniques.

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Konsep Dasar Kurikulum Pendidikan Agama Islam

Cited by 15 publications

References 0 publications

Kedudukan Kurikulum dalam Pendidikan Agama Islam

Kedudukan Kurikulum dalam Pendidikan Agama Islam

Perbandingan Pembelajaran Saintifik Menggunakan Model Kooperatif Tipe Student Fasilitator and Explaining (Sfe) Dan Student Teams Achievement Division (Stad) Terhadap Hasil Belajar Kimia

Implementasi Teknik Penilaian Kognitif Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Covid-19

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