Manajemen kurikulum keagamaan sekolah dasar islam terpadu an najiah Seruyan

Subli, Subli (2021) Manajemen kurikulum keagamaan sekolah dasar islam terpadu an najiah Seruyan. Masters thesis, IAIN Palangka Raya.

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Abstract

Abstract

Sekolah Dasar Islam Terpadu (SD IT) An Najiah Seruyan mempunyai keunggulan dan keunikan serta berciri khas ke Islaman, maksudnya Pendidikan agamanya lebih banyak dan diunggulkan, seperti belajar Piqih, Bahasa Arab, Aqidah Akhlak, Tafsir, Siroh Hadits, Hafalan Al Qur’an dan Hafalan Hadits Arbain. Pagi hari khusus belajar Al Qur’an, sore hari Hapalan Al Qur’an dimulai hari Senin sampai Rabu, Hapalan Hadits Arbain hari Kamis sampai Jum’at. Sehingga peneliti merasa tertarik mengadakan penelitian dengan judul: Manajemen Kurikulum Keagamaan Sekolah Dasar Islam Terpadu An Najiah Seruyan.

Pendekatan yang digunakan adalah pendekatan kualitatif. Teknik yang digunakan untuk pengumpulan data adalah observasi, wawancara, dan dokumentasi. Subjek penelitian adalah Kepala Sekolah dan Guru Pengajar Pikih dan sebagai informannya adalah Guru Bidang Koordinator Tahfizh Qur’an dan Hapalan Hadits, guru pengajar Di SDIT An Najiah. Analisis data berpedoman pada model analisis interaktif dari Miles dan Michael Huberman.

Hasil dari penelitian ini adalah: (1) Perencanaan manajemen kurikulum keagamaan di SD IT An Najiah Seruyan ini, sudah berjalan baik, dan koordinator bidang melaksanakan perencanaan yang diprogramkan sekolah dan Perencanaan kurikulum keagamaan di SD IT An Najiah Seruyan dilakukan dengan berpedoman pada kurikulum nasional, dan kurikulum pengembangan keunggulan lokal bidang Tahfizh dan hapalan hadits arbain, dan adaptasi kurikulum keagamaan dipondok pesantren Solo, yang diwujudkan dalam struktur dan muatan kurikulum mayoritas pelajaran agama Islam berupa ilmu tafsir, hadits, fiqih, akidah akhlak, Bahasa arab. (2) Pengorganisasian manajemen kurikulum di SD IT An Najiah Seruyan ini, melaui SK Kepala Sekolah tentang pembagian tugas sebagai dasar dalam melaksanakan tugas dan struktur kurikulum yang sesuai standar Pemerintah dan kurikulum unggulan sekolah yang sudah disusun. (3) Pelaksanaan kurikulum keagamaan di SD IT An Najiah Seruyan terealisasi dalam berbagai bentuk kegiatan berupa pembelajaran pagi, sore hari, tahfidzul qur’an dan hapalan hadits arbain, kegiatan ekstrakurikuler demi mengembangkan potensi siswa. Pihak yang bertanggungjawab dalam pelaksanaan kurikulum adalah kepala madrasah sebagai pengambil keputusan, guru sebagai administrator pembelajaran, koordinator bidang kegiatan dan saling mendukung demi suksesnya pelaksanaan kurikulum di SD IT An Najiah. (4) Evaluasi kurikulum keagamaan di SD IT An Najiah dilakukan untuk menilai hasil belajar siswa yang dilaksanakan dalam bentuk ujian semester, ujian sekolah dan ujian kurikulum nasional dan muatan kurikulum keagamaan lokal.

ABSTRACT

SD IT An Najiah Seruyan has superiority and uniqueness and also has Islamic characteristics, which means much more Islamic Education than other subjects, like fiqih, Arabic, Aqidah Akhlah, Tafisr, Siroh Hadits, Alqur’an and Hadits Arbain memorization. In the morning learn Al-Qur’an, while in the noon memorize it started from Monday until Wednesday, while Hadits Arbain memorization started from Thursday and Friday. So the researcher interested to do a research entitled: Religious Curriculum Management at SD IT An Najiah Seruyan.

The research approach was qualitative. Data collection techniques were observation, interview and documentation. Research subjects were Principal and Teacher who taught Fiqih and informants were Coordinator teacher on Tahfizh Qur’an and Hadits memorization, and teachers in that school. Data analysis based on interactive analysis model of Miles and Huberman.

The result showed that: (1) Planning on religious curriculum management in this school has run well, and field coordinator implemented the planning that programmed by school before and Planning religious curriculum in that school done based on national curriculum, Tahfizh and Hadits Arbain memorization development curriculum, adapted religious curriculum from Islamic Boarding School in Solo that realized in structure and curriculum contents that majority on Islamic Education like Tafsir, Hadits, Fiqih, Akidah Akhlak and Arabic. (2) Organization of curriculum management in this school through Principal’s decree about division of tasks as base in implemented the task and curriculum structure that appropriated with Government standard and school’s superior curriculum that has arranged. (3) Implementation of religious curriculum in this school realized in many activity forms like learning in the morning and noon, Tahfidzul Qur’an and Hadits Arbain memorization, extracurricular activity exist to develop student potential. They were who responsibility in implemented the curriculum like Principal as decision-maker, teachers as learning administrator and field coordinator supported each other for the success of curriculum implementation in that school. (4) Evaluation of religious curriculum in this school done to evaluate the students learning outcome that implemented in semester exam, school exam, and national exam and local religious curriculum contents.

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