PENGEMBANGAN KURIKULUM PAI DI STMIK EL RAHMA YOGYAKARTA

PARISAKTIANA FATHONAH, NIM. 16204010008 (2018) PENGEMBANGAN KURIKULUM PAI DI STMIK EL RAHMA YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

STMIK El Rahma as a private computer college in the city of Yogyakarta has demonstrated its distinctiveness in setting the curriculum in its university. One characteristic is indicated by the motto "Superior, Independent, Quranic". So, with the existence of the slogan, PAI curriculum development was carried out. This study aims to describe and analyze concepts, the results of the implementation of Islamic religious education curriculum development at STMIK El Rahma Yogyakarta. The results of this study are expected to be used to improve the development of the Islamic religious education curriculum at STMIK El Rahma Yogyakarta. This research is a qualitative research, taking the location of STMIK El Rahma Yogyakarta. Data collection is done by conducting observations, interviews, and documentation. Analysis is carried out by giving meaning to the data collected, and from the meaning drawn conclusions. Checking the validity of the data is done by triangulation technique. The results of the study show: (1) The development of the Islamic religious education curriculum at STMIK El Rahma Yogyakarta is based on four things, namely the philosophical, psychological, socio-cultural, and science and technology foundation. In its development, Islamic religious education curriculum at STMIK El Rahma was developed based on four models, namely the academic subject curriculum, humanist curriculum, social reconstruction curriculum, and technological curriculum. (2) Islamic religious education curriculum development is carried out at STMIK El Rahma because of the Islamic religious education curriculum as a compulsory curriculum for all study programs in the high school environment. So, the Islamic religious education curriculum must be given for six (6) semesters, consisting of: Student Boarding Schools 1 and 2, Religious Education 1 to Religious Education 4. The scoring system is based on two possible ways of assessing. (a) In general, the grading system uses the standard benchmark reference assessment. (b) In the condition that all students are below the average value, the lecturer can apply the norms reference assessment. From the results of the assessment it can be seen that there are still students who do not get the maximum score, so the development of the Islamic religious education curriculum at STMIK El Rahma needs to be reviewed to be developed and evaluated again because religious education as the basis and guidance for human life must take root in students.

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