KONSEP PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS KECERDASAN MAJEMUK PADA KURIKULUM 2013 TINGKAT SEKOLAH DASAR

M. Risydan ABP, NIM.: 20204011013 (2022) KONSEP PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS KECERDASAN MAJEMUK PADA KURIKULUM 2013 TINGKAT SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the reality of PAI learning which tends to apply monotonous, uninteresting learning and tends to only glorify linguistic and mathematical-logical intelligence. Whereas in the concept of multiple intelligences humans have nine intelligences. These multiple intelligences must have a wide space in PAI learning curriculum 2013. Especially for elementary school-aged children because at this age children experience development which will determine the next development period. PAI learning based on multiple intelligences in the 2013 curriculum at the elementary school level. This research is a qualitative research with the type of literature study (library research). The data collection technique in this research is documentation. Data analysis in this research is content analysis. The process of data analysis went through three stages, namely data condensation, data presentation and drawing conclusions. The results showed that: a. Every individual basically has a different type of intelligence that must be developed from an early age. PAI learning with the 2013 curriculum at the elementary school level has opened up a wide space for the development of multiple intelligences. This can be seen from aspects of core competencies, scientific approaches and authentic assessments that are relevant to the concept of multiple intelligences as well as teaching materials that in general have provided opportunities for the development of multiple intelligences. b. The development of PAI learning models based on multiple intelligences in the 2013 curriculum at the elementary school level can be seen from:1. Learning plans are carried out by determining learning strategies and compiling lesson plans based on multiple intelligences. 2. The implementation of learning is carried out with two models, namely: a) the PAI learning model is held in nine meetings to achieve one indicator and several indicators. b) one-time PAI learning model to achieve one indicator and some indicators. 3. Learning assessment uses authentic assessment which includes assessment of attitudes, knowledge and skills. Of course, in the process of developing PAI learning based on multiple intelligences, teachers must consider aspects of child development and student learning styles. This is done in order to achieve the objectives of PAI learning based on multiple intelligences.

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