%A NIM. 16204010008 PARISAKTIANA FATHONAH
%O Dr. Hj. Sri Sumarni, M.Pd.
%T PENGEMBANGAN KURIKULUM PAI
DI STMIK EL RAHMA YOGYAKARTA
%X 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.
%K Islamic Religious Education Curriculum Development, Public Higher
Education.
%D 2018
%I UIN SUNAN KALIJAGA YOGYAKARTA
%L digilib33596