The repository administrator has not yet configured an RDF license.
IMPLEMENTASI DAN PROBLEMATIKA KURIKULUM ISMUBA DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK PERSPEKTIF PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (STUDI DI SMA MUHAMMADIYAH 1 YOGYAKARTA)
The background of this study is based on the fact that not all schools are capable of implementing the ISMUBA curriculum effectively. Its implementation still tends to emphasize the cognitive (academic) aspect rather than the affective and character dimensions of students’ development. SMA Muhammadiyah 1 is regarded as successful in integrating cognitive and affective aspects through the implementation of the ISMUBA curriculum. This study aims to explore the implementation of the ISMUBA curriculum and the challenges encountered in shaping students’ character through the lens of Syed Muhammad Naquib al-Attas’s concept of adab. The study employs a qualitative approach with a case study method, Data were collected through document analysis and in-depth interviews with the vice principal for the ISMUBA curriculum, four ISMUBA teachers who also serve as class teachers, and three students. The data were analyzed using Miles, Huberman, and Saldana’s interactive model, which consists of data condensation, data display, and conclusion drawing. The trustworthiness of the data was ensured through prolonged observation, persistent engagement, and triangulation of techniques and sources. The findings reveal three key points. First, the implementation of the ISMUBA curriculum at SMA Muhammadiyah 1 Yogyakarta in shaping students’ character is carried out through a holistic and integrated system aligned with the 2024 ISMUBA Curriculum framework, emphasizing intra-curricular, co-curricular, and habituation activities. Its success depends on the synergy between strong leadership and exemplary conduct of school leaders and the central role of teachers as uswah (role models) in every interaction. Second, the major challenges arise from external factors, such as the influence of social media and students’ uncontrollable social environments outside school, while internal challenges involve the curriculum and learning materials, teachers’ ruhiyah, digital literacy gaps, inconsistencies in teaching methods, and the insufficient focus on moral assessment in the Merdeka Curriculum. Third, the perspective of adab reflects an effort to implement the ideal principles of Islamic education into structured and holistic practice. There is a strong convergence between the spirit of the ISMUBA curriculum and al-Attas’s concept of ta’dīb at SMA Muhammadiyah 1 Yogyakarta. However, al-Attas’s framework also highlights several fundamental challenges. Therefore, this study offers a theoretical–philosophical contribution as an ideal benchmark for evaluating and addressing these challenges.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
IMPLEMENTASI DAN PROBLEMATIKA KURIKULUM ISMUBA DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK PERSPEKTIF PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (STUDI DI SMA MUHAMMADIYAH 1 YOGYAKARTA) (Text)
IMPLEMENTASI DAN PROBLEMATIKA KURIKULUM ISMUBA DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK PERSPEKTIF PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (STUDI DI SMA MUHAMMADIYAH 1 YOGYAKARTA) (Other)
HTML Summary of #74088 IMPLEMENTASI DAN PROBLEMATIKA KURIKULUM ISMUBA DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK PERSPEKTIF PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (STUDI DI SMA MUHAMMADIYAH 1 YOGYAKARTA)
370. 114 Pendidikan Moral, Pendidikan Karakter