EFEKTIVITAS PENDIDIKAN AGAMA ISLAM (TELAAH IMPLEMENTASI KURIKULUM 2004 PADA SMA NEGERI DI KOTA PEKALONGAN)

SOPIAH, NIM.973082 (2009) EFEKTIVITAS PENDIDIKAN AGAMA ISLAM (TELAAH IMPLEMENTASI KURIKULUM 2004 PADA SMA NEGERI DI KOTA PEKALONGAN). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The current curriculum of the Islamic education subject according to the 2004 national curriculum aims to achieve competencies through student-centered learning processes. Accordingly, teachers serve more as facilitators in learning activities than as the only learning resources for students. Student-centered learning requires students' active participation. Similarly, the Islamic education subject is intended to achieve affective and psychomotoric behaviors along with cognitive knowledge competency that helps strengthen iman (faith) and taqwa (piety) of students to Allah SWT. Therefore, it requires appropriate learning media and facilities, various approaches, learning strategies and methods, conducive and exciting learning environment, remedial teaching, enrichment activities and reliable evaluation. In addition, infrastructures and other supporting programs are accordingly needed and play undeniably important roles. This research employs a curriculum development theory whose effective implementation depends on the planning, processes and learning results. Data were analyzed qualitatively by applying a case study approach. The participants were 4 School principles, 9 Islamic education subject teachers, grade -10 and grade -11 students of 4 different Senior High Schools. The data were collected from observations, in-depth interviews and documents. The findings show that the implementation of Islamic Education subject curriculum in these Public Senior High Schools in Pekalongan in the even semester the academic year 2005/2006 was relatively effective. The implementation effectiveness arises from its planning, process and learning results. At the planning stage, the majority of teachers of Islamic Education subject prepared yearly programs, semester programs, lesson plans, evaluation instruments and students' progress reports. At the learning process stage, teachers applied learning time allocation, learning environment with active participation of students, appropriate learning facilities and instruments, standard materials compatible with the Competency-Based Curriculum, adequate management capacities and supporting activity programs. Similarly, the learning results show that the standard competencies of Islamic Education subject could be achieved; the teachers' expectation was fulfilled with a satisfactory learning result in the form of good grades. In addition, excellent intra and extracurricular students' activities were successfully conducted. There were several factors that support the effectiveness of the curriculum implementation of the subject. They include teachers' understanding of the curriculum; the readiness of both teachers and students; the adequate media, facilities, learning resources; varied learning methods and approaches, exciting learning environments and valid and reliable evaluation. Similarly, supporting infrastructures and facilities such as library, mosque, and home-based Islamic education also played important roles in achieving the goals. This research has contributed to the literature on the Islamic education in high schools. In particular, it has provided answers to such questions as whether, how and why the Islamic education subject is effectively taught at high schools. The findings of this research could be used by Islamic education subject teachers to prepare and conduct the learning process. School principles, on the other hand, could use them to implement, evaluate and develop a suitable Islamic education curriculum. Furthermore, high education institutions could take these findings into consideration when formulating policies concerning Islamic education curriculum development. Finally, these findings may serve as a feedback for the Ministry of Religious Affairs and Department of National Education to revise, develop, and implement policies relating with Islamic education curriculum at schools.

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