KURIKULUM PENDIDIKAN AGAMA ISLAM TAHUN 2013 PERSPEKTIF FISALAFAT PENDIDIKAN PROGRESIVISME

Alif Nurul Mubarok, NIM.: 19204010031 (2021) KURIKULUM PENDIDIKAN AGAMA ISLAM TAHUN 2013 PERSPEKTIF FISALAFAT PENDIDIKAN PROGRESIVISME. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research aims to find out how the Curriculum of Islamic Religious Education in the Perspective of Progresiv Educational Philosophy and to find out the implications of progresiv education philosophy in the Islamic Religious Education curriculum in 2013. The type of research used is library research, so with this method will be studied from various sources of literature related to the subject matter that will be discussed in this research, both in the form of books, articles and opinions. Research produces 1) Reasons for the implementation of John Dewey's progressiv education in the Islamic Religious Education Curriculum are: a) bring pai education and learning in a more progressive direction, b) change authoritarian methods of education into democratic education, c) adjust educational patterns to the needs of students, d) students play an active role in the implementation of education in schools, and e) make schools as agents of social and moral reconstruction. 2) The implementation of John Dewey's Progresiv education in PAI learning is: 1) The implementation of religious education is carried out in PAI learning in the classroom by: a) start learning by motivating students, b) carry out contextual learning, c) involve students in utilizing learning media, d) fostering the active role of students in learning, e) Inviting students to independently critical thinking and problem solving, f) Fostering students' cheerfulness and enthusiasm in learning.

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