PENGEMBANGAN KURIKULUM 2013 REVISI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA ERA REVOLUSI INDUSTRI 4.0 DI SMAN 7 PURWOREJO

Anisah Solihati, NIM.: 19204012019 (2022) PENGEMBANGAN KURIKULUM 2013 REVISI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA ERA REVOLUSI INDUSTRI 4.0 DI SMAN 7 PURWOREJO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The disruption that has hit technology, especially information technology, has played a role in coloring the industrial revolution 4.0 so that it spurs changes in various areas of people's lives, both in terms of needs and development, including education. The development of the intellectual abilities of the left brain which is the main orientation of education can no longer be maintained. This eventually became one of the driving forces for the need for revisions to the 2013 curriculum. The most important thing about doing a curriculum revision is anticipating the developments and needs of the 21st century, by following the needs of today and the characteristics of students. This type of research is qualitative research with a phenomenological approach. Data were collected by observation, interviews, and documentation. The data that has been collected is then discussed, analyzed, interpreted, and concluded in a descriptive form. The data validity test in this study is data triangulation, namely technical triangulation, source triangulation, and time triangulation. The results showed: First, learning activities at SMAN 7 Purworejo in the 2013 Curriculum period have used a scientific approach, including PAI subjects. The follow-up of SMAN 7 Purworejo with the 2013 Curriculum policy that puts character first is the launch of the flagship program "Embracing the Qur'an". Second, the development of the 2013 Curriculum Revised in PAI learning at the implementation stage is not much different from the 2013 Curriculum, which uses a scientific approach in the form of group discussion and question and answer activities. However, in the implementation of the 2013 Revised Curriculum, the intensity of group discussion and question-and-answer activities was increased, accompanied by variations for each PAI teacher to develop 21st-century skills (4C) and students' HOTS in the industrial revolution 4.0 era. The typical literacy activity of the industrial revolution era, namely technological literacy, is also more developed in PAI learning. The program "Earth the Qur'an" continues to be developed with the existence of PPK in the Revised 2013 Curriculum, especially in co-curricular and extra-curricular activities. Third, there are several factors support the integration of the development of the Revised 2013 Curriculum in PAI learning, namely the support of school leaders, competent teacher competencies, accommodating learning facilities and resources, and a conducive academic environment. While the inhibiting factors include the lack of student competence, heterogeneous family backgrounds, and the lack of use of technology for PAI teachers.

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