PENGEMBANGAN MODEL KURIKULUM ELEKTIF-KOORDINATIF MENGACU KKNI PADA LEVEL S1, S2, DAN S3 PROGRAM STUDI PENDIDIKAN GURU MADRASAH IBTIDAIYAH DI PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI

Mohamad Agung Rokhimawan, NIM.: 1230016022 (2019) PENGEMBANGAN MODEL KURIKULUM ELEKTIF-KOORDINATIF MENGACU KKNI PADA LEVEL S1, S2, DAN S3 PROGRAM STUDI PENDIDIKAN GURU MADRASAH IBTIDAIYAH DI PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Curriculum is a blue print for every formal education institution from elementary, junior and senior high to college. In 2012, the Indonesian government issued a policy through Presidential Decree No. 8 on the Indonesian National Qualification Frame also in 2015, the ministry of Science, Technology, and Higher Education issued a Regulation No. 44 on The National Standard for Higher Education in which both discuss the Indoesia Qualification Framework (IQF) as the reference obliged for higher educations’ curricula. The framework talks about the competence of graduates and their skills. The current PGMI (Elementary Teachers Education) curricula for S1 and S2 programs have not met the points required in the frame nor the national standard as seen in the structure of the curricula, the learning achievement and the no-correlation between theory andits practice. The curriculum for S3 has not been designed nor even thought of. Therefore, an innovation on a curriculum model matching the Indonesian culture and characters is needed so that the graduates are ‘able to do’ and not only ‘know’. Because of the importance of model in a curriculum, the question on how to develop an elective-coordinative National-frame-based curriculum in S2, S2 and S3 levels of Elementary Teachers Education Program is essential. This development study utilizes prosedure model by Borg and Gall with 10 steps: 1) Need Analysis, 2) Planning, 3) Develop Preliminary Form of Product, 4) Prliminary Field Testing, 5) Main Product Revision, 6) Main Field Testing, 7) Revision of Product, 8) Operational Field Testing, 9) Final Product Revision, 10) Dissemination and Implementation. Data were collected throughinterview, questionnaire, scale instrument, and documentation. The data were analysed both quantitatively and qualitatively. To get the data tracer study and need analysis, SWOT analysis was used. The study, first, invented a concept of electivecoordinative curriculum development model. To compose the curriculum, the steps began by analysing core values of State Islamic University Sunan Kalijaga followed by faculty and study program to identify the characteristic of the university. After that, the intended competence that goes with the goal in each level of education was formulated. Second, the process of developing curriculum for S1, S2, and S3 needs four steps to compose. Third, the study results a curriculum document covering a concept of curriculum model, a base of curriculum, steps in composing it and a model of SCL learning. An evaluation from an expert shows average appropriateness of 75.52 (good) and average presentation 94.11 (very good). The average score for curriculum product is 84.82 (good) and can be implemented

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