PENGEMBANGAN KURIKULUM RUMPUN MATA KULIAH PENDIDIKAN AGAMA ISLAM PERSPEKTIF INTEGRATIFINTERKONEKTIF DI PROGRAM STUDI PENDIDIKAN AGAMA ISLAM STAIN SULTAN ABDURRAHMAN KEPULAUAN RIAU

Arham Junaidi Firman, NIM.: 19304016012 (2023) PENGEMBANGAN KURIKULUM RUMPUN MATA KULIAH PENDIDIKAN AGAMA ISLAM PERSPEKTIF INTEGRATIFINTERKONEKTIF DI PROGRAM STUDI PENDIDIKAN AGAMA ISLAM STAIN SULTAN ABDURRAHMAN KEPULAUAN RIAU. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the implementation of the integration of knowledge in the curriculum of Islamic Religious Colleges (PTKI) as a response to the problem of dichotomy and scientific development trends that lead to multi, inter, and transdisciplinary in the era of globalization. Meanwhile, looking at the situation and conditions at the research site shows that the curriculum for the Islamic Religious Education course does not yet reflect the integration of knowledge in planning, implementing, and evaluating learning, so it is necessary to develop it to improve its quality. This research intends to develop a curriculum for the Islamic Religious Education course with an integrative-interconnective perspective at the Islamic Religious Education Study Program at STAIN Sultan Abdurrahman Riau Islands. This study uses the Borg and Gall research and development (R&D) model with a transformative approach. The research subjects were the chairpersons, secretaries, lecturers, and third-semester students of the Islamic Religious Education Study Program, STAIN Sultan Abdurrahman, Riau Islands. Data was collected through observation techniques, interviews, documentation, and questionnaires. Qualitative data were analyzed through condensation, presentation, conclusion drawing, and data verification. Meanwhile, quantitative data was analyzed using a Likert scale with the help of the Microsoft Excel 2019 application. The results of the study show: First, the implementation of the curriculum for the Islamic Religious Education course in an integrativeinterconnective perspective in the aspects of planning, implementing, and evaluating learning does not yet contain philosophical, material, and evaluation levels. While the methodological level in the aspects of planning and implementing learning can be seen through the use of the discussion method, it is not yet supported by integrativeinterconnective implementation models. Second, the curriculum model for the Islamic Religious Education course from an integrativeinterconnective perspective is an Islamic-synthesis curriculum which is described in curriculum documents and implementation guidelines. The curriculum document contains graduate competency standards, content standards, process standards, and learning assessment standards. The implementation guideline document contains planning, implementation, and learning assessment. Third, the feasibility of the synthetic-Islamic curriculum model obtained a very decent value from the results of product validation by experts and practitioners, as well as product testing at the main field trial stage and usage through the responses of lecturers and students. This research implies the need to develop a curriculum for the Islamic Religious Education course group on various components with an Islamic-synthetic model to meet student needs and the demands of scientific development trends.

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