ANALISA MANAJEMEN KURIKULUM PENGEMBANGAN KEPRIBADIAN DAN TAHSINUL QUR’AN (PKTQ) FITK UIN SUNAN KALIJAGA YOGYAKARTA TAHUN 2023

Via Rahmahsari Manah, NIM.: 20104090025 (2025) ANALISA MANAJEMEN KURIKULUM PENGEMBANGAN KEPRIBADIAN DAN TAHSINUL QUR’AN (PKTQ) FITK UIN SUNAN KALIJAGA YOGYAKARTA TAHUN 2023. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the importance of good curriculum development management in an educational program so that students get optimal learning outcomes. The aim of this research is to determine and describe the process of needs assessment, planning and design, and curriculum implementation in the 2023 PKTQ program. This research uses qualitative methods with descriptive research type and data collection techniques in the form of interviews, observation and documentation. Data analysis was carried out by data reduction, data presentation, as well as drawing conclusions and verification. Meanwhile, testing the validity of the data was carried out by triangulating sources and techniques. The results of the study indicate that: 1) The structure of the 2023 PKTQ curriculum does not yet have a clear curriculum structure. 2) Needs assessment of PKTQ participants in 2023 has not been carried out by considering aspects of Islamic personality. 3). Curriculum planning and design, PKTQ in 2023 has not yet compiled a curriculum development cycle, the assessment instruments used are formative tests and summative tests, the scope and sequence of development have not considered aspects of Islamic personality, the curriculum guide has not been compiled in one coherent and clear document, the selection of teaching materials has not considered aspects of Islamic personality, the placement test and formative test assessment formats have used clear assessment rubrics, but the summative test does not yet have a clear assessment rubric. 4) Implementation of the curriculum, staff development is carried out by holding workshops and upgrading, the learning process is still not optimal, the monitoring process has not been carried out directly to each class, the use of data from the results of the assessment has not been optimally utilized, program evaluation has not been carried out routinely.

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