Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau

Q1 Arts and Humanities
TESL-EJ Pub Date : 2021-07-31 DOI:10.37092/EJ.V4I1.286
Fitriyani Fitriyani, Atika Atika, Zainal Azman, Taufik Mukmin
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引用次数: 0

Abstract

Researchers conducted research at the Lubuklinggau City Special School in class 3C with intellectual disabilities and the researchers concluded that: the implementation of the 2013 curriculum in learning Islamic Religious Education for mentally retarded children at the Lubulinggau Special School is not entirely in accordance with the standards in the 2013 curriculum. attitudes and skills. Meanwhile, mastery of the material (knowledge) is not emphasized because of the limited abilities of students. Standard content, simplified Islamic Religious Education material, time allocation 3x40 minutes one meeting a week. Standard process, the learning process prioritizes direct practice, such as congregational prayer, reading the Koran and memorizing it, only 30% of the learning resources are printed books, and learning Islamic Religious Education is not only in class. The assessment is carried out by means of tests, midterm examinations, final semester examinations, and assessment of the learning process. the inhibiting factor is that students find it difficult to provide subject matter, insufficient facilities and infrastructure, only one teacher of Islamic Religious Education subject, and incomplete supporting books.
研究人员对卢布灵高市特殊学校3C班智障儿童进行了研究,得出结论:卢布灵高市特殊学校2013年《智障儿童伊斯兰宗教教育》课程的实施情况并不完全符合2013年课程标准。态度和技能。同时,由于学生的能力有限,对材料(知识)的掌握不被重视。标准内容,简化伊斯兰宗教教育教材,时间分配3 × 40分钟,每周一次会议。标准的过程,学习过程优先于直接的实践,如集体祈祷,阅读古兰经和背诵它,只有30%的学习资源是印刷书籍,学习伊斯兰宗教教育不仅仅是在课堂上。评估是通过测试、期中考试、期末考试和学习过程的评估来进行的。阻碍因素是学生难以提供科目,设施和基础设施不足,伊斯兰宗教教育科目只有一名教师,配套书籍不完整。
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来源期刊
TESL-EJ
TESL-EJ Arts and Humanities-Language and Linguistics
CiteScore
2.20
自引率
0.00%
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0
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