Ofik Taufiqurrohman, M. Misbahuddin, Wasehudin Wasehudin
{"title":"INITIATING PAULO FREIRE'S PERSPECTIVE ON THE EDUCATIONAL PARADIGM IN THE INDEPENDENT LEARNING CURRICULUM AND ITS RELEVANCE TO ISLAMIC EDUCATION IN MADRASAH","authors":"Ofik Taufiqurrohman, M. Misbahuddin, Wasehudin Wasehudin","doi":"10.30868/ei.v13i01.5963","DOIUrl":"https://doi.org/10.30868/ei.v13i01.5963","url":null,"abstract":"This research explores Paulo Freire's perspective on Islamic education and its relevance to the Islamic curriculum in madrasahs in prioritizing moral and ethical values. This report uses a comprehensive approach to analyze Freire's 1972 book, \"Pedagogy of the Oppressed\" and highlights the importance of Freire's paradigm in Islamic education in Indonesia, especially in madrasah. This paradigm emphasizes the importance of student involvement, active participation, and participation in learning, in line with the objectives of the Islamic curriculum to create critical, creative, and responsible individuals in the 21st century. Integrating Islam into Freire's paradigm can also improve character, morals, and religious values in education. It emphasizes dialogue, participation, and contextual engagement in learning, fostering a sense of responsibility for developing skills and values relevant to the social and cultural context. It is hoped that applying the Freire paradigm and Islamic education in Indonesian education, especially in madrasahs, will lead to a more comprehensive, inclusive, and meaningful education.","PeriodicalId":517801,"journal":{"name":"Edukasi Islami: Jurnal Pendidikan Islam","volume":"99 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muh. Yahya Obaid, Moh Safrudin, Jumarddin La Fua, St. Fatimah K., Waode Hardiana, Sabaria Rauf Tanaba
{"title":"IMPLEMENTATION OF ISLAMIC EDUCATION CURRICULUM DEVELOPMENT IN INTEGRATED ISLAMIC SCHOOLS IN SOUTHEAST SULAWESI","authors":"Muh. Yahya Obaid, Moh Safrudin, Jumarddin La Fua, St. Fatimah K., Waode Hardiana, Sabaria Rauf Tanaba","doi":"10.30868/ei.v13i01.6196","DOIUrl":"https://doi.org/10.30868/ei.v13i01.6196","url":null,"abstract":"This study aims to determine the planning, implementation, and evaluation of implementing Islamic education curriculum development at integrated Islamic schools in Southeast Sulawesi. The method used in this study is qualitative research with a phenomenological approach. Data collection techniques include observation, interviews, and documentation; data is processed using data reduction, display, and verification. Data checking techniques use triangulation techniques, discussions with colleagues, and extending time in the field. The results show that the planning of the Islamic education program at integrated Islamic schools in Southeast Sulawesi is prepared at the beginning of each academic year and has been well implemented as an annual, semester, weekly, daily, enrichment, and remedial program. The curriculum implementation is carried out variably between the 2013 and independent learning curricula. Implementing the Islamic education curriculum in the classroom involves elements of educators, students, learning resources, and other supporting facilities and infrastructure. All subjects and all school activities are inseparable from the framework of Islamic teaching values. The excellence in implementing the Islamic education curriculum lies in additional activities such as Muhayyan, programmed sunnah fasting, memorization of six chosen surahs, and blessed Friday movements. The implementation of the Islamic Education curriculum can be evaluated by looking at four aspects: objectives, strategies, lesson content, and evaluation activities. Learning evaluation as a curriculum is implemented through formative, summative, and summative, with assessment targets covering cognitive, attitudinal, and skill domains.","PeriodicalId":517801,"journal":{"name":"Edukasi Islami: Jurnal Pendidikan Islam","volume":"226 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EVALUATION OF ISLAMIC RELIGIOUS EDUCATION AND CHARACTER LEARNING USING COUNTENANCE STAKE MODEL","authors":"Fahmi Ziyyad Alafthoni","doi":"10.30868/ei.v13i01.6115","DOIUrl":"https://doi.org/10.30868/ei.v13i01.6115","url":null,"abstract":"This research aims to describe the implementation of teaching of Islamic and religious education at Senior High School Jember Regency which includes planning, learning, and learning assessment, and student KKM result. It is an evaluation study using a quantitative descriptive approach with the Countenance Stake model with three phases: antecedent, transaction, outcome. The research sample comprised 9 PAI (Islamic Religious Education) teachers and 298 grade XI. The data were collected through documentation, observation, questionnaires, and interviews. The validation of the instrument was conducted through content validity and construct validity and reliability with Alpha Cronbach. The data analysis technique used the ideal criteria from Azwar. The results of this study show that: (1) The Antecedent aspects of learning planning have a 98.46% achievement with good categories. (2) The Transaction aspect includes implementing a 89.07% learning belonging to good categories and a 84.34% learning assessment with good categories. The Outcome aspect as seen from the learning outcomes of one theme has not fulfilled the Minimal submission criteria. 1) The need for learning device training, 2) The use of innovative learning models, 3) The need for periodical clinical supervision.","PeriodicalId":517801,"journal":{"name":"Edukasi Islami: Jurnal Pendidikan Islam","volume":"32 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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