AKTUALISASI MODERASI BERAGAMA DALAM PENGEMBANGAN KURIKULUM PAI BERBASIS MERDEKA BELAJAR

Oktia Anisa Putri; Ifnaldi Nurmal

doi:10.47498/tadib.v14i2.1564

Oktia Anisa Putri Mahasiswa Pascasarjana Institut Agama Islam Negeri Curup
Ifnaldi Nurmal Institut Agama Islam Negeri Curup, Bengkulu, Indonesia

DOI: https://doi.org/10.47498/tadib.v14i2.1564

Keywords: Religious Moderation, PAI Curriculum, Merdeka Belajar Curriculum

Abstract

This study aimed to learn how the implementation of religious moderation in the development of the PAI curriculum. Researchers used the Library Research research method with historical analysis research types and data collection techniques taken from various literature that discussed the theme in question to find out this. The data that has been collected is then analyzed using content analysis techniques. The study results reveal that the inculcation of moderation values in education is so important in managing world civilization in the field of education. With a high sense of tolerance, will not blame differences. However, this does not mean that moderate Islamic teachings are wishy-washy. Still, these teachings will filter out existing disputes and unite the differences that divide the archipelago, nation and religion. Religious moderation in schools can be done through the Hidden Curriculum. The process of acculturation through the habit of internalization and institutionalization. The PAI curriculum now also uses the independent learning curriculum where the aim of the Free Learning curriculum is the policy of the Minister of Education and Culture to encourage students to master useful knowledge. and provide opportunities for students to be free but still express learning within existing limits and criticisms, without having to fade away as noble ideals and also morals for educators. The factors that influence religious moderation in schools include internal and external factors.

References

Baharrudin. (2014). Pendidikan Dan Psikologi Perkembangan. Ar-Ruzz Media.

Chanifah, N. (2015). Perkembangan Kurikulum Lembaga Pendidikan Islam Sebelum Madrasah Pada Masa Kejayaan Dinasti Abbasiyah. Jurnal Pikir: Jurnal Studi Pendidikan …, 1(1), 1–20.

Darsono, M. (2000). Belajar dan Pembelajaran. IKIP Semarang Press.

Didiyanto. (2017). Paradigma Pengembangan Kurikulum Pai Di Lembaga Pendidikan. Jurnal Pendidikan Agama Islam, 1(2), 125. https://doi.org/10.33650/edureligia.v1i2.740

Gunawan, H. (2013). Kurikulum dan Pembelajaran Pendidikan Agama Islam. Alfabeta.

Hanafi, M. (2014). Pengembangan Kurikulum Perguruan Tinggi Agama Islam. Jurnal Studi Islam, 1(2), 281. https://doi.org/10.19105/islamuna.v1i2.572

Hermawan, Y. C., Juliani, W. I., & Widodo, H. (2020). Konsep Kurikulum Dan Kurikulum Pendidikan Islam. Jurnal MUDARRISUNA, 10(1), 37. https://doi.org/10.22373/jm.v10i1.4720

Idi, A. (1999). Pengembangan Kurikulum Teori dan Praktek. Gaya Media.

Junaedi, E. (2019). Inilah Moderasi Beragama Perspektif Kemenag. Harmoni, 18(2), 182–186. https://doi.org/10.32488/harmoni.v18i2.414

Junaidi, & Ninoersy, T. (2021). Nilai-Nilai Ukhuwwah dan Islam Wasathiyah Jalan Moderasi Beragama di Indonesia. Jurnal Riset Dan Pengabdian Masyarakat, 1(1), 89–100. https://doi.org/10.22373/jrpm.v1i1.660

Kurniawan, N. A., Saputra, R., Daulay, A. A., & Zubaidah. (2022). Implementasi Merdeka Belajar Bagi Konselor. 9(2), 69–72.

Majid, A. (2012). Belajar Dan Pembelajaran Pendidikan Agama Islam. Remaja Rosdakarya.

Marisa, M. (2021). Inovasi Kurikulum “Merdeka Belajar” di Era Society 5.0. Jurnal Sejarah, Pendidiikan Dan Humaniora, 5(1), 66–78. https://doi.org/10.36526/js.v3i2.e-ISSN

Muhaimin. (2004). Paradigma Pendidikan Islam, Upaya Mengefektifkan Pendidikan Agama Islam Di Sekolah. PT Remaja Rosdakarya.

Mutiara, O. A., Warsah, I., & Amrullah. (2021). IMPLEMENTATION OF ISLAMIC EDUCATION CURRICULUM PRINCIPLES AT STATE ISLAMIC ELEMENTARY SCHOOL. JIP: Jurnal Ilmiah PGMI, 7(2), 1–10.

Nur’aini, S. (2021). Moderasi Beragama Dalam Pendidikan. In Jurnal Pedagogy.

Prasetyo, A. R., & Hamami, T. (2020). Prinsip-prinsip dalam Pengembangan Kurikulum. Palapa, 8(1), 42–55. https://doi.org/10.36088/palapa.v8i1.692

Safarnaa, A. (2022). Kurikulum Pendidikan Agama Islam dan Pendidikan Agama ( Relevansi Konsep Pendidikan Islam Ibnu Khaldun Dengan Pendidikan Merdeka Belajar ). 1(1), 17–23.

Sarinah. (2012). Pengantar Kurikulum. CV Budi Utama.

Soekamto, H., & Handoyo, B. (2022). Perencanaan Pembelajaran Geografi. CV Bayfa Cendekian Indonesia.

Suprapto. (2020). Integrasi Moderasi Beragama Dalam Pegembangan Kurikulum Pendidikan Agama Islam Integration of Religious Moderation in the Development of. Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(3), 355–368.

Susilawati, N. (2021). Merdeka Belajar dan Kampus Merdeka Dalam Pandangan Filsafat Pendidikan Humanisme. Jurnal Kajian Pendidikan Dan Pembelajaran, 2(3), 203–219. https://doi.org/10.24036/sikola.v2i3.108

Syafaat, A. (2008). Peranan Pendidikan Agama Islam Dalam Mencegah Kenakalan Remaja (Juvenile Delinquncy). Rajawali Press.

Wahid, A. H. (2018). Baqiyatus Sholehah,Pendidikan Akhlak Persepektif Al –Ghazali. Jurnal Ilmu Tarbiyah, 7(2), 193.

Warsah, I. (2018). PENDIDIKAN KELUARGA MUSLIM DI TENGAH MASYARAKAT MULTI-AGAMA : ANTARA SIKAP KEAGAMAANDAN TOLERANSI ( Studi di Desa Suro Bali Kepahiang-Bengkulu ). Edukasia: Jurnal Penelitian Pendidikan Islam, 13(1), 1–24.

Warsah, I., Avisa, A., & Anrial. (2020). POLA KOMUNIKASI ANTAR UMAT BERAGAMA MASYARAKAT DESA SINDANG JAYA, REJANG LEBONG, BENGKULU. Ar-Risalah: Media Keislaman, Pendidikan Dan Hukum Islam, XVIII(2), 283–307.

Warsah, I., Destriani, Yudhi Septian, R., & Nurhayani. (2022). Implementasi Kurikulum Tersembunyi Pada Mata Pelajaran Pendidikan Agama Islam di SMA Negeri 1 Rejang Lebong. Al-Ikhtibar: Jurnal Ilmu Pendidikan, 9(1), 1–11. https://doi.org/10.32505/ikhtibar.v9i1.632

Wedi, A., Zulhazmi, A. Z., & Anwar, M. Z. (2020). Wacana Keagamaan di Indonesia Pasca Reformasi.

Zahroh, A. (2022). Penerapan Moderasi Beragama Melalui Kurikulum Pendidikan. Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 05(02), 230–243.