Pengembangan kurikulum Pendidikan Agama Islam (PAI) di Sekolah Menengah Atas (SMA): Studi multikasus di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang

INDONESIA:

Kurikulum PAI merupakan salah satu komponen penting untuk mencetak generasi bangsa yang berakhlak dan bermatabat. Namun kurikulum PAI selama ini dianggap hanya mendidik aspek kognitif (transfer of knowladge) dan belum banyak menyentuh aspek afektif dan psikomotor (transfer of value). Ini terbukti dari banyaknya pelajar yang terlibat tawuran antar pelajar, para pelajar yang terjerat dalam dunia narkoba, sekumpulan pelajar yang pada jam-jam sekolah berada di pusat-pusat perbelanjaan dan keramaian. Oleh karena itu, perlu dilakukan pengembangan kurikulum PAI yang mengakomodir aspek kognitif, afektif dan psikomotor, sehingga pendidikan tidak hanya bersifat transfer of knowladge tetapi juga transfer of value. Selain berdasarkan fakta tersebut, pengembangan kurikulum PAI sudah semestinya dilakukan, hal ini difahami dari UU Sisdiknas Nomor 20 Tahun 2003, PP Nomor 19 Tahun 2005 tentang SNP, Permendiknas No. 22 Tahun 2006 tentang Standar Isi, Permendiknas No.23 Tahun 2006 tentang Standar Kompetensi Lulusan, Permendiknas No. 24 Tahun 2006 tentang pelaksanaan Permendiknas No.22 dan 23.

Pengembangan kurikulum PAI dalam penelitian ini mengandung pengertian perluasan atau penyempurnaan sekumpulan materi pokok PAI dan apa saja yang dialami peserta didik atau segala upaya (rekayasa) yang diprogramkan sekolah dalam membantu mengembangkan potensi peserta didik melalui pengalaman belajar yang potensial untuk mencapai visi, misi, tujuan sekolah.

Penelitian ini bertujuan untuk mengungkapkan pengembangan kurikulum PAI yang diterapkan di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang, dengan pokok masalah (1) Perencanaan kurikulum PAI di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang, (2) Pelaksanaan kurikulum PAI di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang, (3) Evaluasi kurikulum PAI, yang dilakukan di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang.

Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multikasus. Pengumpulan data dilakukan dengan wawancara mendalam, observasi partisipan, dan dokumentasi. Informan penelitian yaitu kepala sekolah, wakil kepala bidang kurikulum, dan guru PAI. Data yang terkumpul diorganisir, ditafsirkan, dan dianalisis dalam kasus (within analisys) serta analisis lintas kasus (cross case analisys). Sedangkan pengecekan keabsahan data menggunakan triangulasi sumber dan metode.

Temuan penelitian menunjukkan bahwa: (1) Perencanaan kurikulum PAI di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang mempertimbangkan beberapa hal, yang meliputi: latar belakang, sumber ide, konsep, tujuan, landasan, dan prinsi-prinsip pengembangan kurikulum PAI. (2) Pelaksanaan kurikulum PAI di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang dilaksanakan melalui kegiatan intrakurikuler dan ekstrakurikuler dengan menggunakan metode-metode sesuai dengan tiap-tiap aspek kurikulum PAI, serta didukung sarana dan prasarana yang memadai. Dan evaluasi pembelajaran dilakukan pada ranah kognitif afektif, dan psikomotor yang tujuannya untuk mengetahui perolehan belajar/kompetensi peserta didik. dan (3) Evaluasi kurikulum PAI di SMA Negeri 2 Lumajang dan SMA Jendral Sudirman Lumajang dilakukan pada program pengembangan kurikulum dan pelaksanaan kurikulum PAI dengan melibatkan pihak internal dan eksternal.

ENGLISH:

Curriculum of Islamic Religious Education is one important component to generate the nation's generation who have a certain character and dignified. However, Islamic Religious Education curriculum had been considered only educate the cognitive aspect (the transfer of knowladge) and not much touching aspects of the affective and psychomotor (transfer of value). This is evident from the number of students involved fighting between students, those students who are entangled in a world of drugs, a set of students in school hours in shopping centers and crowded places. Therefore, it is necessary to develop the Islamic Religious Education curriculum that accommodate a cognitive, affective and psychomotoric, so education is not merely a transfer of knowladge but also the transfer of value. In addition to these fact-based, the development of Islamic Religious Education curriculum should be done already, this is understandable from the National Education Law No. 20 of 2003, Rule of Government No. 19 of 2005 on the SNP, Permendiknas No. 22 of 2006 on the Content Standards, Permendiknas No. 23 of 2006 on the Graduate Competency Standards, Permendiknas No. 24 of 2006 on the implementation of Permendiknas No. 22 and 23.

Development of Islamic Religious Education Curriculum in this study implies an expansion or improvement of a set of subject matter and any experienced learners or all efforts (engineering) who programmed the school in helping develop the potential of learners through the learning experience of potential to achieve the vision, mission, school goals.

This study aims to reveal the applied development of Islamic Religious Education Curriculum in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang, the main problem (1) Islamic Religious Education Curriculum planning, carried out in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang, (2) Implementation of the Islamic Religious Education curriculum, carried out in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang, (3) Islamic Religious Education curriculum evaluation, carried out in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang.

This study used a qualitative approach to design the multi-cases studies. Data was collected through in-depth interviews, participant observation, and documentation. Research informants namely the principal, deputy head of the curriculum, and teacher of Islamic Religious Education. Data collected in organized, interpreted, and analyzed in the case (within Analisys) and cross-case analysis (cross case Analisys). Then checking the validity of data is using triangulation of data sources and methods.

The findings showed that: (1) Planning of islamic religious curriculum in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang consider several things, including: background, source of ideas, concepts, purpose, basis, and the devloptmen of islamic religious education curriculum principles. (2) The Islamic religious education curriculum in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang implemented through the intrakurikular and extracurricular activities by using methods in accordance with each aspect of islamic religious education curriculum, and supported by adequate infrastructure. Learning and evaluation conducted on the cognitive affective, and psychomotor which aim to determine the acquisition of learning / competency of learners. and (3) Evaluation of islamic religious education curriculum in State of Senior High School 2 Lumajang and Senior high school General Sudirman Lumajang were done on developing a curriculum program and implementatat an islamic religious education curriculum by involving internal and external parties.