PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA DI PESANTREN, SEKOLAH DAN MADRASAH

Abstract

The development of the Religious Education curriculum is defined as the process of curriculum planning to produce a broad and specific curriculum, especially in the field of religious education. In curriculum development, there are several very important components, including objectives, learning materials, teaching and learning processes and evaluation. While in its implementation, some are developed only in terms of objectives and materials, but some are only in terms of methods or organizations and evaluations. However, for the benefit of a nation or educational institution, sometimes the development includes all components. If the development carried out includes all components, it may produce a new or more perfect curriculum. Talking about pesantren, there is no standard curriculum used in pesantren. Furthermore, curriculum development carried out in madrasah or school is required to refer to the National Education Standards as stipulated in Government Regulation No. 19 of 2005. National Education Standards consist of content standards, processes, graduate competencies, education personnel, facilities and infrastructure, management, financing, and educational assessment which in its development is integrated with character building. Unlike pesantren and madrasah, the curriculum in schools is generally oriented towards mastering knowledge, material and physical, the time for curricular learning is also very limited, all of this contributes to the school education system being very oriented towards the cognitive domain. In addition, the school learning system is dominated by teaching methods and has less opportunity to apply a very strategic and appropriate habituation method for instilling values, besides the learning materials are indeed the most minimal compared to pesantren and madrasah.