Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta

Muhammad Munadi, Fitri Ana Ika Dewi

Abstract


This research aims to identify the implementation of integrated learning method based on Integrated Islamic School Network curriculum in SMA ABBS of Surakarta. This research is aimed to analyze the integrated phases used in SMA ABBS. Descriptive qualitative research was applied where the data taken from document, events, and informants. The results of the research show that there are three phases of integrated learning: material comprehension, integrated understanding, and practicing the integrated learning. The implementation of integrated learning method in SMA ABBS develops intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ). The implementation of integrated learning method based on Integrated Islamic School Network curriculum has ideological foundation sourced from the holy Qur’an and As-Hadits. The successful implementation of this method is due to good cooperation between the committees involved.

Keywords


Integrated Learning, Integrated Islamic School Network (JSIT), Intellectual-emotional-spiritual intelligence

Full Text:

PDF

References


Amin, R. M., Yusof, S. A., & Haneef, M. A. (2012). The Effectiveness of an Integrated Curriculum: The Case of the International Islamic University Malaysia. Proceedings of the 8 Th International Conference on Islamic Economics and Finance.

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.

Boud, D., & Solomon, N. (2000). Work as the curriculum: Pedagogical and identity implications. Conference Organized by Research into Adult and Vocational Learning (RAVL) at the University of Technology,

Sydney (UTS). Gleebooks," Studies in Continuing Education," and the Faculty of Education at UTS Provided Some Financial, 55. ERIC.

Brewer, T. M. (2002). Integrated curriculum: What benefit? Arts

Education Policy Review, 103(4), 31–36.

Carbonell, J. G., Knoblock, C. A., & Minton, S. (2014). Prodigy: An integrated architecture for planning and learning. In Architectures for intelligence (pp. 255–292). Psychology Press.

De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), 657–662.

Drake, S. M. (2007). Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction. ERIC.

Ghosh, S., & Pandya, H. V. (2008). Implementation of integrated learning program in neurosciences during first year of traditional medical course: Perception of students and faculty. BMC Medical

Education, 8(1), 44.

Hardini, I., & Puspitasari, D. (2012). Strategi pembelajaran terpadu. Yogyakarta: Familia.

Hasan, N. (2009). Islamizing formal education: Integrated Islamic school and a new trend in formal education institution in Indonesia.

Hasan, N. (2012). Education, young Islamists and integrated Islamic schools in Indonesia. Studia Islamika, 19(1).

Hashim, R. (2007). Intellectualism in higher Islamic traditional studies: Implications for the curriculum. American Journal of Islamic Social Sciences, 24(3), 92.

Hatton, K. (2012). Considering diversity, change and intervention: How the higher education curriculum looked in on itself. Widening Participation and Lifelong Learning, 13(1), 34–50.

Hill, A. (2007). Continuous curriculum assessment and improvement: A case study. New Directions for Teaching and Learning, 2007(112), 33–45.

Hopkins, D., & Reynolds, D. (2001). The past, present and future of school improvement: Towards the third age. British Educational Research Journal, 27(4), 459–475.

Ingram, J. B. (2014). Curriculum integration and lifelong education: A contribution to the improvement of school curricula (Vol. 6). Elsevier.

Karseth, B. (2004). Curriculum changes and moral issues in nursing education. Nurse Education Today, 24(8), 638–643.

Khuzaemah, E. (2016). Penerapan Model Terpadu dalam Pembelajaran Menulis Cerpen Islami. Indonesian Language Education and Literature, 1(2), 148–161.

Koskinen, R. S. (2003). Method and system for creating an integrated learning environment with a pattern-generator and course-outlining tool for content authoring, an interactive learning tool, and related administrative tools.

Kurniawan, D. (2014). Pembelajaran terpadu tematik (Teori, praktik, dan penilaian). Bandung: Alfabeta.

Lubis, M. A. (2015). Effective implementation of the integrated Islamic education. Global Journal Al-Thaqafah, 5(1), 59–68.

Lubis, M. A., & Wekke, I. S. (2009). Integrated Islamic education in Brunei Darussalam: The hopes and challenges. Educare, 1(2).

Lukens-Bull, R. A. (2001). Two sides of the same coin: Modernity and tradition in Islamic education in Indonesia. Anthropology & Education Quarterly, 32(3), 350–372.

Moore, R. (2001). Policy-driven curriculum restructuring: Academic identities in transition? Higher Education Close up Conference, 2.

Moore, R. (2003). Curriculum restructuring in South African higher education: Academic identities and policy implementation. Studies in Higher Education, 28(3), 303–319.

Murfiah, U. (2017). Model pembelajaran terpadu di Sekolah Dasar. Jurnal Pesona Dasar, 1(1).

Osman, A. (2013). Integrating Islamic Value In Medical Teaching Curriculum: IIUM Experience. Bangladesh Journal of Medical Science, 12(2), 117–120.

Pahl-Wostl, C., & Hare, M. (2004). Processes of social learning in integrated resources management. Journal of Community & Applied Social Psychology, 14(3), 193–206.

Parsons, M. (2004). Art and integrated curriculum. In Handbook of research and policy in art education (pp. 783–802). Routledge.

Pohl, F. (2009). Interreligious harmony and peacebuilding in Indonesian islamic education. In Peace psychology in Asia (pp. 147–160). Springer.

Salleh, M. J. (2009). The integrated islamic education: Principles and needs for thematic approaches. An Integrated Islamic Education: Need for Thematic Approaches, Singapore Islamic Education System (SIES) Seminar, Wisma MUIS, Singapore, On, 14.

Sylvén, L. K. (2004). Teaching in English or English teaching? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition (PhD Thesis). Göteborg University.

Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168.

Tan, C. (2012). Islamic education and indoctrination: The case in Indonesia. Routledge.

Van den Akker, J. (2004). Curriculum perspectives: An introduction. In Curriculum landscapes and trends (pp. 1–10). Springer.

Wati, U. A. (2010). Pengembangan Multimedia Pembelajaran untuk Mata Kuliah Pembelajaran Terpadu. Jurnal Penelitian Ilmu Pendidikan. Yogyakarta: FIP Universitas Negeri Yogyakarta.

Zuhdi, M. (2006). Modernization of Indonesian Islamic schools’ curricula, 1945–2003. International Journal of Inclusive Education, 10(4–5), 415–427.




DOI: http://dx.doi.org/10.15548/jt.v26i1.507

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Copyright © Al-Ta'lim Online Journal, Print ISSN 1410-7546 Online ISSN 2355-7893, All rights reserved


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.