MANAJEMEN KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM (Studi Multisitus di SMPN 1 Tulungagung dan SMPN 1 Trenggalek)

ARISKA FAJRI KURNIAWAN, 1751144002 (2016) MANAJEMEN KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM (Studi Multisitus di SMPN 1 Tulungagung dan SMPN 1 Trenggalek). [ Thesis ]

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Abstract

ABSTRACT Thesis with the title, “Managemen Curriculum Religious Education of Islamic Public Schools (Studi Multi Situs di SMPN 1 Tulungagung dan SMPN 1 Trenggalek)” this written by Ariska Fajri Kurniawan with the adviser by Prof. H. Achmad Patoni, M.Ag and Dr. Agus Zaenul Fitri, M.Pd. Key Word: Management Curriculum, education of Islamic religion, general School. The research thesis this background by existenc of education Islamic religion still not yet find place and time which reasonable, the first on general school. More then it, because not counted at grouping lesson which national examination, the existence often less get interest, beside education Islamic religion not yet to be able as base of progress and besuccessful on other lesson, and the education Islamic religion become foundation the characteristic lesson of student on the daily behavior. The research focus on the written this thesis is: (1) How to planning lesson curriculum Islamic religion in SMPN 1 Tulungagung and SMPN 1 Trenggalek?; (2) How to organizing lesson curriculum Islamic religion in SMPN 1 Tulungagung and SMPN 1 Trenggalek?; (3) How to realization of lesson curriculum Islamic religion in SMPN 1 Tulungagung and SMPN 1 Trenggalek?; (4) How evaluation of lesson curriculum Islamic religion in SMPN 1 Tulungagung and SMPN 1 Trenggalek?. This thesis rewarding for written to reacher teory about curriculum managemen lesson of Islamic religion in general school. Curriculum managemen form processjonint eff orts to achieve the learning objectives with emphasis on improving the quality of learning interactions. Islamic education curicculum managemen also beneficialfor the teacher in determining patterns and learning strategies are effective Islamic religous education. Of the results of this study the authors concluuded that: (1) preparation of curriculum planning agenda Islamic religious education in schools is through meetings and consultations between the principals with all teachers and education personnel. Other than that, Islamic religious education teachers are expected to make learning device first before implementing the learning in the classroom. (2) Organizing the curriculum of Islamic religious education in school that is by grouping teachers of Islamic religious education teachers in the learning activities of Islamic religious education as well as supporting the activities of Islamic religious education among others the are division of tasks a teacher invoved in learning activities and educational support to Islam, determining when activities are carried out and determination of the peace of execution and facilities needed. (3) Implementation of Islamic religious education curriculum in school that is in the level implementation of Islamic religious education curriculum give authority to the Islamic religious education teachers to implement the policy of the principal has been decided, implementation of the policy is disseminated through joint meetings with all the teachers in order to stabilize the flow of information on policies to be implemented, appoint a person of Islamic religious education teachers to be responsible for the implementation of the policy. (4) Evaluation of Islamic religious education curriculum in school that is conducted through meetings and consultations between the principals with all teachers and education personnel, another evaluation measures taken principals through surveillance into the classroom to see how far the enforceability of a policy. Other than that, Islamic religious education teachers also conducted evaluations in the learning activities of Islamic religious education and support activities and extracurricular activities. Islamic religious education in learning, evaluation is done is by focusing on three aspects that is cognitive aspects, affective aspects and aspects of psychomotor. Other than that, for the evaluation of extracurricular activities by organizing Islamic religious education and school level competition involving, districts, district, province and national.

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