Assigment 3 Review Jurnal Nana Fitriana
Assigment 3 Review Jurnal Nana Fitriana
Assigment 3 Review Jurnal Nana Fitriana
BY
Method and This study uses a qualitative approach. Qualitative The research method used in this study is This research uses a qualitative
Analysis research is a research procedure that produces qualitative research, which aims to approach that is descriptive analysis with a
Data descriptive data in the form of people's words and their understand the phenomenon holistically case study approach. The research location
visible or visible behavior. According to Sugiyono, is in Islamic Middle School Integrated Human
through descriptive analysis of data
qualitative methods are often called naturalistic Kamil Sidoarjo. The research subjects were
research because the research is carried out in natural collected from interviews, observations, school principals, param representatives and
conditions (natural setting). The qualitative approach and documentation. The approach used is teachers. While the data collection technique
views social reality as a whole/holistic, complex, descriptive, which involves analyzing, uses interview, observation, and
dynamic, full of meaning and interactive (reciprocal) describing, and summarizing various documentation.
relationships (Sugiyono, 2014). This research is conditions and situations related to the In this study, data were analyzed using
proposed to analyze and reveal how a JSIT curriculum data analysis techniques which has been
research problem.
can be implemented. In collecting, disclosing various developed by Miles and Huberman, then in
problems and objectives to be achieved, this research The data analysis technique used in this research In this case, the data is analyzed
was conducted using an analytical descriptive study study is the Miles and Huberman model, interactively and continuously untilget data
approach. which is a common qualitative data thoroughly, to answer problems in study. The
. analysis technique used by researchers. stages of data analysis are; data reduction or
The technique used in determining the sample is a The data collection process involves data reduction, data display or presentation of
purposive sampling technique so that researchers can designing the research scenario, selecting data, and concussion drawing/verification or
explore information/data in more depth. According to withdrawal conclusions (Sugiyono, 2010).
and determining the research setting,
Miles and Huberman, purposive sampling technique is a
technique carried out continuously from one informant obtaining permission, selecting and
determining the data sources, determining
to the next so that more and more data can be obtained the data collection strategy and
complete and in-depth. The samples selected in this techniques, and preparing the research
study were started from (1) school principals, (2)
facilities. Data collection is done by
curriculum deputy heads, (3) teachers (4) student
deputy heads (5) students meeting with data sources, and the
researcher needs to establish a good
While the data collection technique uses relationship with the data sources. The
interview, observation, and documentation. In data presentation is done through various
qualitative research the data analysis process takes techniques such as narrative text, graphs,
place before the researcher goes to the field, then while matrices, networks, and charts. The data
in the field and after in the field, as revealed by Sugiono
reduction process involves reducing the
(2008) that analysis has started since it was formulated
and explained the problem, before going into the field data to achieve the research objectives,
and continuing until the writing of the research results. and the data verification process involves
verifying the conclusions drawn from the
data. The data validity is ensured through
triangulation, which is a technique for
checking the validity of data by comparing
it with other sources of data. The study
also emphasizes the importance of
establishing a good relationship with the
data sources and using various data
collection techniques such as observation
and interviews to obtain primary data.
Study The discussion of the results of this research can The results of this study show that In implementing the curriculum
Findings be formulated in four main points, the first of which is the the implementation of mathematics through activities in schools as discussed
curriculum management mechanism at SMPIT learning based on the JSIT curriculum has above, at SMPIT Insan Kamil Sidoarjo too put
more emphasis on his teachers in setting an
Ibadurrahman Ciruas related to planning, a positive impact on the formation of
example the best for students. Insan Kamil
implementation and evaluation processes. The second character in students at SMPIT Arrozaq. Sidoarjo Integrated Islamic Middle School
is character education at SMPIT Ibadurrahman Ciruas. The JSIT curriculum emphasizes the made special program for teachers. This
The third is how the curriculum at SMPIT Ibadurrahman integration of Islamic values in all subjects, program is not just a means reinforcement in
Ciruas shapes the character of the students and the including mathematics. This approach terms of science, but the teachers are also
fourth is what are the supporting and inhibiting factors in helps students to develop their character strengthened spiritually, namely by holding a
building student character. by instilling Islamic values such as halaqoh once a week, in which it discusses
religious teachings, about morals and so on.
honesty, responsibility, and respect for
Through this, it is hoped that teachers will not
others. The teachers also play an only not only impart knowledge to students,
important role in implementing the but also provide an understanding of religion
curriculum and shaping the character of in accordance with the Qur'an and Sunnah.
the students. They use various methods
such as group discussions, problem- In addition to the halaqoh program,
teachers also learn from a leadership
solving, and role-playing to encourage
perspective namely by holding LDKG (Basic
students to apply Islamic values in their Teacher Leadership Training) which held
daily lives. The study also found that the once every year. The above programs aim to
students at SMPIT Arrozaq have a strong forming educators who will be role models for
sense of Islamic identity and are able to their students in good morals in all the
apply Islamic values in their daily lives. activities he doe
Overall, the study suggests that the JSIT
curriculum can be an effective approach to
developing the character of students in
Islamic schools.
Conclusions Based on data analysis and discussion of Based on the results of the Curriculum design in an integrated
research results to answer the problem formulation description in the discussion above Islamic school is a design that have been
previously mentioned about how integrated Islamic regarding the implementation of learning formulated and determined by the central
school curriculum management shapes student curriculum-based mathematics Integrated board of the school network Integrated Islam
character education, it can be concluded as follows: Islamic School Network (JSIT) in character (JSIT), in accordance with the objectives that
1. Curriculum planning at SMPIT Ibadurrahman Ciruas building Students at SMPIT Arrozaq can be have been designed and agreed upon
is carried out every year before the new school year concluded that the concept of the together, and must be followed by all
begins, by the school principal and the SMPIT curriculum implemented in SMPIT Arrozaq, members of the Islamic school network
Ibadurrahman curriculum development team. A work
which combines the curriculum of the integrated
meeting (Raker) is held to determine activities and
their implementation as well as the needs of students Ministry of Education and Culture
so that the vision and mission and goals of SMPIT (Kemendikbud) with the curriculum of the The integrated Islamic school has
Ibadurrahman can be achieved optimally. Curriculum Ministry of Religion (Kemenag) and a designed a capable curriculum integrate
planning process at SMPIT Ibadurrahman typical Islamic school curriculum namely Islamic values into various non-subjects
2. Ciruas is guided by the National Curriculum and the the JSIT curriculum by applying the Islamic religious education, even indicators of
Specific Curriculum of the Integrated Islamic Schools. concept of learning materials that are student learning achievement are not only
The implementation of the curriculum at SMPIT
guided by daily life and based on the measured by the achievement of a
Ibadurrahman Ciruas is divided into two levels,
namely the implementation of the curriculum at the Qur'an. The character values are competency, but the size is more emphasized
school level and class level. At the school level, the implemented in SMPIT Arrozaq can be is, the extent to which students can commit to
principal is in charge of preparing the annual plan, seen from the daily activities such as maintenance of Islamic values that they have
fostering, controlling and evaluating the
praying congregation, recitations, and dhikr learned. While shape implementation of the
implementation of the curriculum and chairing each
meeting. Meanwhile, at the class level, the teacher together, so basically all the practices that implementation of the curriculum design in
analyzes the curriculum documents (syllabus and are done and which carried out by the SMPT Insan kamil is to use the 2013
lesson plans), then prepares lesson plans based on student, can be embraced to get a curriculum combined with Integrated Islamic
the SK and KI that have been made, to then be used goodness. School Network (JSIT) curriculum and
as guidelines in the teaching and learning process in processed curriculum own school.
class. In the curriculum structure, there is a merger Curriculum design implemented in the
between the National Curriculum and the JSIT
Insan Kamil Integrated Islamic Middle School
Curriculum with a percentage of 60% JSIT
Curriculum and 40% National Curriculum. Teaching Sidoarjo is a curriculum design that is
and learning activities are carried out on every structured with integrate Islamic values in all
Monday to Friday and extracurricular activities are subjects. Values Islam is what will affect the
carried out every Saturday. character / morals learners.
3. Evaluation of the curriculum at SMPIT Ibadurrahman
Ciruas is carried out twice per year, namely at the
end of each semester one and two at the end of the
school year, before entering a new school year. The
evaluation carried out by the principal is carried out
through observation and supervision of learning,
namely through Teacher Performance Assessment.
Evaluation is also carried out by the teacher. There
are two implementations of curriculum evaluation
carried out by the teacher. That is by going through
the assessment of students and the obligation of
each teacher to fill out a questionnaire form about
how the curriculum is implemented after. The results
of the evaluation were then brought together by all
members of the curriculum development team with
the school principal to then be analyzed for
improvement materials.
4. Character education at SMPIT Ibasdurrahman Ciruas
is a program priority scale that is synergized into the
vision and mission of all school programs. SMPIT
Ibadurrahman Ciruas also has several detailed
character indicators that differ at each class level. In
addition, habituation, mentoring and exemplary are
carried out continuously so that these things are
believed to influence character formation. Then
related to forming student character education apart
from teaching and learning activities, the Vice
Student Affairs Deputy has also created several
programs such as mandatory extracurricular activities
(SIT Scouting, Pencak Silat and Archery), Islamic
Worship and Adab Habituation, 5S Habituation and
BPI (Islamic Personal Development).
5. Factors supporting the success of character building
at SMPIT Ibadurrahman consist of several factors,
namely: 1) The leadership style used by Mr. Dwi
Sakti, S.Pd tends to be democratic but also
occasionally has an authoritarian style so that the
principal can work openly with the entire school
academic community involved in character building.
2) the condition of the school environment. There is a
school vision and mission that is written quite clearly
stating that SMPIT Ibadurrahman Ciruas wants to
create a school with results or outputs, namely
students who have good character. It can also be
seen how all school members, both employees and
teachers, always provide habituation, mentoring and
exemplary continuously. 3) Mentoring Activities for
Islamic Personal Development (BPI). This activity
looks very influential in the formation of the character
of students. In this activity, students are really
specifically monitored in the implementation of each
targeted worship. Students are also trained to have
good moral and trust in carrying out each task with
full responsibility. 4) There is cooperation between
the school and parents. Cooperation and
communication between teachers and parents is the
main key to success in shaping student character. 5)
There are facilities and infrastructure that are quite
complete to support teaching and learning activities
in class and through extracurricular activities so that
they will greatly influence success in forming good
character.
Article 1: the first article provides an overview of how integrated Islamic education
curriculum management is in shaping student character education, where
the input from this research process is curriculum management which
consists of the national education curriculum and from JSIT. Then the
process consists of planning, implementation and evaluation system. In the
first article, a reference can be made that the integrated Islamic school uses
a combination of the National Curriculum, the Ministry of Religion Curriculum
and the Specific Curriculum from the Integrated Islamic School Network,
henceforth shortened to JSIT. Integrated Islamic education is considered
capable of producing students who are balanced between cognitive,
affective and psychomotor aspects and Islamic character. Muhaimin (2014)
argues that schools or integrated education have a set curriculum that can
build the morals and character of students. Where this integrated system is
very appropriate to form students with noble character, knowledge and
religious knowledge.
Article 2: in the second article provides references that the Integrated Islamic School
emphasizes the inculcation of religious subjects such as faith, morality and
practical worship in accordance with educational theory. It aims to build
students' character and morality with Islamic colors which are reflected in the
way of thinking, attitudes, and practices of daily life. This study aims to
describe and explore. Character education is education that instills a habit of
good things that radiate from within humans, both psychological traits,
morals and good manners which are reflected in attitudes and behavior
continuously. This character building can also be done through exemplary,
intervention, habituation and continuous reinforcement so as to produce the
culture of the school itself (Nizarani, 2019). Basically the character values
that need to be developed in mathematics are positive values that cannot be
separated from the nature of mathematics itself. The Integrated Islamic
School has the basis of the integrated word itself. Integrated is the most
important symbol used by the school. Integrated means that there is
integration between general knowledge and religious knowledge. The
Integrated Islamic School also considers that all subjects cannot be
separated from religious education, because religion has the ultimate goal of
making every student believe in monotheism. The Integrated Islamic School
Network (JSIT) curriculum actually complements the national curriculum. In
the curriculum of the Integrated Islamic School Network (JSIT) all subjects
are required to carry out and carry out internalization of Islamic values in it.
Article 3: the third article provides an overview of the integrated Islamic school
curriculum design (SIT). An integrated Islamic school is a school whose
curriculum framework tries to maximally integrate religious knowledge and
general science, this integration can clearly be applied to the learning
process in the classroom, which always tries to incorporate Islamic noble
values into every subject in a manner and innovative learning models
(Usman, 2008). There are several integrated concepts, first, integration
between educators in schools and parents of students in carrying out the
educational process, second, integration in the curriculum, in which the
national curriculum, integrated special Islamic curriculum and institutional
curriculum are integrated, third, integration between all stakeholders.
BIBLIOGRAPHY
Mohamad Rojii*, Istikomah, Choirun Nisak Aulina, Imam Fauji. 2019. Desain
Kurikulum Sekolah Islam Terpadu (Studi Kasus di SMPIT Insan Kamil
Sidoarjo): Al-Tanzim: Jurnal Manajemen Pendidikan Islam (unuja.ac.id)