The development of the 2013 curriculum today in Indonesia provides great opportunities for the society to
meet the target of education which could give solutions to various problems in social lives, especially the
problem of moral decadence. Based on this phenomenon, it is necessary to develop a curriculum that can
overcome these problems. One of these solutions is the integration of Islamic elements into the
curriculum because Islamic education emphasizes more on akhlakul karimah (good deeds) where children
can be guided earlier in their young ages. The focuses of this study are ideas, material, syllabus, curricula,
study plans, implementation and evaluation which are modeled in the development of the integration of
Islamic education subject and good characters into thematic learning in elementary schools.
The type of this study is the research and development model. The fields of study took place in three state
elementary schools, namely SDN-SN Pengambangan 5, Karang Mekar 1 and Kebun Bunga 4 which were
considered as a representation of the condition of all elementary schools in the city of Banjarmasin. The
Data was collected by observation, interviews and documentaries and then it is analyzed and validated
using Aiken's V formula which is related to experts’ judgments and presentations.
Based on the collected data, this study found that the model of the development of the integration of
Islamic education subjects and good character into thematic learning in elementary schools could be
categorized to be valid and applicable. This can be seen through ideas and designs developed from the
validity results using the Aiken's V formula which are no improvement ranging from 0.781-1000.
The activities carried out were to test the validity of the module designs, readability of the devices,
syllabus, lesson plans, student activities, and teaching materials. The result of experts’ validation for
module design in all aspects assessed is in the valid category with improvements in the range of 0.250 -
0.750. The module design is, then, corrected according to the advice given by the validators. The result of
the validation of the readability of learning devices in all aspects assessed is in the valid category and
some aspects are categorized as very valid which is in the range of 0.667 - 1,000. For the syllabus it is
found that almost all aspects assessed are in the valid category with improvements in the range of 0.500 -
1,000.
The lesson plans assessed by the validators are also in the valid category with improvement in the range
of 0.500-1,000. For the student activity instruments, all aspects assessed are in the valid category without
improvement which are in the range of 0.750-1,000. The result of the teaching materials validation in all
aspects assessed is in the valid category with improvements in the range of 0.583-000. Thus, all
developed products that have been validated by experts can be categorized to be valid.
The numbers of practitioners who assessed were eight from first grade teachers and eight from fourth
grade teachers. The activity carried out is to test the validity of the syllabus, lesson plans, student
activities, and teaching materials. The result of practitioner validation for class I and IV syllabus in all
aspects assessed is in the very valid category which is in the range of 0.720-1,000. The result of
practitioners' validation for the lesson plans in the class I and IV in all aspects assessed is in the valid
category with improvements in the range of 0.656-1,000. The improvements were, then, made to follow
the advice given by practitioners in order to make the lesson plans perfect. For the student activity
instruments, all aspects assessed are in the very valid category without improvement and they are in the
range of 0.781-0.969. The result of the teaching materials validation in all aspects assessed is in the very
valid category without improvement which is in the range of 0.781-1,000. Therefore, all developed
products that have been validated by practitioners can be categorized to be valid.
Based on the results from the implementation model, it can be concluded that the model can give a chance
for students to improve their learning achievement. For teachers, the positive impact is that they can
increase their performance because they play an active role in designing and implementing this integrated
curriculum model to students. The impact on student activities in learning is that students can increase
their learning activities in the learning process as well as they can be easily to answer evaluations given to
them. Meanwhile, the feasibility of the implementation model can be categorized to be feasible enough
due to the readiness of teachers and students. Therefore, the benefit of this model for both teachers and
students is categorized to be good because it supports the implementation of this integrated curriculum
development model.
The advantages of this model are: 1) readability, it is easy to implement as it is merely a redesigning
curriculum, 2) acceptance, it can be accepted by stakeholders and teachers, 3) relevance, it can give
contribution, 4) flexibility, it gives teachers a chance to develop a curriculum, 5) feasibility, it increases
the affective attitude of students. However, there are also disadvantages for this model, they are: 1) it is
still in the form of a simple design, 2) it is only can be implemented once, 3) teachers have no experiences
in implementing it