H. Hamdan, H. Hamdan (2017) Pengembangan Kurikulum Pendidikan DiniyahTingkat Wustha di Kalimantan Selatan. Disertasi, Pascasarjana.

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ABSTRAK

H. Hamdan, SRN. 11.0351.0004.Curriculum Development of DiniyahEducationAt The Wustha Level in South Kalimantan.Advisor I: Prof. Dr. H. Syaifuddin Sabda, M.Ag. and Advisor II. Dr. Hj. Salamah, M. Pd, Dissertation. Doctorate Program, IAIN Antasari Banjarmasin 2017. The curriculum in educational institutions is alwaysdeveloped to adjust with the development of science and technology as well as with the demands of society (stakeholders). Curriculum development that affects all components of education is expected to have implications for improving the quality of the output of educational institutionincluding the output or graduates of Islamic educational institutions (diniyah). So far,Diniyah education curriculum in Islamic educational institutions still uses Kitab Kuning without having a modern curriculum. Therefore, a relevant curriculum needs to be developed in relation to the theory and the demands of society. It is expected that the existence of curriculum will be able to contribute to the development of human resources in Indonesia and the advancement of the local community. To make curriculum relevant to people's expectations, it is necessary to re-design education curriculum of diniyahusing oriented society (grassroots) approach. The main focus of this research is how to design a curriculum of diniyah at wustha level in South Kalimantan to meet the need of society. This focus is elaboratedin more specific research focuses: (1) The existing education curriculum of diniyahapplied at the wustha level (tsanawiyah)in South Kalimantan; (2) The perceptions of ustadz/ustazdah and other stakeholders toward the existing curriculumand (3) Designingan education curriculum of diniyahat wustha level using a grassroots approach, that includes: designing standards output of competence (SKL), content standards, standardized processes, and assessment standards. Thisstudy is a research and development (R & D). This type of research is used to produce a certain product or improvethe existing product. In this case, it is a curriculum development of diniyah education at the wustha level. In preliminary study (needs assessment), the writerchose five educational institutions at the wustha level in five boarding schools in South Kalimantan. The data collection techniques used was interview, observation, questionnaire, and documentaries. After discussing and analyzing the preliminary study, it is then continued on developing diniyah curriculum and focusing on a single educational institutionat the wustha level. The writer collaborated with ustadz/ustadzah in Pesantren Darul Ilmi Landasan Ulin Banjarbaru. This design of the diniyah curriculum was validated by three experts and 17 education practitioners (ustadz/ustadzah) who are expert in the field. The validation is performed using a Delphi method. The validation results are then discussed in order to revise and improvediniyah curriculum design at the wustha level. The results of the study found that: (1) the existing curriculum of Islamic education institutions in South Kalimantan havedescribed vision and mission of the institution, however, the vision and mission are not supported by specific programs. The vision and mission of institution are identical to the output/ aims of diniyah education (SKL). The organization of curriculum in some educational institutions at wustha levels are still diverse in term of the number of subjects and study loads. There are two implementation modelsofdiniyah education curriculum in some religious education institutions in South Kalimantan; (a) diniyah curriculum is a stand-alone curriculum. The time is in the morning or evening, and (b) the curriculum is integrated witha diniyah curriculum offered by Ministry of Education or Ministry of Religious Affairs. Diniyah curriculum uses three types of evaluation: (a) a written exam (tahriry), (b) an oral exam (syafahy), and practice tests (performance test). (2) The stakeholders agreed that the curriculum of diniyah at Wustha level need to be redesigned. (3) Designing education curriculum of diniyah at Wustha level in South Kalimantan includes(a) Standard of Competencyof madrasah graduates is forming Insan Kamil as‘Abdullah and khalifatullah that is tafaqquh fī ad-dīn supported by three dimensions: ta'dīb and tazkiyah (attitude), ta'līm and tadrīs (knowledge), and tarbiyah wal maharat( skills), (b) Standard of content covers three groups of Dirasah:Dirasah Lughawiyah, Dirasah Islamiyah Ashāly, and Dirasah Furu'ī Islamiyah. (c) Standard of process includes three activities: planning activities; implementation activities; and evaluation of learning activities. (d) Standardof assessmentconsistently refers to three types of evaluation: written exams, oral exams and practice tests (performance). Evaluation of the education curriculum of diniyahfollows some principles of assessment and reference criteria. The assessment and reference criterion is an assessment of competence, and ethical reference assessment is a rating that refers to the ethical standards established by madrasah.

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