Kurikulum Anti Radikalisme (Studi Kasus Pada Madrasah Aliyah Negeri Insan Cendikia)
Abstract
This research is present to provide an alternative solution for photographing the curriculum development model at Madrasah Aliyah Negeri Islam Cendikia (MAN-IC) in Indonesia. The aims of this research are to photograph the form of the curriculum developed by MAN-IC, examine the MAN-IC curriculum with its various development components, explore and examine the efforts made by MAN-IC in countering radicalism that is rife on social media, and photograph examples of cases that have occurred related to radicalism among students and handling techniques. Data collection techniques in this research include observation, interviews and documentation. Based on the author's findings, a conclusion can be drawn, the study of the anti-radicalism curriculum at MAN IC in Indonesia includes four components, namely the objective component, the material/content component, the method and strategy component and the evaluation component. The goal components in it are developed by the concepts of independence, achievement and religion. Content/material components, apart from MAN IC implementing a boarding school system, efforts to overcome radicalism are also carried out in learning, namely by integrating science with character education values in each learning session. The method and strategy component, namely MAN IC, has made a series of efforts to prevent negative behavior that might be carried out by its students, including creating a series of rules/regulations, designing an IT system that can protect students from using sites that are considered useless, foster parent methods. Which makes teachers as foster parents for students, coaching guidance and counseling teachers for student problems or following up on cases that occur either persuasively or classically. The most effective assessment component in preventing radicalism is continuous and intensive observation regarding students' attitudes (affective).
References
A.Rubaidi, Radikalisme Islam, Nahdatul Ulama Masa depan Moderatisme Islam di Indonesia, Yogyakarta: Logung Pustaka, 2007.
Asmani, Ma’mur Jamal, Buku Panduan Internalisasi Pendidikan karakter di Sekolah,
Yogyakarta: Diva Press, 2011.
Asrori, Ahmad, Radikalisme Islam di Indonesia; antara Historisitas dan Antropositas”, Kalam; Jurnal Studi Agama dan pemikuran UIN Raden Fattah, vol. 9, Nomor 2, Edisi Desember Tahun 2015.
Hartini, Sri, “Pendidikan Karakter Disiplin Siswa di Era Modern Sinergi Orang Tua dan Guru di MTs Negeri Kabupaten Klaten”, Jurnal AL-ASASSIYA: Journal Basic of Education, Vol. 02 Nomor 01, Juli-Desember 2017.
Hasani, Ismail dan Naipospos, Bonar Tigor, Radikalisme Agama di Jabodetabek & Jawa Barat: Implikasinya terhadap Jaminan Kebebasan Beragama/Berkeyakinan, Jakarta: Pustaka Masyarakat Setara, 2010.
Ilahi, Takdir Muhammad, Revitalisasi Pendidikan Berbasis Moral, Yogyakarta: Ar- Ruzz Media, 2012.
Kartodirdjo, Sartono, Ratu Adil, Jakarta: Sinar Harapan, 1985.
Kisbiyanto, “Manajemen Kurikulum dalam Perspektif Anti-Radikalisme”, Jurnal
ADDIN Vol. 10 Nomor 1, Februari 2016.
Razak, Andi Abdul, Fathul Jannah, Khairul Saleh, “Pengaruh Pembelajaran PAI terhadap Prilaku Keagamaan Siswa di SMK Kesehatan Samarinda”, Jurnal el- Buhuth Vol. I Nomor 2 Tahun 2019.
Saifuddin, “Radikalisme Islam di Kalangan Mahasiswa (Sebuah Metamorfosa Baru)”, Jurnal Analisis, Volume XI, Nomor 1, Juni 2011.
Setiawati, Nanda Ayu, “Pendidikan Karakter sebagai Pilar Pembentukan Karakter Bangsa”, Jurnal Semnastafis Vol. 1 Nomor 1 Tahun 2017.Syarief, A. Hamid, Pengembangan Kurikulum, Surabaya: Bina Ilmu, 1996.
Supriyanto, Agus dan Wahyudi, Amin, “Skala Karakter Toleransi ; Konsep dan Operasional Aspek Kedamaian, Menghargai Perbedaan dan Kesadaran Individu,” Jurnal Ilmiah Counsellia Vol. VII Nomor 2, September 2017.
Tim Penyusun, Kamus Besar Bahasa Indonesia, Jakarta: Balai Pustaka, 1991.
Copyright (c) 2024 FENOMENA
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.