RECONSTRUCTING ISLAMIC RELIGIOUS EDUCATION CURRICULUM MANAGEMENT
DEVELOPING A RELIGIOUS LITERACY AND CHARACTER FORMATION FRAMEWORK AT SMP AL-MUHAMMAD CEPU
DOI:
https://doi.org/10.30868/ei.v15i04.10941Keywords:
Islamic Religious Education; Curriculum Management; Religious LiteracyAbstract
Islamic Religious Education (IRE) curriculum management plays a strategic role in integrating religious knowledge, religious literacy, and students' character formation. However, the integration of planning, organization, implementation, supervision, and evaluation requires further strengthening to ensure the systematic achievement of these educational objectives. This study aims to analyze existing IRE curriculum management practices, identify implementation gaps, and formulate a reconstruction framework to strengthen religious literacy and character formation at SMP Al-Muhammad Cepu. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observations of IRE-related educational activities, and analysis of curriculum and instructional documents. The study involved seven purposively selected informants: one IRE teacher, one school principal, and five parents. Data were analyzed thematically through coding, categorization, interpretation, and triangulation of sources and techniques. The findings reveal that curriculum planning has incorporated religious knowledge and character formation objectives through coordination between the principal and the IRE teacher. However, religious literacy has not been explicitly formulated as a learning competency. Although implementation and supervision support religious learning, alignment among learning objectives, supervisory practices, and assessment remains insufficient. Furthermore, evaluation needs to extend beyond cognitive achievement to include students' interpretive abilities, ethical reasoning, reflection, and behavior. This study proposes a reconstructed IRE curriculum management framework that integrates five managerial functions with religious literacy, ethical reasoning, reflective learning, and character formation through a continuous cycle of evaluation and curriculum improvement.
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