Juhri Ash Shiddiqy, Win Arajasa

Analysis and Development of Teaching Materials in the Islamic Education Curriculum at the Darul Iman Islamic Boarding School, Southeast Aceh Regency

Introduction

Analysis and development of teaching materials in the islamic education curriculum at the darul iman islamic boarding school, southeast aceh regency. Analisis dan pengembangan bahan ajar kurikulum Pendidikan Agama Islam di Pondok Pesantren Darul Iman, Aceh Tenggara. Menjelajahi tantangan pengajaran tradisional dan strategi pengembangan bahan ajar inovatif, adaptif, dan kontemporer.

Abstract

This study aims to analyze and develop teaching materials in the Islamic Education curriculum at the Darul Iman Islamic Boarding School in Southeast Aceh Regency. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews with boarding school leaders and PAI teachers, direct observation of the learning process, and review of curriculum documents and teaching materials. The results of the study indicate that IRE teaching materials are integrated between the national curriculum and the boarding school's unique curriculum, covering subjects such as aqidah, fiqh, akhlak, and the study of classical Islamic texts as a distinctive feature of boarding school education. However, most teaching materials are still taught traditionally without systematic modules or textbooks, leading to challenges in the consistency and integration of content. Some of the obstacles identified include limitations in teachers' competence in designing innovative teaching materials, a lack of training in teaching material development, a lack of engaging learning media, and budget constraints. To address these obstacles, pesantren have implemented development strategies such as regular evaluations through teacher meetings, enriching materials with contextual examples, utilizing digital media, and encouraging teachers to participate in training on modern teaching material development. Collaboration with external parties, such as academics and Islamic education practitioners, is also emphasized to produce innovative teaching materials while maintaining the pesantren's unique characteristics. This study concludes that the development of PAI teaching materials should be directed toward balancing the deepening of religious knowledge and the integration of general knowledge through an interactive, adaptive, and contemporary approach.

Review

This study offers a pertinent analysis of teaching material development within the Islamic Education curriculum at the Darul Iman Islamic Boarding School, utilizing a descriptive qualitative approach. The research effectively employed a robust data collection strategy, encompassing in-depth interviews with key stakeholders, direct observation of learning processes, and thorough document review. A key strength is its clear articulation of how IRE teaching materials uniquely integrate the national curriculum with the pesantren's distinctive focus on classical Islamic texts, providing a comprehensive overview of the existing curriculum framework and its foundational strengths in core Islamic subjects like aqidah, fiqh, and akhlak. However, the study critically uncovers significant challenges stemming from the predominantly traditional teaching methods and the notable absence of systematic modules or modern textbooks, which subsequently lead to issues in content consistency and integration. The identified obstacles—limitations in teacher competence, insufficient training in material development, a lack of engaging learning media, and budget constraints—present a comprehensive overview of the practical hurdles faced. Crucially, the research moves beyond problem identification by proposing a range of proactive development strategies. These include regular evaluations, material enrichment with contextual examples, leveraging digital media, promoting teacher training, and emphasizing collaboration with external experts to foster innovative yet contextually relevant teaching materials. Overall, this study offers valuable insights into the complexities of modernizing Islamic education teaching materials while preserving institutional distinctiveness. Its systematic approach to identifying gaps and proposing actionable solutions is commendable, positioning it as a potentially significant contribution to educational reform within Islamic boarding schools. The concluding recommendation for balancing deep religious knowledge with general knowledge through interactive, adaptive, and contemporary approaches is particularly insightful and timely, suggesting a strong awareness of the evolving educational landscape. This research holds clear practical relevance for educators and policymakers involved in Islamic education curriculum development.

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