Ade Irmayani, Rahmansyah Rahmansyah, Ahmad Mukhlasin, Mukhlis Mukhlis, Darno Darno

Analysis the Conformity of Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD) AND Indicators of Islamic Education Curriculum at SD Muhammadiyah 02 Medan

Introduction

Analysis the conformity of graduate competency standards (skl), core competencies (ki), basic competencies (kd) and indicators of islamic education curriculum at sd muhammadiyah 02 medan. Analyze Islamic Education curriculum conformity (SKL, KI, KD, indicators) at SD Muhammadiyah 02 Medan to evaluate learning standards and optimize student experiences.

Abstract

This study analyzes the suitability of the development of graduate competency standards (SKL), core competencies (KI), basic competencies (KD), and indicators of Islamic Education Curriculum at SD Muhammadiyah 02 Medan. This research uses a qualitative approach. Qualitative research is naturalistic (Moleong, 2017). According to Suharsimi Arikunto (2008), qualitative research is research that describes things as they are. Data collection in this study used observation, interviews, and documentation. Data analysis used the Miles and Huberman model. The analysis of the suitability of Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and indicators in the Islamic Education curriculum in schools aims to evaluate the extent to which the existing Islamic Education curriculum has met the learning standards and needs of students at SD Muhammadiyah 02 Medan. Provide a better understanding of the development of the Islamic Education curriculum and help teachers and policy makers in optimizing the learning process. Therefore, the activity of analyzing the suitability between SKL, KI, KD, and Indicators is very important for teachers to do, because this allows teachers to plan effective teaching and create meaningful learning experiences for students at school.This study analyzes the suitability of the development of graduate competency standards (SKL), core competencies (KI), basic competencies (KD), and indicators of Islamic Education Curriculum at SD Muhammadiyah 02 Medan. This research uses a qualitative approach. Qualitative research is naturalistic (Moleong, 2017). According to Suharsimi Arikunto (2008), qualitative research is research that describes things as they are. Data collection in this study used observation, interviews, and documentation. Data analysis used the Miles and Huberman model. The analysis of the suitability of Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and indicators in the Islamic Education curriculum in schools aims to evaluate the extent to which the existing Islamic Education curriculum has met the learning standards and needs of students at SD Muhammadiyah 02 Medan. Provide a better understanding of the development of the Islamic Education curriculum and help teachers and policy makers in optimizing the learning process. Therefore, the activity of analyzing the suitability between SKL, KI, KD, and Indicators is very important for teachers to do, because this allows teachers to plan effective teaching and create meaningful learning experiences for students at school.

Review

This study proposes a timely and relevant analysis of curriculum alignment within the Islamic Education program at SD Muhammadiyah 02 Medan. The core objective is to ascertain the conformity between various critical curricular components: Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and their associated indicators. The rationale for this investigation is well-articulated, highlighting its importance in evaluating the extent to which the current curriculum meets established learning standards and caters to student needs. The findings are expected to contribute significantly to a better understanding of curriculum development and provide practical guidance for teachers and policymakers in optimizing the learning process, ultimately aiming for more effective and meaningful educational experiences. Methodologically, the study adopts a qualitative approach, which is well-suited for an in-depth, descriptive analysis of curriculum suitability in a specific educational context. The abstract clearly outlines standard qualitative data collection techniques, including observation, interviews, and documentation, which are expected to yield rich, contextual data. The explicit mention of the Miles and Huberman model for data analysis indicates a systematic and rigorous approach to processing and interpreting the qualitative findings, promising a structured pathway from raw data to robust conclusions regarding curriculum conformity. This methodological clarity strengthens the proposed study's credibility. While the abstract provides a strong overview, some areas could benefit from further detail in the full manuscript to enhance its impact. For instance, it would be beneficial to specify the exact "learning standards" against which the curriculum is being evaluated, as well as the methodology for systematically identifying and incorporating "student needs" into the analysis. Additionally, the abstract alludes to analyzing "suitability" and "conformity" but could briefly mention the specific theoretical or practical framework guiding this judgment beyond a simple check of presence. Clarifying the scope of the "Islamic Education Curriculum" (e.g., specific religious subjects, broader character development) would also add precision. These elaborations would further strengthen the study's analytical rigor and contextual specificity.

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