Thea Fitri Astarani, M. Hairun Ginting

Approaches in the Development of Islamic Education Curriculum in Mahad Tahfidz Kejuruan

Introduction

Approaches in the development of islamic education curriculum in mahad tahfidz kejuruan. Discover effective approaches for developing Islamic Education (PAI) curriculum in Vocational Tahfidz Institutes. This study covers academic, humanistic, technological, and integrated methods for character building.

Abstract

The development of the Islamic Religious Education (PAI) curriculum at the Vocational Tahfidz Institute is an important aspect in shaping the character and morals of students. This article aims to explore various approaches in the development of the PAI curriculum at the Vocational Tahfidz Institute. This research uses a qualitative approach with a literature review method focusing on literature related to curriculum theory and PAI implementation at the Vocational Tahfidz Institute. The research findings indicate that there are four approaches that can be applied in the curriculum development process, namely: Academic Subject Approach, Humanistic, Technological and Social Reconstruction, Integration-based, Contextual and Spiritual. Furthermore, the development of the Islamic Education (PAI) curriculum can be carried out by internalizing and injecting Islamic values into various subjects within an educational institution. Therefore, a comprehensive and integrated approach is truly necessary to maximize the capacity and capability of students.

Review

This article addresses a highly relevant and specialized topic: the development of the Islamic Religious Education (PAI) curriculum within Vocational Tahfidz Institutes. The research aims to explore various approaches applicable to this specific educational context, recognizing its importance in character and moral formation. Utilizing a qualitative approach through a literature review, the study identifies several key approaches, including Academic Subject, Humanistic, Technological, and Social Reconstruction. A significant finding highlighted is the necessity of internalizing and injecting Islamic values across all subjects, advocating for a comprehensive and integrated methodology to enhance student capacity and capability. While the abstract clearly articulates the study's purpose and methodology, there is a slight lack of clarity in the precise enumeration of the identified approaches. The abstract states "four approaches that can be applied" but subsequently lists "Academic Subject Approach, Humanistic, Technological and Social Reconstruction, Integration-based, Contextual and Spiritual." This listing appears to encompass more than four distinct conceptual categories, potentially grouping "Integration-based, Contextual and Spiritual" as one composite approach, or suggesting additional standalone approaches. For the full paper, a more explicit breakdown and definition of each identified approach, and how it aligns with the 'four approaches' claim, would significantly enhance conceptual clarity. Furthermore, the abstract effectively emphasizes the need for integration of Islamic values, which is a crucial insight for curriculum developers in these specialized institutions. Overall, this research promises to offer valuable insights for educators and curriculum developers operating within the unique ecosystem of Mahad Tahfidz Kejuruan. The emphasis on tailored approaches and the integration of Islamic values is particularly pertinent given the dual focus of vocational training and Quranic memorization. The findings, once fully elaborated in the paper, should provide a robust framework for designing and implementing PAI curricula that are both academically sound and deeply rooted in spiritual principles, thereby maximizing students' holistic development. The article's contribution lies in its focused examination of an under-researched yet vital area of Islamic education.

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