Integration of Islamic Moderation Values in Islamic Education Curriculum as an Effort to Prevent Radicalism Early on

Moch Sya'roni Hasan, Solechan, Sunardi — Sat, 14 Sep 2024 00:00:00 +0700

This research aims to describe the integration of Islamic moderation values in the Islamic Religious Education (PAI) curriculum at Madrasah Ibtidaiyah (MI) Bahrul Ulum Nataan Gedongboyo Untung Lamongan as an effort to prevent early radicalization. The research method used is a qualitative approach with case studies, collecting data through in-depth interviews, participant observation, and document analysis. The research results show that MI Bahrul Ulum has made systematic efforts to integrate the values of tawassuth (moderate), tawazun (balanced), and tasamuh (tolerant) in the PAI learning process. Innovations such as developing an Islamic Moderation Concept Map and using active learning methods and group discussions have increased students' understanding of diversity and tolerance. However, challenges such as limited appropriate learning resources and resistance from some parents need to be overcome. This research contributes to developing a moderation-oriented PAI curriculum model, emphasizes the importance of education in preventing radicalization, and enriches scientific knowledge in anti-radicalization education. These findings can be used as a reference for other educational institutions in developing curricula aligning with Islamic moderation values.

Science Creativity Assessment Instruments in the Merdeka Curriculum in Elementary Schools

Sat, 14 Sep 2024 00:00:00 +0700

This research is motivated by the alignment between the learning objectives of Natural Sciences (IPA) and the Merdeka curriculum, one of which is to develop student creativity. Therefore, it is necessary to prepare an assessment instrument that can measure student creativity, including creative thinking skills. This research aims to determine whether the assessment instrument to measure creative thinking skills is feasible to use or not. In this research, the approach employed is Research and Development (R&D). The development research method follows the Borg and Gall model. The data collection method uses a questionnaire that is given to validators. The validation sheet is the instrument used. Content validity is the method used for data analysis. The test instrument's validity was high, with Aiken's V score of 0.82, surpassing the 0.800 threshold for high validity. This makes the instrument reliable for assessing students' creative thinking skills. It is suitable for use in elementary schools to evaluate higher-order thinking and creativity. The implications are that the instrument can be applied in elementary schools to assess student learning outcomes at the level of higher-order thinking skills, particularly related to creativity. Guildford's indicators—Fluency, Flexibility, Originality, Elaboration, and Redefinition—offer a comprehensive creativity assessment. Fluency (3 questions) measures idea quantity. Flexibility (2 questions) assesses adaptability to different perspectives. Originality (5 questions) evaluates the uniqueness of ideas. Elaboration (3 questions) examines idea detail. Redefinition (2 questions) measures perspective shifts. All questions are valid, ensuring accurate and thorough creativity evaluation.

At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah

Integration of Islamic Moderation Values in Islamic Education Curriculum as an Effort to Prevent Radicalism Early on

Science Creativity Assessment Instruments in the Merdeka Curriculum in Elementary Schools