THE DESIGN OF MODERATE-MINDED ISLAMIC EDUCATION CURRICULUM DEVELOPMENT

Abstract

In Indonesia, both public and private Islamic schools are required to use the Islamic Education curriculum at all levels and in all types of Islamic education. Competency demands must be taken into account in curriculum development, in addition to internal and external difficulties. The development of a moderate-minded Islamic education curriculum is necessary due to the challenges posed by the eight national education standards, globalization, technological advancements, the rapid flow of information through highly sophisticated communication media, progress in the increasingly widespread Industrial Era 4.0, and the need for graduate competencies that can compete at the regional and international levels. Therefore, it is necessary to develop a moderate-minded Islamic Education curriculum.

This paper aims to examine the curriculum development design of moderate-minded Islamic Education from the perspective of Hilda Taba's seven steps of curriculum development. These include determining the students’ need, creating educational objectives, choosing and organizing information, choosing and organizing learning experiences, conducting evaluations, and evaluating the results.

Through the examination of written sources, the author applies the library research approach. This is a descriptive-analytic study.

In order to generate insights into the knowledge, character, and attitudes of students who are moderate in understanding, appreciating, and practicing Islam both in personal and social life, a moderate-minded Islamic Education curriculum must first diagnose the needs of the students. The subjects of Aqidah Akhlak, Al-Quran Hadith, Fiqh, and Islamic Culture History incorporate moderate-minded Islamic resources. The curriculum is organized according to the breadth and sequence of learning materials, and the content is chosen accordingly. Both within and outside of the classroom, subjects and activity programs can be used to create learning opportunities. Learning experiences can be developed either vertically or horizontally, and curriculum evaluation, which assesses how well curricular elements contribute to the attainment of learning objectives, concludes the process.