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 Menjelaskan perubahan kurikulum dalam rentang sejarah  Menemukan aspek-aspek utama kebijakan Pendidikan Agama (termasuk Islam) di Indonesia.

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Presentasi berjudul: " Menjelaskan perubahan kurikulum dalam rentang sejarah  Menemukan aspek-aspek utama kebijakan Pendidikan Agama (termasuk Islam) di Indonesia."— Transcript presentasi:

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2  Menjelaskan perubahan kurikulum dalam rentang sejarah  Menemukan aspek-aspek utama kebijakan Pendidikan Agama (termasuk Islam) di Indonesia

3 1947 Disebut sebagai ‘Rencana Pelajaran’ di era Orde Lama Terdiri dari 16 Bidang Studi (BS) di SR, 17 BS di SMP dan 19 BS di SMA dengan Bhs Indnesia sebagai pengantar Merupakan pedoman kurikulum terstruktur yang pertama kali dengan tujuan untuk membentuk manusia Pancasilais sejati Bersifat correlated subject curriculum, yang terdiri dari 10 BS di SD, 18 BS di SMP dan BS di SMA 1975 Diorganisasi dengan model integrated-curriculum Di SD mempunyai satu struktur program terdiri 9 BS, di SMP dan SMA terdiri dari 11 BS dan mulai dikelompkkan program IPA, IPS dan Bahasa di SMA.

4 1984 Mengacu pada content-based curriculum Di SD ada 11 BS, di SMP ada 12 BS dan SMA ada 15 BS; sedangkan penjurusan di SMA ada 5: A1 (Fisika), A2 (Biologi), A3 (Ilmu Sosial) dan A4 (Ilmu Budaya) dan A5 (Ilmu Agama) 1994 Mengacu pada objective-based curriculum Di SD dan SLTP masing-masing ada sebanyak 13 mata pelajaran (MP) dan di SMU 10 MP dan penjurusan meliputi IPA, IPS dan Bahasa Dinamakan KBK (competency-based curriculum) Di SD ada 7 MP, di SMP ada 11 MP dan di SMA ada 17 MP (penjurusan dilakukan sejak kelas II a.l. Ilmu Alam, Sosial dan Bahasa) 2006 Dinamakan KTSP (school-based curriculum) Kurikulul di tiap sekolah mengacu pada SNP (Standar Nasional Pendidikan)

5  Beban belajar (konten yang dipelajari)siswa di Indonesia kelebihan 20% jika dibandingkan dengan beban belajar siswa di luar negeri yang berkisar antara /tahun (Media Indonesia, 23/11/05).  Indra Djati Sidi (2003) menyatakan bahwa pembenahan kurikulum mesti mengacu pada penguasaan kemampuan dan keterampilan dasar minimal (minimum basic skills), menerapkan konsep belajar tuntas (mastery learning) dan membangkitkan sikap kreatif, inovatif, demokratis dan mandiri bagi peserta didik (lihat: Kunandar, 2007, p. 114).

6  Nationally, the Ministry of National Education (MoNE) gives NAES (National Agency for Education Standards) an authority to determine national standard for education including RE curricula.  The 1945 Constitution (Amended) states that, ‘The government shall manage and organize one system of national education, which shall increase the level of spiritual belief …’ (Article 30).  ‘Education is conducted democratically, equally and non-discriminatorily based on human rights, religious values, cultural values, and national pluralism’ (The 2003 EA, Article 4).  In the sense, the constitution of the Republic supports educational processes which build a typology of Indonesians who are individually and socially pious. The 5th International Indonesia Forum, July 9-10, Nurwanto6

7  Main Issues of RE curriculum in Indonesia  The 2003 Education Act (article 3) reveals that ‘intellectual capacity’ and ‘human values’ are the key concepts which assert that the main purpose of education is to make people individually pious and achieved, and socially responsible. Students need to ‘understand and practice religious values’ (The 2003 EA, Article 9).  ‘Every learner in an educational unit is entitled to receive religious education in accordance with his/her religion, imparted by an educator who has the same religion (The 2003 EA, Article 12).  Students are able to ‘practice their own religion fitting with teenage development’; and ‘respect for social diversity in terms of religions, cultures, ethnicities and socio-economic groups at the national level’ (The Regulation of the MoNE Number 23, 2006, p.4) The 5th International Indonesia Forum, July 9-10, Nurwanto7

8  Teaching Strategies  An effort to develop more interesting and appropriate methods of RE teaching has longer been contested because there is evidence that even if RE has been regarded as a moral compass, its presence is often less considered compared from other certain subjects (Puskur, 2007c, p.2). Such a viewpoint is possibly correlated with the main problem of RE teaching which tends to be monotonous and doctrinaire, practically not linked to the real social challenges.  According to the GRRE, RE teaching therefore should build on interactions, inspirations, creativity, happiness and motivation to reach achievement (Article 5). Here the concept of PAKEM (an active, creative and joyful learning) has been promoted by the MoNE. The 5th International Indonesia Forum, July 9-10, Nurwanto8

9 Aspects Religious Education TendencyIndonesiaUK Statutory BodyMoNE through NAES (national)QCDA, (national) LEA/SACRE (local) Main IssuesReligion taught is fitted with what a learner embraces Religions/beliefs taught are Christianity, other religions, philosophies, ethics and even non- religious beliefs such as Humanism and Atheism Learning Strategies Mono-religion/confessional/more strengthening students’ belief/in many cases: doctrinaire Multi-religions and beliefs/non- confessional/learning about religions and learning from religion The 5th International Indonesia Forum, July 9-10, Nurwanto9

10  Setopo, H. dan Soemanto, W Pembinaan dan Pengembangan Kurikulum sebagai Substansi Problem Administrasi Pendidikan. Jakarta: Bumi Aksara.  Subandijah Pengembangan dan Inovasi Kurikulum. Jakarta: RajaGrafindo Persada.  Nurdin, S Guru Profesional dan Implementasi Kurikulum. Jakarta: Ciputat Pers.  Nurwanto ‘RE Curriculum Policy in Indonesia and the UK’. Paper dipresentasikan di Konferensi Internasional, Yale University & UGM.  Ornstein, A.C. dan Levin, D.U An Introduction to the Foundations of Education Third Edition. USA: Hughton Mifflin Company.


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