KONTINUITAS DAN INTEGRASI-INTERKONEKSI KURIKULUM PAI DI PROGRAM STUDI S1, S2, DAN S3 PAI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA (PERSPEKTIF TEORI KOGNITIF JEROME BRUNER)

Sunan Kalijaga State Islamic University in implementing the Indonesian National Qualifications Framework (IQF) in higher education field, has the duty and function to ensure that each study program is required to develop a curriculum referring to the IQF and the National Higher Education Standards and a description of learning outcomes, minimum referring to the IQF in higher education field and their respective levels. The curriculum that applies at the Islamic Education Study Program the Faculty of Tarbiya and Teaching Sunan Kalijaga State Islamic University for new students starting in the 2020/2021 Academic Year is the curriculum that refers to the IQF, the National Higher Education Standards, and the Independent Learning Campus policy which integrates-intercorrelates Islamic knowledge and values within the framework of Outcome-Based Education. Then the problem is how the Islamic Education curriculum at the S1, S2, and S3 levels of the Islamic Education Study Program the Faculty of Tarbiya and Teaching Sunan Kalijaga State Islamic University is developed continuously and appropriate with the integration-interconnection paradigm that applied at Sunan Kalijaga State Islamic University? This research is important because the IQF must be known by everyone, especially those who work in the education field and must be accommodated by every curriculum. The purpose of this study was to find out and understand information or descriptions regarding the implementation of the Islamic Education curriculum in the S1, S2 and S3 Islamic Education Study Programs, the Faculty of Tarbiya and Teaching, Sunan Kalijaga State Islamic University of Yogyakarta. This research was designed in qualitative research form by taking the location in the S1, S2, and S3 Islamic Education Study Programs, the Faculty of Tarbiya and Teaching, Sunan Kalijaga State Islamic University of Yogyakarta. The data collection technique of this research used interview, observation, and documentation methods. The data analysis technique used the Miles and Huberman model, which includes data reduction, data display, and data verification. The data validity test used triangulation techniques, namely source triangulation and technical triangulation. The results of the study indicate that continuity is urgent not only to prevent the repetition of learning materials but also to prevent learning that makes ineffective and inefficient. It is also to reach the student's fruitfulness in mastering materials at certain levels of education. Continuity of the material is urgent. But nowadays, high-order thinking skills are needed which can be obtained through multi, inter, and transdisciplinary. This is in line with the integration-interconnection paradigm developed by Sunan Kalijaga State Islamic University. So in the curriculum, integration and interconnection are needed. So that the development of science can achieve an integrative and interconnective unity. The integrative interconnectivity of religion and science becomes an institutional solution, its study and development. Secondly, in linear study programs such as S1, S2, and S3 Islamic Education Study Programs the Faculty of Tarbiya and Teaching Sunan Kalijaga State Islamic University, it should be understood that it is urgent to understand the IQF level at each level of education. This is can be done so that the existing material can be synchronized and follow the outcomes or outputs produced at each level of education. According to integration in science, the relevance of Jerome Bruner's mind with the curriculum referring to the Independent Learning-Independent Campus policy at this time is that students are allowed to carry out activities such as independent studies/projects. The ease of accessing and sharing various information and digital-based knowledge sources currently encourages the birth of new patterns of learning at various levels including universities by applying a heutagogy learning approach based on self-determined learning. The curriculum that applies in the Islamic Education Study Program is in line with Jerome Bruner's mind which is practically the curriculum needs to be reviewed or redesigned every 4-5 years. So that the curriculum can be adaptive. Third, the domain or level of integration-interconnection of science in its implementation is developed into four domains, which consist of the domains of philosophy, material, methodology, and strategy. Overall, the implementation of the integration-interconnection paradigm in the curriculum and learning at the S1, S2, and S3 Islamic Education Study Programs the Faculty of Tarbiya and Teaching at Sunan Kalijaga State Islamic University have been well implemented