Model kurikulum terpadu dalam pembelajaran pendidikan agama Islam: Studi Multi Kasus di MAN 01 Malang dan SMAN 4 Malang

INDONESIA: Pembelajaran Pendidikan Agama Islam merupakan upaya membelajarkan peserta didik dalam mencapai tujuan PAI dalam kegiatan belajar mengajar disekolah. Salah satu model kurikulum yang dikembangkan adalah kurikulum terpadu, yaitu yang memadukan beberapa jenis kurikulum yang dilaksanakan dalam satu jenjang pendidikan. Perpaduan beberapa jenis kurikulum tersebut diantaranya Kurikulum Kemendikbud, Kurikulum Kemenag, dan Kurikulum Satuan Pendidikan. Penelitian ini bertujuan untuk menganalisis: 1) Perencanaan model kurikulum terpadu dalam pembelajaran pendidikan agama Islam di MAN I Malang dan SMAN 4 Malang, 2) Pelaksanaan kurikulum terpadu dalam pembelajaran pendidikan agama Islam di MAN I Malang dan SMAN 4 Malang, 3) Evaluasi kurikulum terpadu dalam pembelajaran pendidikan agama Islam di MAN I Malang dan SMAN 4 Malang. Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus, rancangan multi kasus. Teknik pengumpulan data dilakukan dengan wawancara mendalam (indepth interview), observasi (observation), dokumentasi (documentation). Proses analisa data dilakukan mulai dari pengumpulan data, reduksi data, penyajian data, dan verifikasi. Untuk pengecekan keabsahan data peneliti menggunakan kreadibilitas, transferabilitas, depentabilitas, dan konfirmabilitas. Hasil penelitian ini menunjukkan bahwa: (1) Model kurikulum terpadu, a) menggunakan pendekatan school based integrated curriculum, MAN (integrasi kurikulum Kemenag, Kemendikbud, dan kekhasan MAN) sedangkan SMAN (integrasi kemendikbud dan kekhasan SMA). Kekhasan MA adalah keagamaan dan life skill elektro setara D-1 sedangkan SMA adalah adiwiyata dan literasi. b) perencanaan kurikulum terpadu dalam pembelajaran di MA menggunakan model inter dan antar disiplin sedangkan di SMA menggunakan model inter dan trans disiplin. c) langkah-langkah, lintas guru mapel menganalisis keterkaitan KD dan materi menjadi tema kemudian menyusun RPP. (2) Pelaksanaan kurikulum terpadu, a) guru mengacu kepada standart KI-KD PAI, b) mengembangkan dan mengintegrasikan proses pembelajaran di kelas dan di luar kelas, c) menggunakan metode yang bervariasi, d) adanya penambahan dan pengaturan waktu dan tugas-tugas tambahan. (3) Evaluasi kurikulum terpadu menggunakan pendekatan proses dan hasil berbasis kelas dan kompetensi peserta didik, jenis penilaiannya ada tes dan nontes yang menekankan produk seperti portofolio dan pendekatan karakter, religius, disiplin, kerja keras dan percaya diri. ENGLISH: Islamic studies learning is a means to teach students in order to achieve the objectives of Islamic studies learning in the process of school learning and teaching. One of the curriculum models which is developing is integrated curriculum which means that integrating several kinds of curriculum which are employed within single educational program. Those curricula which are integrated: the curriculum of Ministry of Education and Culture (Kemendikbud), the curriculum of Ministry of Religious Affairs (Kemenag), and school-based curriculum. This research aims to analyze: 1) The planning of integrated curriculum model in the learning process of Islamic studies at MAN I Malang and SMAN 4 Malang, 2) The implementation of integrated curriculum in the learning process of Islamic studies at MAN I Malang and SMAN 4 Malang, and 3) The evaluation of integrated curriculum in the learning process of Islamic studies at MAN I Malang and SMAN 4 Malang. This research exerts qualitative approach, case study, and multi-cases program. The data collection technique which is used in this research is in-depth interview, observation, and documentation. The data analysis processes are done through data collection, data reduction, data presentation, and verification. As for checking the data validity, the researcher uses credibility, transferability, dependability, and conformability. This research result shows that: (1) the planning of integrated curriculum model a) uses school-based integrated curriculum approach, for the detail MAN (integrated curriculum of Ministry of Religious Affairs/Kemenag, Ministry of Education and Culture/Kemendikbud, and particularities belong to MAN), whereas SMAN (integrated curriculum of Ministry of Education and Culture and particularities belong to SMAN). MA particularities include religious subject and electro life skill equivalent to D-1 degree, whereas SMA uses adiwiyata and literacy, b) the planning of integrated curriculum in the learning process at MA makes use of inter model and inter disciplinary, whereas at SMA makes use of inter model and trans disciplinary, c) the steps, the subject’s teacher to analyze the relevance between KD and subject to be the learning theme and then to arrange the lesson plan (RPP). (2) the implementation of integrated curriculum which a) the teacher refers to KI-KD PAI standard, b) develops and integrates the learning process both in class and outside class, c) exerts method variation, d) adds and organizes the time and additional tasks. (3) the evaluation of integrated curriculum uses process approach, based-class result, and students’ competence, the assessment can be both test and non-test which underlines the products such as portfolio and several approaches of character, religious matter, disciplinary, hard work, and confidence