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Kebijakan , Pembaruan & Pengembangan Kurikulum ( Pendidikan Agama) di Indonesia

Kebijakan , Pembaruan & Pengembangan Kurikulum ( Pendidikan Agama) di Indonesia. Tujuan Pembelajaran. Menjelaskan perubahan kurikulum dalam rentang sejarah Menemukan aspek-aspek utama kebijakan Pendidikan Agama (termasuk Islam) di Indonesia. Kurikulum di Indonesia dari Masa ke Masa.

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Kebijakan , Pembaruan & Pengembangan Kurikulum ( Pendidikan Agama) di Indonesia

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  1. Kebijakan, Pembaruan & PengembanganKurikulum (Pendidikan Agama) di Indonesia

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

  3. Kurikulumdi Indonesia dariMasakeMasa

  4. TantangandanPembaruanKurikulum • Bebanbelajar (konten yang dipelajari)siswadi Indonesia kelebihan 20% jikadibandingkandenganbebanbelajarsiswadiluarnegeri yang berkisarantara 800-900/tahun(Media Indonesia, 23/11/05). • IndraDjatiSidi (2003) menyatakanbahwapembenahankurikulummestimengacupadapenguasaankemampuandanketerampilandasar minimal (minimum basic skills), menerapkankonsepbelajartuntas (mastery learning) danmembangkitkansikapkreatif, inovatif, demokratisdanmandiribagipesertadidik(lihat: Kunandar, 2007, p. 114).

  5. RE curriculum Policy in Indonesia • 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, 2012----Nurwanto

  6. 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, 2012----Nurwanto

  7. 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, 2012----Nurwanto

  8. Comparison of Indonesia & the UK’s RE The 5th International Indonesia Forum, July 9-10, 2012----Nurwanto

  9. BacaanLanjut • Setopo, H. danSoemanto, W. 1993. PembinaandanPengembanganKurikulumsebagaiSubstansi Problem AdministrasiPendidikan. Jakarta: BumiAksara. • Subandijah. 1993. PengembangandanInovasiKurikulum. Jakarta: RajaGrafindoPersada. • Nurdin, S. 2002. Guru ProfesionaldanImplementasiKurikulum. Jakarta: Ciputat Pers. • Nurwanto. 2012. ‘RE Curriculum Policy in Indonesia and the UK’. PaperdipresentasikandiKonferensiInternasional, Yale University & UGM. • Ornstein, A.C. dan Levin, D.U. 1985. An Introduction to the Foundations of Education Third Edition. USA: Hughton Mifflin Company.

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