PERUBAHAN DAN PERKEMBANGAN KURIKULUM TERHADAP PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MADRASAH TSANAWIYAH
(The Curriculum Changes and the Development of Islamic Cultural History Learning at Madrasah Tsanawiyah)
DOI:
https://doi.org/10.47323/ujss.v3i2.195Keywords:
Curriculum, Education, and Islamic Culture HistoryAbstract
The aim of this paper is to explain the curriculum changes and developments toward Islamic Cultural History Learning at Madrasah Tsanawiyah Negeri 2 Bulukumba. Do curriculum changes and developments affect Islamic Cultural History Learning at Madrasah Tsanawiyah Negeri 2 Bulukumba? While the methods applied in this paper are qualitative research. Where the researcher will convey the data by describing the form of a sentence, and the researcher's descriptive research is descriptive. In contrast to the descriptive approach, which only describes the phenomena, symptoms, events, and events that occur. The results of the study show that; a teacher must have knowledge of the curriculum, including curriculum implementing teachers who should implement the curriculum in a textbook, trying to imply that the teacher is fully obedient to the operational and technical guidelines contained in the curriculum. Textbooks are almost entirely responsible for the content of learning resources. Teachers should consider developing a curriculum that actually provides opportunities for development; the character of the teacher must develop in addition to referring to the curriculum that has been set, taking into account the characteristics of the region and the diverse students. Teachers have the autonomy to design lesson plans, materials to be delivered, how to deliver them, and how to assess them as curriculum developers. Teachers are more creative and innovative in their use of models or lessons, developing teaching materials, and utilizing various learning resources. Learning takes a contextual and enjoyable approach to ensure that students have an enjoyable learning experience.
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