Religious Development Curriculum: Islamic Education Philosophy Perspective In SMP Harapan 3 Medan

Abstrak / Ringkasan

This study aims to analyze the religious development curriculum based on Islamic education
philosophy at the SMP Harapan 3 Medan, which relies on (1) the teaching material model, (2) the
methods, (3) the supporting and inhibiting factors of religious development activities based on the
Islamic education philosophy as reviewed from ontologism, epistemological and axiological
aspects. This research uses qualitative methods with data collection techniques using interviews
and documentation. The data analysis technique used a model developed by Miles and Huberman,
which consists of data reduction, data presentation, and conclusion drawing. The results of this
study are as follows: (1) The teaching material model developed by the teacher in curriculum
activities, namely religious extracurricular activities, uses three teaching material models, namely:
(a) The teaching model is based on a philosophical approach to science in its ontologism,
epistemology and axiology (b) Based on an integrated thematic approach; and (c) Based on a
direction learning approach. (2) In terms of methods, there are three learning methods used,
namely; (a) drill method; (b) weekly activities using the example non example method; (c)
monthly, semester to yearly activities using the synergetic teaching method. (3) The supporting
factors for teachers in developing religious extracurricular activities based on Islamic education
philosophy at Harapan 3 Medan Junior High School are; a) The existence of a corporation between
the City Ministry of Religion and the local Education Office; b) There is support from the
principal, teachers, the community, and the school committee. While the inhibiting factors are; a)
The lack of maximum time available for extracurricular religious learning, b) Less optimalization
of the provision of facilities and infrastructure.

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