Differences between the 2013 Curriculum and the Independent Curriculum On Islamic Religious Education at Madrasah Ibtidaiyah
Keywords:
Curriculum 2013, Independent Curriculum, Madrasah Ibtida'iyah.Abstract
The Islamic Religious Education Curriculum the Covid-19 pandemic, which previously referred to the Decree of the Minister of Religion (KMA) Number 183 of 2019 concerning the PAI and Arabic Language Curriculum in Madrasas, now becomes the Directorate General of Education Decree No. 3211 concerning PAI and Arabic Learning Achievements. This research aims to analyze the differences between the 2013 curriculum and the independent curriculum in Islamic religious education, especially at the madrasah ibtidaiyah level. This research uses qualitative methods with a literature study approach. Data collection uses documentation. Data analysis used content analysis. The results showed that there had been several changes from the 2013 curriculum to the independent curriculum in Islamic religious education. There were differences in terms of objectives, characteristics, and editorial changes starting from aspects that changed to elements, core competencies changed to learning outcomes that were integrated into Profile of Pancasila student Rahmatal Lil Alamin. Basic competencies are the lesson objectives. The syllabus becomes the flow of learning objectives. RPP becomes a teaching module. Assessments are diagnostic, formative, and summative assessments. In preparing the flow, the flow is almost the same, only there are editorial changes. If the 2013 curriculum it starts with identifying core competencies, and basic competencies and then compiling the syllabus and lesson plans, then in the independent curriculum the flow starts with analyzing learning outcomes, and new learning objectives, developing a flow of learning objectives and teaching modules.
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