Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau
Researchers conducted research at the Lubuklinggau City Special School in class 3C with intellectual disabilities and the researchers concluded that: the implementation of the 2013 curriculum in learning Islamic Religious Education for mentally retarded children at the Lubulinggau Special School is...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Indonesian |
| Published: |
STAI Bumi Silampari
2021-07-01
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| Series: | Edification Journal |
| Subjects: | |
| Online Access: | https://jurnal.staibsllg.ac.id/index.php/ej/article/view/286 |
| _version_ | 1797362183273709568 |
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| author | Fitriyani Fitriyani Atika Atika Zainal Azman Taufik Mukmin |
| author_facet | Fitriyani Fitriyani Atika Atika Zainal Azman Taufik Mukmin |
| author_sort | Fitriyani Fitriyani |
| collection | DOAJ |
| description | Researchers conducted research at the Lubuklinggau City Special School in class 3C with intellectual disabilities and the researchers concluded that: the implementation of the 2013 curriculum in learning Islamic Religious Education for mentally retarded children at the Lubulinggau Special School is not entirely in accordance with the standards in the 2013 curriculum. attitudes and skills. Meanwhile, mastery of the material (knowledge) is not emphasized because of the limited abilities of students. Standard content, simplified Islamic Religious Education material, time allocation 3x40 minutes one meeting a week. Standard process, the learning process prioritizes direct practice, such as congregational prayer, reading the Koran and memorizing it, only 30% of the learning resources are printed books, and learning Islamic Religious Education is not only in class. The assessment is carried out by means of tests, midterm examinations, final semester examinations, and assessment of the learning process. the inhibiting factor is that students find it difficult to provide subject matter, insufficient facilities and infrastructure, only one teacher of Islamic Religious Education subject, and incomplete supporting books. |
| first_indexed | 2024-03-08T16:04:43Z |
| format | Article |
| id | doaj.art-ab0490017ecb47a4b6db782907059054 |
| institution | Directory Open Access Journal |
| issn | 2714-7681 2686-0988 |
| language | Indonesian |
| last_indexed | 2024-03-08T16:04:43Z |
| publishDate | 2021-07-01 |
| publisher | STAI Bumi Silampari |
| record_format | Article |
| series | Edification Journal |
| spelling | doaj.art-ab0490017ecb47a4b6db7829070590542024-01-08T08:17:43ZindSTAI Bumi SilampariEdification Journal2714-76812686-09882021-07-0141577310.37092/ej.v4i1.286286Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota LubuklinggauFitriyani Fitriyani0Atika Atika1Zainal Azman2Taufik Mukmin3STAI Bumi Silampari Lubuk Linggau Sumatera SelatanSTAI Bumi Silampari LubuklinggauSTAI Bumi Silampari LubuklinggauSTAI Bumi Silampari LubuklinggauResearchers conducted research at the Lubuklinggau City Special School in class 3C with intellectual disabilities and the researchers concluded that: the implementation of the 2013 curriculum in learning Islamic Religious Education for mentally retarded children at the Lubulinggau Special School is not entirely in accordance with the standards in the 2013 curriculum. attitudes and skills. Meanwhile, mastery of the material (knowledge) is not emphasized because of the limited abilities of students. Standard content, simplified Islamic Religious Education material, time allocation 3x40 minutes one meeting a week. Standard process, the learning process prioritizes direct practice, such as congregational prayer, reading the Koran and memorizing it, only 30% of the learning resources are printed books, and learning Islamic Religious Education is not only in class. The assessment is carried out by means of tests, midterm examinations, final semester examinations, and assessment of the learning process. the inhibiting factor is that students find it difficult to provide subject matter, insufficient facilities and infrastructure, only one teacher of Islamic Religious Education subject, and incomplete supporting books.https://jurnal.staibsllg.ac.id/index.php/ej/article/view/286curriculum 2013, learning islamic religious education, children with intellectual disabilities |
| spellingShingle | Fitriyani Fitriyani Atika Atika Zainal Azman Taufik Mukmin Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau Edification Journal curriculum 2013, learning islamic religious education, children with intellectual disabilities |
| title | Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau |
| title_full | Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau |
| title_fullStr | Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau |
| title_full_unstemmed | Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau |
| title_short | Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau |
| title_sort | problematika pelaksaan kurikulum 2013 pada mata pelajaran pendidikan agama islam di sekolah dasar luar biasa negeri kota lubuklinggau |
| topic | curriculum 2013, learning islamic religious education, children with intellectual disabilities |
| url | https://jurnal.staibsllg.ac.id/index.php/ej/article/view/286 |
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