Development of an Actual and Ideal Islamic Education Curriculum

Introduction
As educators, we are certainly familiar with the term curriculum. This program is
prepared as a guideline in the implementation of education. The preparation is carried out
based on the learning needs of students who are expected to be the successors of the
country's development in the future. Therefore, the program will evolve as needed.
Therefore, it can be said that the curriculum is the main guideline for teachers and other
parties involved in education.

This curriculum is very meaningful in the world of learning, the program is inclusive
everything that a person needs, the organization of the right curriculum, is what suits one's
needs and the surrounding cultural conditions. So, by creating an appropriate curriculum,
we want to create a generation This is valuable because this program serves as a guide in
the overall education of issues related to the educational process, including objectives,
procedures, facilities, and materials and assessments described in the program. Perfect,
current and hidden program curriculum. A perfect program is one that contains something
perfect, desirable as stated in the Learning program document. The current curriculum is a
program that is implemented during the teaching process. and education. The hidden
curriculum is identified as a feature of existing concepts in education, but it is not clear.

When it comes to PAI learning, then ideal, realistic and programmed hidden
programs. Can be a synergistic unity Building character based on religious teachings. Islamic
education programs aim to foster self-confidence in the minds and hearts of the younger
generation, restore morals and awaken the spiritual spirit. It also aims to acquire knowledge
continuously, a combination of knowledge and work, beliefs and ethics as well as the
practical application of theory in life.
Problem statement

1. What is the actual and ideal development of the curriculum?

2. How is the development of the actual and ideal Islamic religious education curriculum
and what are the factors and obstacles in the development of the Islamic religious
curriculum?
3. How is the actual and ideal implementation of the Islamic religious education
curriculum?

Purpose

1. To find out what is the meaning of actual and ideal curriculum development.
2. To find out how to develop an actual and ideal Islamic religious education curriculum
and know the obstacles and factors in developing the Islamic religious curriculum.
3. To find out how the actual and ideal implementation of the Islamic religious
education curriculum.

Discussion

a.) actual and ideal curriculum development

The term curriculum is common and is used in most educational activities. This
shows that the school curriculum has a very strategic and instrumental role in
efforts to achieve educational goals. The limitations set by the law are clear: the
curriculum has two aspects. The first aspect is the plan that is used as a guideline
for the implementation of the teaching and learning process and the second is
the content, especially how to implement the plan in an effort to achieve
national education goals. At the same time, in general the curriculum is not
limited to specific subjects, placing more emphasis on content, but includes the
entire learning experience that the school carries out to influence development.
The personality of the students becomes more positive. direction that matches
expectations. Educational purposes. On the other hand, curriculum is defined as
an educational program that regulates and manages everything related to
educational interests. As a guideline, the ideal curriculum plays a very important
role in designing learning activities that can be achieved by teachers and
 students, because through these guidelines teachers can at least identify the
following factors:

1. Formulate goals and competencies that must be possessed by learners. We can imagine
without clear goals as signposts, teachers will find it difficult to determine and plan learning
programs.

2. Determine the content or subject matter that must be mastered for the achievement of
goals or mastery of competencies.

3. Develop learning strategies for teachers and students as an effort to achieve goals.

4. Determine the successful achievement of goals or competencies.

Noting the importance of the ideal curriculum, every teacher is required to

understand correctly the ideal curriculum, not only about the goals that must be achieved,
but various things related to efforts to achieve the goals themselves. The ideal curriculum
cannot be fully implemented by teachers, every school cannot possibly implement it
perfectly.

Therefore, the ideal curriculum is a guideline for every teacher, especially about the
goals and competencies that must be achieved, while the actual curriculum is a real
curriculum that can be implemented by teachers in accordance with existing conditions,
thus it can be ascertained that, the farther the distance between the ideal curriculum and
the actual curriculum, meaning that what the teacher does is not appropriate or far from
the ideal curriculum signs, the lower the quality of a school. Actual means that what
teachers and students do in accordance with the signs even exceeds the ideal curriculum as
a guideline, the better the quality of a school or the quality of the teaching and learning
process.

b.) Development of Islamic Religious Education Curriculum

Curriculum development is a process that plans, produces a better tool based on the
results of the assessment of the applicable curriculum, so as to provide better teaching and
learning conditions. In other words, curriculum development is an activity to produce a new
curriculum through curriculum preparation steps on the basis of assessment results carried
out during a certain period. Development in the Islamic Religious Education (PAI) curriculum
is defined as:

a. Activities to produce PAI curriculum,

b. A process that links one component to another to produce a better PAI

curriculum,

c. Activities for the preparation (design), implementation, assessment and

improvement of the PAI curriculum.

In historical reality, the development of the PAI curriculum turned out to have
undergone paradigm changes, although in certain cases the previous paradigm is still
maintained until now. This can be observed from the following phenomena:

a. Changes from the emphasis on memorization and memory of texts from Islamic
teachings, as well as mental-spiritual disciplines as influenced in the Middle East, to
understanding the purpose, meaning and motivation of Muslims to achieve the learning
objectives of PAI.

b. Change from textual, normative, and absolutist ways of thinking to historical, empirical,
and contextual ways of thinking in understanding and explaining Islamic religious teachings
and values.

c. Change from the emphasis on the product or the result of Islamic religious thought from
its predecessors to its process or methodology so as to produce the product. d. Change
from the pattern of PAI curriculum development that only relies on experts in selecting and
compiling PAI curriculum content towards broad involvement of experts, teachers, students,
the community to identify the goals of PAI and ways to achieve them.

c.) Supporting Factors for the Development of Islamic Religious Education

Curriculum

The religious education system should combine a normative-deductive approach

based on an absolute value system, namely the Qur'an, as-Sunnah and the law of Allah SWT
contained in the universe with an inductive descriptive approach that can preserve the
aspirations of the people and improve the nation's culture in accordance with the ideals of
independence with the formulation of educational programs based on the concept of
variability. The three typologies of educational institutions (systems of values and norms,
systems of ideas and mindsets, systems of behavior patterns and systems of cultural
products) are ultimately interests that are less integrated in an Islamic education system,
while the results are perceived not to fulfill their objectives. For this reason, structurally it is
very necessary to have an organization, path and level of Islamic education that faces at
least three types of typologies so as to enable the implementation of an integral, systematic,
ecological and flexible Islamic religious education program.

Religious education is implemented in the national education system and is the

responsibility of the family, community and government. In the implementation of national
education, religious education requires the following;

1) basic packages of religious education materials that can be a guide to life, taking
into account the development of the soul, types, levels, school paths and the development
of national culture,

2) adequately qualified religious teachers,

3) sufficient and qualified religious education facilities and infrastructure in

accordance with the needs proportionately, and

4) the environment and atmosphere that encourage the achievement of religious

education goals, such as: school situation, community and laws and regulations. So far, the
implementation of religious education in schools has been updated and improved. It can be
seen that these improvements have touched various aspects, ranging from curriculum,
learning materials, tools, approaches and teaching staff. The result is clear, although it has
not fulfilled our common demands and desires. The shortcomings, for example, are still
often heard of children who have graduated from junior high school / MTs, high school /
ma / vocational school and even universities who are still not used to praying five times a
day, fasting in Ramadan, reading the Qur'an and the like.

d.) Obstacles in the Development of Islamic Religious Education Curriculum.

In curriculum development there are several obstacles. The first obstacle lies in the
teacher. Teachers participate less in curriculum development. That's due to several things.
First less time. Second, there is a lack of conformity between fellow teachers and with
principals and administrators. Third, because of the teacher's own ability and knowledge.
Another obstacle comes from society. For curriculum development, community support is
needed both in financing and in providing feedback on the current education system or
curriculum. The community is the source of input from the school. The success of education,
the accuracy of the curriculum used requires help, as well as input of facts and thoughts
from the community. Another obstacle faced by curriculum development is the cost
problem. For curriculum development, especially in the form of experimental activities
either methods, contents or the system as a whole requires costs that are often not small.

e.) Curriculum Implementation Islamic religious education

Implementation is a form of implementation of what has been planned. Browne and

Wildavsky in siska haryati suggest that "implementation is the expansion of activities that
adapt to each other". Understanding implementation as an activity that adjusts to each
other. Grindle in Haedar Akib that implementation is a general process of administrative
actions that can be examined at the level of a particular program. The implementation
process will only begin when goals and objectives have been set, the program of activities
has been compiled and funds have been prepared and distributed to achieve the targets.
Then curriculum implementation can also be interpreted as actualization of written
curriculum into the form of learning. Curriculum implementation can also be interpreted as
the implementation and application of the curriculum and the expansion of mutually
adjusting activities or a process of applying ideas and concepts to the curriculum itself.9 It is
also stated that curriculum implementation is a process of interaction between facilitators
as curriculum development, and students as learning subjects.
The stages of curriculum implementation include three main activities, namely
program development, learning implementation, and evaluation.
1. Program development includes annual, semester, monthly, weekly, and daily
programs. In addition, there are also guidance and counseling programs or remedial
programs.
2. Implementation of learning. In essence, learning is a process of interaction
between students and their environment, so that there is a change in behavior for the
better. In learning, the most important task of the teacher is to condition the environment
to support behavior change for these students.
3. Evaluation of the process carried out throughout the process of implementing the
semester curriculum as well as the final formative and summative assessments include a
complete overall assessment for the purposes of evaluating curriculum implementation.
With these stages is a reference that will help achieve the objectives of activities that have
been set in the curriculum. This will automatically increase the utilization and application of
both ideal and actual curricula.

Method
 DAFTAR PUSTAKA
Ahyan, Mohammad Yusuf, 2018. Pengembangan Kurikulum Pendidikan Agama Islam dalam
Perspektif Pendidikan Nilai, Gresik
Azmi, Harits Zanki, 2018. Kurikulum Ideal dan Kurikulum Aktual, Hammer
Rasmini, 2022. Implementasi Kurikulum PAI: Kurikulum Ideal, Aktual dan Tersembunyi di SMK 6
Pertiwi Curup