Analisis Manajemen Kurikulum

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Vol. 00 No. 00 (2020) : 00-00

Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index
ANALYSIS OF MANAGEMENT CURRICULUM IN

COLLEGE
(CASE STUDY ON MPI STUDY PROGRAM IN STAIN
MADINA)
Irma Suryani Siregar1, Sri Wahyuni Hasibuan2

1
Islamic Education Management, STAIN Mandailing Natal, Indonesia
English Education Department, STAIN Mandailing Natal, Indonesia
2
Email : irmasuryani@stain-madina.ac.id1, sriwahyunihsb@stain-madina.ac.id2
DOI:
Received: April 2020 Accepted: June 2020 Published: September 2020
Abstract :
Islamic universities as educational institutions must be able to produce superior,
religious, intelligent, innovative and competitive human beings. One important aspect
that must be considered is the curriculum. Is the Islamic higher education curriculum
in accordance with the goals and vision of the Islamic higher education institution
itself. Especially for new study programs such as the Islamic Education Management
Study Program at STAIN Madina. As a new study program, of course, there are many
obstacles, especially in managing the study program, including curriculum
management. Therefore, the authors feel interested in researching and analyzing more
deeply how the curriculum management of MPI STAIN Madina study program is.
The objectives of this study are (1) to describe and analyze the curriculum planning of
the MPI STAIN Madina study program, (2) to describe and analyze the
implementation of the MPI STAIN Madina study program curriculum (3) to describe
and analyze the evaluation of the MPI STAIN Madina study program curriculum.
This study uses a qualitative approach. The data collected in this study are documents
related to the curriculum of the MPI Study Program, and the results of interviews and
observations obtained from lecturers, students, education staff, leaders and so on,
related to curriculum management in the MPI study program. Data collection
techniques were carried out through documentation, in-depth interviews and
participatory observation. The data analysis technique that the author uses consists of
three stages, namely: data reduction, data presentation and conclusion drawing.
The results of this research are (1) Planning the curriculum of the Islamic Education
Management Study Program (MPI) at STAIN Mandailing Natal is carried out by (a)
preparing the vision and mission of the MPI study program which refers to the vision
and mission of STAIN Mandailing Natal (b) Determining the profile graduates in
accordance with the needs of stake holders, (c) Develop a curriculum structure
(Course Distribution), (d) Prepare Syllabus and Semester Learning Plans (RPS), (2)
Implementation of the curriculum for the Islamic Education Management Study
Program of STAIN Mandailing Natal is by dividing the lecture system into two
lecture systems, namely a face-to-face system and an online system, using the Zoom
Meeting application, Google Meet and supported by the WhatsApp group. And (3)
Evaluation of the curriculum of the Islamic Education Management Study Program of
STAIN Mandailing Natal, namely (a) evaluation of context, (b) Evaluation of inputs,
namely evaluation of curriculum documents, evaluation of lecturer availability,
evaluation of student readiness and evaluation of the adequacy of facilities and
infrastructure. (c) Process evaluation and outcome evaluation.
Al-Tanzim : Jurnal Manajemen Pendidikan Islam

Vol. 04 No. 01 (2020) : 1-12
Keywords : management, curriculum, MPI
Abstrak :
Perguruan tinggi Islam sebagai lembaga pendidikan harus mampu mencetak manusia-
masusia unggul, religius, cerdas, inovatif dan berdaya saing. Salah satu aspek penting
yang harus diperhatikan adalah kurikulumnya. Apakah kurikulum perguruan tinggi
Islam sudah sudah sesuai dengan tujuan dan visi perguruan tinggi Islam itu sendiri.
Terutama bagi prodi prodi baru seperti Prodi Manajemen Pendidikan Islam STAIN
Madina. Sebagai prodi baru sudah tentu banyak halangan, hambatannya terutama
dalam memenej prodinya, termasuk manajemen kurikulumnya. Oleh karena itu,
penulis merasa tertarik untuk meneliti dan menganalisis lebih dalam bagaimana
manajemen kurikulum prodi MPI STAIN Madina.
Adapun tujuan penelitian ini adalah (1) untuk mendeskripsikan dan menganalisis
perencanaan kurikulum prodi MPI STAIN Madina, (2) untuk mendeskripsikan dan
menganalisis pelaksanaan kurikulum prodi MPI STAIN Madina (3) untuk
mendeskripsikan dan menganalisis evaluasi kurikulum prodi MPI STAIN Madina.
Penelitian ini menggunakan pendekatan kualitatif. Data yang dikumpulkan dalam
penelitian ini adalah dokumen-dokumen yang terkait dengan kurikulum Prodi MPI,
dan hasil hasil wawancara dan observasi yang diperoleh dari dosen, mahasiswa, tenaga
kependidikan, pimpinan dan sebagainya, terkait manajemen kurikulum di prodi MPI.
Teknik pengumpulan data dilakukan melalui dokumentasi, wawancara mendalam dan
observasi partisifan. Adapun teknik analisis data yang penulis lakukan, terdiri dari tiga
tahapan yaitu: reduksi data, penyajian data dan penarikan kesimpulan.
Adapun hasil penelitian ini adalah (1) Perencanaan kurikulum Program Studi (Prodi)
Manajemen Pendidikan Islam (MPI) di STAIN Mandailing Natal adalah dilakukan
dengan (a) penyusunan visi dan misi prodi MPI yang mengacu kepada visi misi STAIN
Mandailing Natal (b) Penetapan profil lulusan yang sesuai dengan kebutuhan stake
holders, (c) Menyusun struktur kurikulum (Sebaran Matakuliah), (d) Menyusun Silabus
dan Rencana Pembelajaran Semester (RPS), (2) Pelaksanaan kurikulum Program Studi
Manajemen Pendidikan Islam STAIN Mandailing Natal adalah dengan membagi
system perkuliahan menjadi dua system perkuliahan yaitu system tatap muka dan
system daring, dengan menggunakan aplikasi zoom meeting, google meet dan
didukung oleh group whattsapp. Dan (3) Evaluasi kurikulum Program Studi
Manajemen Pendidikan Islam STAIN Mandailing Natal, yaitu (a) evaluasi konteks, (b)
Evaluasi input, yaitu evaluasi dokumen kurikulum, evaluasi ketersediaan dosen,
evaluasi kesiapan mahasiswa dan evaluasi kecukupan sarana dan prasarana. (c)
Evaluasi proses dan Evaluasi hasil.
Kata Kunci: manajemen, kurikulum, MPI
INTRODUCTION
Education is an important aspect in efforts to educate the nation for the
realization of advanced, democratic, independent and prosperous students
(communities). This is because through education, the quality of human
resources can be improved. (Zamroni, 2001; 94). A quality and intelligent
society will give birth to an attitude of independence from various aspects
(Mulyasa, 2005; 4).
This is in line with the function of national education, namely to shape
the character and civilization of a dignified nation as an effort to educate the
nation's children. Namely, by developing the potential of students to become
human beings who are faithful and pious, have noble character, are healthy,
knowledgeable, capable, independent and become democratic and responsible
citizens. (Law on National Education System, 2003; 5)
The function and purpose of education shows that the educational
process that must be carried out in Indonesia emphasizes the development of
Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol. 00 No. 00 (2020) : 0-00 2

the potential of students so that they become intelligent and superior human
beings, both physically, intellectually, emotionally, socially and spiritually.
Therefore, each educational unit is required to organize an educational process
to achieve the national education goals by taking into account the potential and
uniqueness of each educational unit, including Islamic universities.
Therefore, Islamic universities must be able to produce superior,
religious, intelligent, innovative and competitive human beings. One important
aspect that must be considered is the curriculum. Is the Islamic higher
education curriculum in accordance with the goals and vision of the Islamic
higher education institution itself.
State Islamic College (STAIN) Mandailing Natal is a young state Islamic
university that has a vision of "the realization of moderate and innovative
Islamic higher education in Mandailing Natal in 2025.” The mission of the
Mandailing Natal State Islamic College (STAIN) is:
1. Conducting guidance and development of human resources (HR) who are
faithful and pious and proficient in mastering the latest science and technology;
2. Conduct and study the development of moderate and innovative Islamic
sciences;
3. Implement effective and efficient accountable institutional management;
4. Implement moderate and innovative education and learning;
5. Carry out scientific integration-based research;
6. Carry out useful and dignified community service. (www.stain-madina.ac.id)
STAIN Mandailing Natal has 15 study programs, of which 13 are new
study programs whose licenses were issued in August 2019. One of the new
study programs is the Islamic education management study program which has
a vision of "becoming an Islamic Education Management Study Program that
produces moderate education staff, innovative, Professional and religious.”
As a new study program, it is still necessary to clean up and prepare
everything related to the continuity of the study program. The most urgent
thing is to develop a curriculum that is in accordance with the standards of the
Indonesian National Qualifications Framework (KKNI).
KKNI is a competency qualification tiering framework that can
juxtapose, equalize, and integrate the fields of education and job training as
well as work experience in order to provide recognition of work competencies
in accordance with with the structure of work in various sectors.
So, it can be concluded that the IQF is a study program that requires the
education system in higher education to clarify the profile of its graduates, so
that it can be adjusted to suitability from the point of view of analyzing
community needs.
This curriculum requires students to have abilities that meet criteria such
as: in the aspect of attitude, work ability, knowledge, managerial and
responsibility aspects. With this achievement target, universities must be able to
describe a learning achievement in each of the existing courses so that they are
arranged according to the needs of the graduation profile. In addition, the latest
policy from the minister of education (Nadiem Makarim), recommends
universities to implement an independent learning curriculum for independent
campuses (MBKM).
The Islamic Education Management Study Program has prepared a

curriculum that refers to the KKNI. However, due to the time factor and lack of
resources, as well as the permit factor which was only issued in August 2019,
the preparation of the curriculum seemed rushed and less than optimal. Is it
under these conditions that the vision of STAIN Mandailing Natal to become an
Islamic university capable of producing moderate, superior, religious,
intelligent, innovative and competitive students can still be achieved and in
particular the vision of the MPI study program to produce moderate,
innovative education personnel? , professional and religious can be achieved?
Therefore, the authors feel interested in researching and analyzing more deeply
about curriculum management in the Islamic education management study
program. Therefore, the author raises the title Analysis of Islamic Higher
Education Curriculum Management (Case study of the curriculum of the
Islamic education management study program Stain Mandailing Natal)
CONCEPT OF THEORY
The Study in College
Education is a process that must be carried out seriously as an effort to
develop all the potential of students, both spiritual, emotional, intellectual and
skill potentials so that they are beneficial to the nation and state. (Law of the
Republic of Indonesia Number 12 of 2012)
College is a level of education after secondary education consisting of
diploma programs, undergraduate programs, master programs, doctoral
programs, and professional programs, as well as specialist programs, organized
by universities based on the culture of the Indonesian nation. (Law of the
Republic of Indonesia Number 12 of 2012).
The functions of Higher Education are as follows:
a. develop the ability of the community, especially students to become human
beings with character and civilization as an effort to educate the nation;
b. developing the tridharma of higher education as an effort to produce
academicians who are superior, innovative, responsive, creative, skilled,
competitive, and cooperative
c. Applying humanities (humanity) values in the development of Science and
Technology (Law of the Republic of Indonesia Number 12 of 2012)
The goals of Higher Education are as follows:
a. To develop all student potential, both spiritual, emotional, intellectual and
skill potentials so that they are beneficial to the nation and state;
b. Produce graduates or alumni who are able to master Science and Technology
in the context of meeting national interests and increasing the nation's
competitiveness;
c. Produce science and technology by conducting research by paying attention
to human values in order to benefit the progress of the nation and human
civilization;
d. Realizing research-based community service as an effort to advance public
welfare and educate the nation's life. (Law of the Republic of Indonesia Number
12 of 2012).
National Standard for Higher Education
The National Standards for Higher Education aim to:
a. guarantee the achievement of higher education goals in the context of
educating the nation's life, developing science and technology that pays

attention to human values;
b. ensure that the implementation of the tri dharma of higher education can be
realized in terms of teaching, research, and community service in accordance
with the criteria set out in the National Higher Education Standards;
c. encourage universities to achieve the quality that has been determined, both
the quality of learning, research, and community service that is even able to
exceed the criteria set out in the National Higher Education Standards on an
ongoing basis. (Regulation of the Minister of Education and Culture, 2014)
The National Standards for Higher Education Education consist of:
graduate competency standards, learning content standards, learning process
standards, learning assessment standards, lecturers and education staff
standards, learning facilities and infrastructure standards, learning
management standards, and learning financing standards. (Regulation of the
Minister of Education and Culture, 2014)
Higher Education Curriculum
The curriculum is a learning plan that includes a graduate learning
achievement plan, study materials, processes, and assessments used as a
guideline for the implementation of the study program. (Regulation of the
Minister of Education and Culture, 2014).
The higher education curriculum is a set of plans and arrangements for
learning objectives, learning content, and teaching materials as well as methods
or methods used in learning that serve as guidelines for implementing learning
activities. The higher education curriculum developed must be able to develop
intellectual intelligence, noble character, and skills. The curriculum content that
is mandatory at the tertiary level is religion, Pancasila, citizenship and
Indonesian language courses. Then the higher education curriculum is
implemented through curricular, co-curricular, and extracurricular activities.
(Law of the Republic of Indonesia, 2012).
Higher Education Curriculum Management
Curriculum management consists of two words, namely management
and curriculum. The essence of management is the process of managing an
organization through planning, organizing, leadership, and controlling
organizational resources (Richard, 2002; 8). This is in line with the notion of
management put forward by Daft and Stoner who say that management is a
process of planning, organizing, leading, and controlling the efforts of members
and the use of all organizational resources to achieve the goals that have been
set (James, 1996; 8). The resources in question are man, money, material,
machines, methods, marketing, minute and information) which are managed
efficiently and effectively (Usman, 2010; 2). More technically, T. Hani Handoko
formulates the meaning of management as a process by involving people to
achieve goals through planning, organizing, staffing, leading and controlling.
(Handoko, 1986; 10).
The definition of management formulated by experts is essentially the
same, namely as an effort to achieve predetermined organizational goals.
The essence of management in Islam is basically long before the theories
emerged, they were first practiced by the Prophet Muhammad. In the view of
Islam, everything must be done in a neat, correct, orderly and orderly manner.
The processes must be followed carefully. Rasulullah SAW emphasized that

success will only be obtained if we are sincere, earnest, work hard, and give the
best work in all fields of our profession. Or what he calls the itqan concept.
The Messenger of Allah said in a hadith:
‫ ا السري‬: ‫ ا ال‬: ‫ا ال‬
‫ابت ام‬
‫ هللا ل إذا‬:‫ائشة ل هللا لى هللا عليه لم ال‬
‫(ل ال ) اه لن‬
(Al-Thabrani, 2005; 408)
Telling us Ahmad he said: told us Mus'ab, he said: told us Bisyir ibn al-Sirry
from Mus'ab ibn Thabit, from Hisham ibn 'Urwah from his father, from 'Aisha,
that the Messenger of Allah said: Indeed, Allah loves people who when doing a
job, it is done in itqan (precise, directed, clear and complete). (Hadith Muslim
History)
In Islamic terminology, itqan means doing a task with the best quality.
(Antonio, et al, 2011) Similarly, in the hadith narrated by Imam Muslim from
Abi Ya'la, Rasulullah SAW said: "Allah SWT obliges us to apply ihsan in
everything ( HR. Muslim)." (Syarifuddin, number 17) The word ihsan means to
do something optimally and optimally. Ihsan in worship is realized if its
implementation is not solely fulfill the requirements and pillars, but carried out
with the best and sincerely to Allah. In a broad sense, the attitude of ihsan must
be displayed by every Muslim in all activities. This is manifested by trying to
do the best in every activity. (Fathani, Tt; 723).
From the description above, it can be understood that Islam encourages
its people to be able to manage everything. Management means doing
everything with ihsan (the best quality), because if the work is done with ihsan,
then the result will be ihsan too.
The definition of curriculum is a set of plans and arrangements
regarding the objectives, content and learning materials as well as the
procedures used as guidelines for the implementation of teaching and learning
activities. (Law on National Education System, 2003) Further disclosed in
Kepmendiknas No. 232/U/2000 that the higher education curriculum is a set of
plans and arrangements regarding the content and materials of studies and
lessons as well as the delivery and assessment methods that are used as
guidelines for the implementation of teaching and learning activities in higher
education.
What is meant by curriculum management is as a cooperative,
comprehensive, systemic curriculum management system in order to realize the
achievement of curriculum objectives. In the education process, it is necessary
to implement curriculum management so that the planning, implementation
and evaluation of the curriculum run more effectively, efficiently and optimally
in empowering various learning resources, learning experiences, and
curriculum components.
Curriculum management is concerned with how the curriculum is
designed, implemented (implemented) and controlled (evaluated and refined),
by whom, when, and within which scope. Curriculum management is also
concerned with the policy of who is given the task, authority, and responsibility
in designing, implementing, and controlling the curriculum. From which point
of view the assignment, authority and responsibility in curriculum

development. In general, it is distinguished between centralized curriculum
development management or top down curriculum development and
decentralized curriculum development management or bottom up curriculum
development. Based on the above opinion, it can be concluded that curriculum
management is a process of utilizing curriculum resources which includes
planning, organizing, implementing and monitoring to achieve learning and
educational goals. (Syafaruddin, et al, 2017; 39)
The stages or processes of curriculum management as stated above
provide an understanding that the steps or processes of curriculum
management include the planning, implementation, and evaluation processes
to ensure that the curriculum objectives can actually be achieved. Thus,
curriculum management is the responsibility of educational planners,
implementers and supervisors to ensure that learning takes place well and
results in the achievement of the desired goals as shown in changes in student
behavior. (Syafaruddin, et al, 2017; 39)
According to Rusman, there are several benefits of curriculum
management including: (a) effective and efficient use of curriculum resources,
(b) applying the principle of justice for students in order to achieve optimal
learning outcomes (c) So that the relevance and effectiveness of learning
increases (d) so that the effectiveness of the performance of teachers/lecturers
as well as student activities can be improved, (e) provide opportunities for the
community to take part in curriculum development. (Rusma, 2009; 5).
From the description above, it can be understood that curriculum
management is a very urgent component in the world of education. With
curriculum management, the planning, implementation and evaluation of the
curriculum will run effectively, efficiently and optimally. Curriculum
Management Curriculum Function
Broadly speaking, there are three functions of curriculum management,
namely, curriculum planning, curriculum implementation and curriculum
evaluation. The following will be explained in detail.
a. Curriculum Planning
Curriculum planning is carried out as an effort to design efforts to
produce graduates who have competence, namely a good combination of
mastery of knowledge (knowledge), skills in carrying out work (skills) and
attitudes required to master a job (attitude).
According to Muhaimin, the process of curriculum development is
essentially divided into three parts, namely the first to produce a curriculum as
an idea. From the curriculum as an idea, it continues in the second part which is
realized in a planning document, and from the planning document it is then
implemented in the implementation of academic activities. From the
implementation process, development is then carried out. (Muhaimin, 2008; 24)
The curriculum as an idea is a process that results from an analysis
process that comes from various inputs. The inputs that make up the
curriculum as an idea are: First, the vision and mission of the institution. As an
educational institution's direction, the vision and mission must be translated
more details into the form of planning. One of the most important plans in
educational institutions is the curriculum. So that the curriculum must be
inspired by the spirit to be able to achieve the vision of the institution.

Second, is the idealism factor owned by the leader of the educational
institution. The concept of idealism adopted by a leader will be able to influence
various plans in an institution, including the curriculum. Third, there is a need
from the stakeholders of the educational institution. As an educational
institution that has the main activity of producing competent human resources,
educational institutions must always look at the competency demands required
by the user institution. However, the stakeholders of educational institutions
are not only related to graduate users, an important stakeholder of educational
institutions is the community.
Fourth, is the availability of resources that will support the
implementation of the curriculum, be it human resources, while other resources
are other resources that can be in the form of land, buildings, budget,
equipment, and various technologies that exist in universities. The existence of
lecturers with high competence will certainly affect the curriculum as an idea.
Likewise, the condition of the university environment can affect the curriculum
as an idea at the university.
Fifth, is the characteristic factor of students. Characteristics of students
can be viewed from age, economic conditions, education that has been
experienced, or family social conditions. (Muhaimin, 2008; 24)
The same thing was also expressed by Oemar Hamalik that the
curriculum is structured to realize the goals of national education by taking into
account the stages of development of students and their suitability to the
environment, national development needs, development of science and
technology and the arts according to the type and level of each educational unit.
(Hamalik, 1994; 41).
Meanwhile Tresna Dermawan Kunaefi, et al offer the concept of
curriculum planning that is more operational in nature. Namely, there are
several stages that must be carried out in planning the curriculum, namely the
determination of graduate profiles, formulation of graduate competencies,
assessment of the content of competency elements, selection of study materials,
estimation and determination of burdens (credits) and formation of courses,
preparing curriculum structures, syllabus development and learning
implementation plans. (Kunaefi, 2008; 14).
Planning for the learning process in higher education is prepared for
each subject and presented in a semester learning plan (RPS) or other terms.
The semester learning plan (RPS) is determined and developed by the lecturers
independently or together in a group of expertise in a field of science and/or
technology in the study program. (Regulation of the Minister of Education and
Culture, 2014)
b. Curriculum Implementation
To be able to implement curriculum documents in academic activities in
higher education, various conditions of adequate input are needed. The first
thing that is needed to be able to implement the curriculum as a document in
daily academic activities is the process learning. Various competencies related
to learning are important factors of this input. Teacher competence in mastering
the material, mastering learning strategies, and skills in using and utilizing
learning resources are important things in an effort to realize the curriculum.
(Muhaimin, 2008; 29)

The implementation of the learning process in higher education takes
place in the form of interaction between lecturers, students, and learning
resources in a particular learning environment. The learning process in each
course is carried out according to the semester learning plan (RPS). (Regulation
of the Minister of Education and Culture, 2014)
The learning process related to student research must refer to the
National Research Standards. The learning process related to community
service by students must refer to the National Standard for Community Service.
The learning process through curricular activities must be carried out in
a systematic and structured manner through various courses and with a
measurable learning load. The learning process through curricular activities is
required to use effective learning methods in accordance with the
characteristics of the courses to achieve certain abilities specified in the courses
in the series of fulfillment of graduate learning outcomes. Learning methods
that can be chosen for the implementation of course learning include: group
discussions, simulations, case studies, collaborative learning, cooperative
learning, project-based learning, problem-based learning, or other learning
methods, which can effectively facilitate the fulfillment of graduate learning
outcomes.
Each course can use one or a combination of several learning methods
and is accommodated in a form of learning. The forms of learning referred to
can be in the form of:
1) lectures;
2) responses and tutorials;
3) seminars; and
4) practicum, studio practice, workshop practice, or field practice; (Regulation
of the Minister of Education and Culture, 2014)
Second, the results of the learning evaluation. The learning evaluation
process is a process that aims to determine the level of competence that has
been achieved by students, so that the learning evaluation must be able to
measure the three areas of competence stated above, namely knowledge
(cognitive), skill (psychomotor) and attitude (affective). To carry out an
evaluation that is in accordance with the area of competence, it is necessary for
the lecturer's ability to choose and use various evaluation instruments. The
selection of evaluation instruments is adjusted to the area of competence to be
evaluated, whether it is cognitive, affective or psychomotor. (Muhaimin, 2008;
30)
The learning assessment techniques in universities consist of
observation, participation, performance, written tests, oral tests, and
questionnaires. The learning assessment instrument in higher education
consists of process assessment in the form of a rubric and/or outcome
assessment in the form of a portfolio or design work. The attitude assessment
can use observation assessment techniques. The assessment of mastery of
knowledge, general skills, and special skills is carried out by choosing one or a
combination of various assessment techniques and instruments. The final result
of the assessment is integration between the various assessment techniques and
instruments used. (Regulation of the Minister of Education and Culture, 2014)
The assessment process can be done in two ways, namely using tests and

non-tests. The use of tests and non-tests is to look at the type of competence to
be tested, whether the assessment is to assess cognitive, affective or
psychomotor.
c. Curriculum Evaluation
Curriculum evaluation is a systematic effort to collect information about
a curriculum to be used as a consideration of the value and meaning of the
curriculum in a particular context. Scriven as quoted by Hamid Hasan
formulated the function of curriculum evaluation in formative and summative
terms. The formative function of a curriculum can only be carried out when the
evaluation is concerned with the process and not focused on results. On the
other hand, the summative function cannot be applied when the curriculum is
still in progress. The function of the summative curriculum is to give
consideration to the results of curriculum development. The results of
curriculum development can be in the form of curriculum documents, learning
outcomes, or the impact of the curriculum on universities and society. (Hasan,
2008; 41)
This was also expressed by S. Nasution that in evaluating the curriculum
there are several things that must be considered, namely: the goals of the
university, the situation of the university, the needs of stakeholders, the
competence of teachers, social phenomena and curriculum development.
(Nasution, 2003; 133).
The evaluation model that can be used as a guide or guide in evaluating
the curriculum is the CIPP Stufflebeam model. This evaluation model is the
model most widely known and applied by evaluators. CIPP which is an
abbreviation of the initial letters of four words, namely: Context evaluation
(evaluation of the context), Input evaluation (evaluation of input), Process
evaluation (evaluation of the process) and Product evaluation (evaluation of
results) (Nasution, 2006; 95)
The explanation of each aspect in the CIPP evaluation model is as
follows:
1) Context evaluation (evaluation of context)
Context evaluation relates to various aspects that give birth to a
curriculum document. In certain situations, people evaluate the demands of
society on the world of education and it is often referred to as a need
assessment. A need assessment is carried out to determine what is needed by
the community served by the education unit. The different needs of a social,
cultural, economic, and technological community in an educational unit that are
different from other environments require a different curriculum between the
two particular educational units. (Hasan, 2008; 137)
2) Input evaluation (evaluation of input)
Input consists of components that directly affect the curriculum, such as
the availability of resources. Resources are divided into two, namely human
resources and non-human resources, curriculum documents, and readiness of
students (students). Thus it can be understood that curriculum documents,
competencies, lecturers, facilities and infrastructure as well as the readiness of
students (students) are components that greatly influence the success of a
curriculum. Therefore, these components must be complete and of high quality
so that the curriculum can be achieved optimally.

3) Process evaluation (evaluation of the process)
Evaluation of this process can be done by internal evaluation, namely by
appointing a peer lecturer as an evaluator. Because if the evaluator in the
process evaluation is part of the direct implementer, namely the lecturer, then
the input will be easy, because he fully understands what is happening. If the
evaluator is a leader, such as the chancellor, vice chancellor, dean, vice dean or
head of the department, then he has an advantage as a leader, namely the
formal authority he has. The lecturers will hear and immediately carry out the
input given so that the implementation of the implementation process can run
according to what is planned in the curriculum document. (Hasan, 2008; 149).
4) Evaluation of results/products
Results are distinguished into two terms, namely output and outcomes.
Output is defined as the direct result that students have from a learning process
in an educational unit. While outcomes are the results after a while the person
concerned completes the educational process in an educational unit. (Hasan,
2008; 142)
The evaluation of the results was based on the categories of learning
outcomes, namely cognitive, affective and psychomotor. Therefore, in
evaluating student learning outcomes, the assessment made must represent all
student abilities, both cognitive, affective and psychomotor abilities. And even
in the world of education now known as intellectual intelligence, emotional
intelligence and spiritual intelligence.
The measurement of outcomes can be seen from the presence of alumni,
for example, how many people continue their studies to a higher level, the
occupations or professions of the alumni and community recognition of the
college concerned, namely by looking at the public's interest in sending their
children to the university concerned. This is done to find out whether the
competencies possessed by graduates are in accordance with the needs and
expectations of stakeholders, especially graduate users. With this information,
universities can find out whether the curriculum implementation process is
appropriate and whether the design of the documents in the curriculum are in
accordance with the wishes and expectations of stakeholders.
RESEARCH METHOD
This study uses a qualitative approach. Data is collected naturally. The

purpose of this study was to describe and analyze data regarding curriculum
management for the MPI STAIN Madina Study Program.
The location of this research is the MPI STAIN Mandailing Natal study
program which has been operating since 2019, since after the issuance of the
permit for the MPI Study Program with number 481 of 2019 concerning the
permit for the implementation of Islamic education management study
programs in schools The High Religion of Islam in the Mandailing Natal State.
The reason for choosing MPI STAIN Madina is because it is a new study
program, so you will find its own uniqueness, how a beginner manages the
curriculum with all its limitations.
The data collected in this study are (1) documents related to the MPI
Study Program curriculum, including the vision, mission, profile of graduates,

curriculum structure, course distribution, syllabus, RPS, and other documents
such as lecturer data, data students, facilities and infrastructure. (2) verbal data
obtained from interviews with lecturers, students, education staff, leaders and
so on, related to curriculum management in MPI study programs (3) subject
behavior (informants) namely data obtained from observations related to
curriculum management, including the learning process carried out by lecturers
and student responses during learning.
The sources of data in this study are (1) Humans/people, namely
lecturers, students, education staff, leaders and so on. (2) Non-human, in the
form of documents relevant to this research, namely vision, mission, graduate
profiles, curriculum structure, course distribution, syllabus, RPS, and other
documents such as lecturer data, student data, facilities and infrastructure.
To obtain data holistically and integratively, and pay attention to the
relevance of the data to the focus and objectives of the research, in collecting
data this research uses three techniques, namely:
1. Documentation
2. In-depth Interview
3. Participant Observation
The data analysis technique that the author uses consists of three stages,
namely: data reduction, data presentation and drawing conclusions. First, data
reduction, which is carried out after the data has been collected, both obtained
through documents, interviews and observations and then sorted out, which
ones are discarded, and which ones will be used in this study. The field notes
and documents collected were then rearranged and streamlined and grouped
according to the formulation of the problem in this study. Second, Data
Presentation, which is done after the data is reduced, then the researcher
presents it according to the problem formulation in sequence. Third, drawing
conclusions, that is, after presenting the data according to the problem
formulation, then the writer reads it again and analyzes it using the theory in
chapter II. Furthermore, the authors draw conclusions, which are poured into a
research report.
FINDINGS AND DISCUSSION

Curriculum planning for the MPI STAIN MADINA Study Program
Curriculum planning for the Islamic Education Management Study Program
(MPI) at STAIN Mandailing Natal was carried out starting in 2019. The steps for
planning the curriculum for the MPI study program are as follows: 1.
Formulating the vision and mission of the study program MPI STAIN
Mandailing Natal
According to the author's analysis, that based on the process carried out
by the MPI Study Program in formulating the vision and mission of the MPI
Study Program in the process of formulating the vision and mission by
involving various parties, such as experts or experts, then involving
stakeholders. This is appropriate, because in this way it will guarantee the
quality and relevance of the vision and mission of the MPI STAIN study
program to the needs of the community. This is in accordance with Kunaefi's
opinion that in planning the curriculum, the basic things that need to be done
are: formulated is the vision and mission of the institution, which is adapted to

the needs of stakeholders. (Kunaefi, et al, 2008).
After holding discussions with various parties, the vision and mission of
the MPI STAIN Madina Study Program can be formulated, namely the
realization of a superior, moderate and innovative study program in preparing
professional and Islamic education staff in Mandailing Natal in 2025 (stain-
madina.ac. en)
Meanwhile, the mission of MPI Study Program is as follows: a. Conduct
guidance and development of human resources who are faithful and pious and
proficient in mastering the latest science and technology in the field of Islamic
education management b. Conducting a development study related to
moderate and innovative Islamic education management c. Implementing an
accountable, effective and efficient management of the Islamic education
management study program. d. Carry out moderate and innovative education
and learning in the field of Islamic education management. e. Carry out
research and disseminate research results based on scientific integration in the
field of Islamic education management f. Carry out useful and dignified
community service in the field of Islamic education management. (stain-
madina.ac.id) 2. Determination of graduate profiles in accordance with the
needs of stake holders, namely
According to the author's analysis that the determination of the profile of
graduates of the MPI STAIN Madina Study Program by holding a curriculum
workshop by inviting stakeholders, education management experts in general
and Islamic education management experts from the Association of Islamic
Education Management Study Programs (PPMPI) to equalize perceptions about
the graduate profile is correct, so that later graduates of the MPI STAIN Madina
Study Program can compete with alumni from various campuses, because there
is a common perception of all MPI study programs in Indonesia. This is in
accordance with Muhaimin's opinion, that in determining the profile of
graduates, a team of experts and stakeholders must be involved so that the
determination of the graduate profile is tested and in accordance with the needs
of stakeholders. (Muhaimin, 2008).
The graduate profiles that have been formulated are as follows: a.
Educational staff in educational institutions both formal and non-formal b.
Management of educational institutions (madrasas, schools, course institutions,
training institutions, study groups, community learning activity centers, Islamic
boarding schools, majlis taklim, diniyah takmiliyah, and TPQ) c. Researcher in
the field of Islamic education management d. Entrepreneurship education
(edupreneurship) (Profile document for graduates of MPI Study Program 2021)
3. Develop a curriculum structure (Study Distribution)
According to the author's analysis, that in compiling the curriculum
structure or course distribution by discussing with various MPI study programs
that are considered more senior, then conducting curriculum workshops and
visiting several campuses for discussions and comparative studies to several
educational management study programs in the city of Medan are steps. and
the right strategy in the maturation and preparation of the MPI Study Program
curriculum structure. So that the curriculum structure or distribution was born
MPI Study Program courses (as attached).
4. Prepare Syllabus and Semester Lesson Plans (RPS)

According to the author's analysis, the preparation of the syllabus and
RPS that has been carried out by the MPI Study Program by submitting it to
each of the subject lecturers and referring to the format and template that has
been issued by the quality assurance center (P2M) is correct. Thus, the syllabus
and lesson plans prepared by the subject lecturers will have a uniform format
and template. So that the quality and quality of the syllabus and RPS are truly
guaranteed.
However, according to the author, it is advisable to form a consortium in
the preparation of the syllabus and RPS for each of the existing courses. Because
the same course is taught by several different lecturers. So it is necessary to
equalize perceptions and coaching and mentoring from more senior lecturers to
more junior lecturers.
Analysis of the Implementation of the MPI STAIN MADINA Study Program
Curriculum
The implementation of the MPI Study Program curriculum is to divide
the lecture system into two lecture systems, namely a face-to-face system and a
virtual face-to-face system using the Zoom Meeting application, Google Meet
and supported by the WhatsApp group. This is in accordance with the opinion
of the Acting Director General of Higher Education, that during this pandemic
the role of universities will be very visible in the prevention and handling of
COVID-19 by continuing to carry out the Tri Dharma of Higher Education by
implementing an online system (Dirjen Dikti, 2020). According to the
researcher's analysis, during the COVID-19 pandemic, even after the pandemic,
online learning is a must for universities because it is already the demands of
the development of science and technology. This is as Bates and Wulf's opinion
as quoted by Mustofa et al., that the benefits of online learning are the creation
of intense interactions between students and lecturers, providing the greatest
opportunity for the learning process to occur anywhere, and at any time. Makes
it easy to save learning material files (Mustofa et al, 2019).
However, before implementing online learning, lecturers should make
careful learning plans, namely (1) Identifying graduate learning outcomes
(CPL) in the taught subjects, (2) determining course learning outcomes (CPMK)
in accordance with the taught subjects, (3) determine the sub-CPMK as the
student's ability expected from each of the CPMK courses. (4) Determine the
indicators of each sub-CPMK, (5) Determine the assessment. In addition,
lecturers need to analyze the design of learning that will be carried out online,
namely developing lecture materials, methods and media that are adapted to
online learning. Then organize online learning pre-training, both for students
and for lecturers. So that lecturers and students are really ready to carry out
online learning. (Directorate General of Higher Education, 2020)
As for efforts to support and train lecturers' abilities in online learning,
training or workshops are held for lecturers, namely the lecturer's academic
information system workshop (SIAD) and the online learning system workshop
(SPADA). With this training event or workshop, it is hoped that the quality of
learning will increase and develop in accordance with the development of
science and technology. However, according to the analysis, online learning
training provided to lecturers is still lacking maximum and optimal. Because
the time is too short and there is no follow-up. This online learning training

should be carried out gradually and continuously, so that lecturers and
students are truly capable and ready to conduct online lectures.
In addition to learning that is academic in nature, MPI Study Program
also facilitates students in developing non-academic potentials, such as
developing student talents and interests. However, in this case it is still an
institution or high school, which is a combination of various study programs at
STAIN Madina. This is evidenced by the emergence of various Student Activity
Units (UKM) at STAIN Madina, including student activity units for nature
lovers, arts and culture units, sports units, calligraphy units, photographers and
so on. (See the STAIN Madina UKM document). According to the author's
analysis, what has been done by the MPI Study Program and the Mandailing
Natal STAIN in developing the academic and non-academic potential of
students as an effort to implement the mandate of the Republic of Indonesia
Law regarding the higher education curriculum that the curriculum is carried
out through curricular, co-curricular, and extracurricular activities. (Law of the
Republic of Indonesia, 2012).
Each unit of student activity mentioned above is guided by competent
lecturers according to these fields. With the existence of these student activity
units, it is expected to be able to develop the potential of students according to
their respective talents and interests. (Based on the results of observations and
interviews with students and lecturers). Analysis of the Curriculum Evaluation
of the MPI STAIN MADINA Study Program The curriculum evaluation carried
out by the MPI Study Program is as follows: 1. Context evaluation
The MPI study program curriculum strives to always update and adapt
according to the times. This is evident since operating in 2019 it has conducted
two curriculum workshops, the first in 2019 with the theme of curriculum
development workshops referring to the Indonesian National Qualifications
Framework (KKNI), but the curriculum workshops are for all study programs
at STAIN Madina . (See the 2019 curriculum workshop document.) The second
curriculum workshop will be held in 2021 with the theme of a workshop on the
preparation of a curriculum based on Merdeka Learning Merdeka Campus
(MBKM) Islamic Education Management Study Program. (See the 2021 MBKM
curriculum workshop documentation).
The implementation of curriculum workshops, which have been
conducted twice in three years, proves that the MPI curriculum seeks to
evaluate contexts. However, according to the author's analysis, the results of the
curriculum workshop held in 2021, namely the workshop on the preparation of
a curriculum based on Merdeka Learning Merdeka Campus (MBKM) has not
been realized. Because the implementation of the independent independent
campus curriculum, learning requires careful preparation. The learning
activities of the independent independent learning campus include: (1) Student
exchange, (2) Internship / Work Practice, (3) Teaching Assistance in Education
Units, (4) Research/Research, (5) Humanitarian Projects, (6) Entrepreneurial
activities, (7) Independent Project Studies and (8) Village Development /
Thematic Real Work Lectures. (Yayat Hendayana et al, 2020). However, in
reality the MPI STAIN Madina Study Program has not been able to implement
the eight independent learning campus learning activities. Because it requires
careful preparation both materially and morally.

2. Input evaluation The input evaluation consists of 4 (four) components that
must be evaluated, namely the evaluation of curriculum documents, evaluation
of the availability of lecturers, evaluation of student readiness and evaluation of
the adequacy of facilities and infrastructure.
First, evaluating curriculum documents by conducting curriculum
workshops twice, namely in 2019 and 2021. It is hoped that by holding these
curriculum workshops will produce a curriculum that is mature and ready to
be implemented.
Second, evaluate the availability of lecturers. That is done by recruiting
lecturers, where in 2018 there was a recruitment of PNS lecturers in the MPI
STAIN Madina study program, and several people graduated, namely 3
lecturers with a master's education background in education
administration/education management and 1 graduate with a doctoral
education background in Management. In Islamic education, there are 2 old
lecturers with doctoral education backgrounds who are placed in their
homesase at the MPI Study Program. (See the document of the homebase
lecturer for MPI STAIN Madina study program). In addition, to meet the needs
of lecturers, both in quantity and quality, the MPI Study Program is assigned
non-civil servant lecturers or extraordinary lecturers to teach at the MPI Study
Program with educational qualifications that are in accordance with the subjects
they teach. (See documents for non-PNS lecturers in MPI Study Program).
Based on this description, according to the author's analysis, the
recruitment of Islamic education management study program lecturers is
prioritized for graduates of Islamic education management, meaning that the
educational background is "Islamic", because MPI is not only studying
educational management theories, but must be imbued with values. Islamic
values based on the Qur'an and Hadith. Likewise, in recruiting non-PNS
lecturers or extraordinary lecturers, they should prioritize lecturers with
"Islamic" educational management backgrounds.
Third, evaluate student readiness. The background of students in the
MPI study program comes from various educational institutions, some from
SMK, SMA, MA and Islamic boarding schools. The heterogeneous background
of students actually makes the learning process more colorful and challenging
for the lecturers who teach. In general, students can follow the lectures well. It
can be proven that the average GPA of students is < 03.00. (See the MPI Study
Program Student KHS document).
Based on this description, according to the author's analysis,
heterogeneous student backgrounds are not an obstacle for lecturers in the
lecture process, even this heterogeneity enriches and creates color in the
learning process. When the lecturer is able to carry out lectures well and
optimally, the lecturer will be able to embrace and accommodate all students.
Fourth, Infrastructure. In general, the facilities and infrastructure of
STAIN Madina Study Program are sufficient, namely adequate lecture rooms,
free wifi provided by the campus, spacious parking spaces, adequate libraries,
adequate halls, mosques and so on. However, the computer laboratory facilities
are still inadequate, so students must bring their own laptops when taking
computer practicum courses. However, some students who do not have a
laptop are only limited to looking around without practicing. Meanwhile, the

availability of a computer laboratory is very urgent, especially for MPI Study
Program students. (Based on the results of observations and interviews with
students and lecturers in computer practicum courses).
Based on this description, in the author's opinion, the campus should
have completed the facilities and infrastructure that are considered very vital,
namely the availability and completeness of the computer laboratory. 3. Process
evaluation
Process evaluation is carried out to determine the quality and
development of the lecture process. Evaluation of this process is carried out by
evaluating the performance of MPI Study Program lecturers by making lecturer
report cards which are carried out through the application of the student
academic system. The implementation is by the academic side making a menu
in the application of the academic system about assessing the performance of
lecturers during teaching. This application is filled directly by the students he
teaches in each semester. Through this application, lecturers' report cards will
be known, how the performance and competence of lecturers in the learning
process will be known. (Based on the results of observations in the student and
lecturer academic system application in the even semester of the 2020/2021
academic year).
In addition to the SIAM application, process evaluation is sometimes
carried out by checking directly the lecture room by the head of the MPI Study
Program whether there are obstacles and obstacles in lectures, both in terms of
human resources and in terms of facilities and infrastructure. In addition,
process evaluation is carried out by directly asking students for information or
explanations about the activity or presence of lecturers in lectures.
Based on the description above, according to the author's analysis, efforts
to evaluate the lecture process have been good, but there has been no follow-up.
This means that what is done is only to find out the performance of the lecturer
without any follow-up coaching. Therefore, according to the author's analysis, it
is necessary to follow up in the form of guidance carried out by the quality
assurance center for lecturers who receive "red report cards". 4. Evaluation of
results
Evaluation of these results can be seen from student learning outcomes,
outs and outs. The evaluation of the results consists of 5 (five) components,
namely 15% attendance, 15% attitude assessment, 15% assignment assessment,
25% midterm exam (UTS) and 30% final exam (UAS). The input of student
scores from all 5 (five) components is input through the STAIN Madina
academic system application. So that it can be directly seen by the student
concerned. Then, if there are students who want to complain about the grades
they have received, then through the SIAM application, the academic party
provides the opportunity for students to complain about grades to the lecturer
concerned for approximately 1 week by contacting the lecturer in question and
providing accurate information and evidence. . So that there are opportunities
and opportunities for lecturers to improve student scores who are complete in
accordance with accurate information and evidence. However, after the
completion of the grade completion period, the academic side considers the
grades final and inviolable and the application for grades has been locked and
cannot be opened again (Based on the results of observations at the end of the

even semester of the 2020/2021 academic year).
Based on the description above, according to the author's analysis, the
evaluation of student learning outcomes conducted at the MPI Study Program
is comprehensive. This is as explained by Hamid Hasan that in evaluating
learning outcomes, it must evaluate three aspects, namely, cognitive, affective
and psychomotic (Hasan, 2008). What has been done by the MPI STAIN
Madina Study Program is representative, namely 15% attendance, 15% attitude
assessment, 15% task assessment, the midterm exam (UTS) is 25% and the final
exam (UAS) is 30%.
CONCLUSION
From the results of the research above, it can be concluded that:
1. Planning the curriculum of the Islamic Education Management Study
Program (MPI) at STAIN Mandailing Natal is carried out by (a) preparing the
vision and mission of the MPI study program which refers to the vision and
mission of STAIN Mandailing Natal (b) Determination of graduate profiles in
accordance with the needs of stake holders, (c) Develop curriculum structure
(Course Distribution), (d) Prepare Syllabus and Semester Learning Plans (RPS)
2. Implementation of the curriculum for the Islamic Education Management
Study Program of STAIN Mandailing Natal is by dividing the lecture system
into two lecture systems, namely a face-to-face system and an online system,
using the Zoom Meeting application, Google Meet and supported by the
WhatsApp group.
3. Evaluation of the curriculum of the Islamic Education Management Study
Program of STAIN Mandailing Natal, namely (a) context evaluation, (b) Input
evaluation, namely evaluation of curriculum documents, evaluation of lecturer
availability, evaluation of student readiness and evaluation of the adequacy of
facilities and infrastructure. (c) Process evaluation and outcome evaluation.
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Al-Tanzim : Jurnal Manajemen Pendidikan Islam

Vol. 00 No. 00 (2020) : 00-00

ANALYSIS OF MANAGEMENT CURRICULUM IN

Irma Suryani Siregar1, Sri Wahyuni Hasibuan2

Email : irmasuryani@stain-madina.ac.id1, sriwahyunihsb@stain-madina.ac.id2

Al-Tanzim : Jurnal Manajemen Pendidikan Islam

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This study uses a qualitative approach. Data is collected naturally. The

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FINDINGS AND DISCUSSION

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