IMPLEMENTASI KURIKULUM 2013 DALAM MENGEMBANGKAN SIKAP RELIGIUS SISWA MELALUI BIDANG STUDI BIOLOGI DI MADRASAH ALIYAH - Sultoni, Achmad (Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 2016)
Bahasa Indonesia: Akhir-akhir ini muncul beragam persoalan moral dan karakter pada remaja dan pelajar di Indonesia. Untuk mengatasi permasalahan ini, Kementerian Pendidikan dan Kebudayaan meminta sekolah-sekolah menerapkan Kurikulum 2013. Salah satu ciri kurikulum ini adalah adanya kompetensi sikap religius yang harus dicapai melalui seluruh bidang studi. Penelitian ini dimaksudkan untuk mengevaluasi penerapan Kurikulum 2013 bidang studi Biologi dalam mengembangkan kompetensi sikap religius siswa MAN 3 Malang. Dengan menggunakan pendekatan penelitian kualitatif model penelitian lapangan yang bersifat deskriptif diperoleh sejumlah temuan: pertama, pengembangan sikap religius dilakukan melalui penulisan rumusan tujuan pembelajaran dan penyampaian salam serta berdo’a di awal pembelajaran; kedua, pelaksanaan pengembangan sikap religius dilakukan dengan cara menyampaikan salam dan do’a di awal pembelajaran, menghubungkan materi pembelajaran dengan ajaran Islam, menyampaikan salam dan berdo’a kafaratul majlis di akhir pembelajaran, dan menegur siswa yang dianggap melanggar aturan Islam; ketiga, hambatan pengembangan sikap religius berupa tidak tersedianya contoh atau panduan penilaian kompetensi sikap religius. English: Recently many kinds of youth and students’ moral-character issues becomes a concern in Indonesia. To cope with these problems, Ministry of Education and Culture called for the implementation of Kurikulum 2013 (the national education curriculum). One of the curriculum characteristics is the religious competency to achieve in every school subjects including Biology. This research is aimed to evaluate implementation of Kurikulum 2013 in developing students’ religious attitude through Biology class in MAN 3 Malang. The field research with qualitative approach and descriptive design found that: first, the development of students’ religious competency is managed by teacher by formulating religious competency objective and accustoming salam and praying before the class begins; second, in the process of instruction, the teacher develop religious competency in four ways: salam and praying at introduction, finding relationship between Biology to Islamic teaching, salam and praying kafaratul majlis in closing the class, and admonishing students breaking the rules; last, this attitude development is constrained by the absence of evaluation guide.