تقويم تطبيق منهج 2013 في تعليم اللغة العربية في المدارس الابتدائية الإسلامية بفونوروغو

Authors

  • Jepri Nugrawiyati UIN Maliki Malang

DOI:

https://doi.org/10.21154/cendekia.v14i1.623

Keywords:

Kurikulum 2013, bahasa Arab, metode.

Abstract

Kurikulum adalah hal yang tidak terpisahkan dengan kegiatan pembelajaran. Ia senantiasa berkembang sesuai dengan perubahan dan tuntutan zaman. Seperti halnya di Indonesia, kurikulum yang digunakan sering kali berganti sejak awal kemerdekaan hingga saat ini menjadi kurikulum 2013. Pada kurikulum baru ini Bahasa Arab mendapatkan perhatian lebih, pasalnya sejak kelas 1 Madrasah Ibtidaiyah sudah diwajibkan belajar pelajaran ini. Itulah mengapa semua hal yang berkaitan dengan pembelajaran Bahasa Arab pada kurikulum 2013 ini menarik untuk diteliti, mengingat semua hal di dalamnnya adalah baru. Disinilah peneliti ingin mengungkapkan bagaimana implementasi pembelajaran Bahasa Arab untuk kelas 1 Madrasah Ibtidaiyah ini, mulai dari pengorganisasian materi, metode mengajar, dan tehnik evaluasinya. Obyek penelitian ini adalah Madrasah Ibtidaiyah yang ada di Kabupaten Ponorogo.Hasil dari penelitian ini adalah: (1) pengorganisasian materi bahasa Arab pada kurikulum 2013 menggunakan struktur logika dengan ciri yaitu berkesinambungan, berturut-turut dan saling melengkapi. (2) metode yang digunakan belum menggambarkan metode ilmiah, tetapi memadukan beberapa metode pengajaran. (3) tehnik evaluasi yang dilakukan oleh guru kelas satu di MI adalah tehnik evaluasi tugas dan tes lisan, tes tulis untuk mengukur pengetahuan. Sedang untuk menilai sikap guru menggunakan metode pengamatan. Dan untuk mengevaluasi keterampilan yang sering digunakan guru adalah proyek dan praktik serta portofolio

Curriculum is closely related with learning activities. The curriculum changes are designed to catch up with changing times. In Indonesia, the curriculum had undergone change since independence year (1945)to the latest curriculum 2013. The attention of this curriculum is paid more to the Arabic language because it must be taught at Madrasah Ibtidaiyah grade 1. Therefore, the implementation of Arabic learning for students of MI grade 1 in the curriculum 2013 is interesting to discuss. The researcher focuses on materials organization, learning method, and evaluation technique. The findings indicated that: (1) organization of learning materials of Arabic learning in the curriculum 2013 uses logical structures that works continuously, sequence, and complementary, (2) the methods has not used not a scientific method but combined with learning methods. (3) the teachers of MI grade 1 use some evaluation techniques, such as assignments, oral test, written test to assess their knowledge. Meanwhile to assess teacher attitude, observation is used and to assess the teacher skills are project and performance, portfolio as well

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Published

2016-06-30

Issue

Vol. 14 No. 1 (2016)

Section

Articles

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