Penerapan Kurikulum Jaringan Sekolah Islam Terpadu (JSIT) dalam Pembentukan Karakter Religius Siswa Sekolah Menengah Pertama Islam Terpadu (SMPIT) Qurrota A’yun Ponorogo

Abstract

The Integrated Islamic School Network (JSIT) curriculum implemented by SMPIT Qurrota A'yun is a curriculum development that aims to form a religious character. The purpose of integrated education means combining general knowledge with religious knowledge in a balanced way. This integrated education is an alternative to the elimination of the dichotomy between public education and religious education. Furthermore, the implementation of full-day school is an alternative to overcome various educational problems, both in terms of achievement and morals or character. This study aims to find out (1) what the concept of the JSIT Curriculum is like at SMPIT Qurrota A'yun, then (2) how it is applied to the religious character of the students of SMPIT Qurrota A'yun, and (3) what are the results of evaluations of the implementation of the JSIT curriculum at SMPIT Qurrota. The A'yun. This research was conducted with a qualitative approach, namely through in-depth and comprehensive observations of the object under study with specific steps and ways. We are starting with the collection of data obtained through (1) interviews, (2) observation, and (3) documentation which then processes and analyzes the data descriptively qualitatively in the form of a description to get a comprehensive picture of the implementation of the Integrated Islamic School Network (JSIT) curriculum inform the religious character of the students of SMPIT Qurrota A'yun Ponorogo. Stages of data analysis through data presentation, data reduction, and concluding. Data checking is done through a triangulation test. The study results (1) The concept of the Integrated Islamic School Network Curriculum (JSIT) is a curriculum concept that uses two systems, namely the Integrated System and the Full Day School system. SMPIT Qurrota A'yun Ponorogo applies an implementation approach by combining general education and religious education into a single curriculum and integrating aqliyah, spiritual and bodily education, emphasizing integration ineffective learning methods can optimize the cognitive, affective, and psychomotor domains of students. SMPIT Qurrota A'yun uses the time in the afternoon to maximize learning activities. The JSIT concept applied by Qurrota A'yun also demands cooperative involvement between teachers, parents, and the community in the ongoing development of student's character and competence. (2) Implementation of the Integrated Islamic School Network Curriculum at SMPIT Qurrota A'yun in the context of teaching religious character begins with the socialization and provision of religious character education, after that the preparation of a curriculum based on content standards and process standards then the implementation of the curriculum is carried out by integrating through learning and self-development. (3) The assessment/evaluation conducted by SMPIT Qurrota A'yun is based on the guidelines determined by the central JSIT. SMPIT Qurrota A'yun reports student competency achievements through report cards each semester in detail based on predetermined indicators. All competencies with their hands are part of instilling religious character in students of SMPIT Qurrota A'yun Ponorogo. This evaluation proves that the implementation of the JSIT curriculum at SMPIT Ponorogo has succeeded in directing its students to become children with high achievements and religious character