LITERATUR REVIEW

BY

NAMA NO. MATRIK NO. TELEFON

FITRIANA NANA M20221000500 081913850801

 LITERATUR REVIEW
Identity Journal
1 2
Title Analysis Of Integrated Islamic School Curriculum
Management In Shape Student Character Education
(Descriptive Study at SMPIT Ibadurrahman Ciruas)
Year Januari 2019
Researcher Vindy Oktaviani
Research The purpose of this study was to find out the
Objective process/mechanism of developing and compiling the
curriculum used at SMPIT Ibadurrahman Ciruas and to
explain how the curriculum at SMPIT Ibadurrahman
Ciruas shapes the character education of its students.
Literature Miller and Seller in Dinn Wahyudin (1994) argue
used that curriculum implementation is an application of
concepts, ideas, programs, or curriculum arrangements
into learning practices or new activities, so that changes
occur in a group of people who are expected to change.
The Integrated Islamic School (SIT) combines the
involvement and active participation of the learning
environment, namely school, home and community.
Trying to optimize the role of teachers, parents and the
community in the process of school management and
learning so that there is a constructive synergy in
building student competence and character. Parents are
actively involved in enriching and giving adequate
attention to their children's educational process.
Meanwhile, visits or interactions outside of school are
Journal
Implementation of Network Curriculum-
Based Mathematics Learning Integrated
Islamic School (JSIT) in Forming
Student Character
01 Maret 2021
Tika Hildani , Islamiani Safitri
The purpose of this study was to
understand how the JSI T curriculum-
based mathematics learning was
implemented in the formation of character
in students at SMPIT Arrozaq.
Character education is education that
instills a habit about good things emanate
from within human beings bot
psychological traits, morals and mind good
character which is reflected in attitudes and
behavior continuously. The formation of
these characters can also be done through
exemplary, intervention, habituation and
continuous reinforcement so as to produce
the culture of the school itself (Nizarani,
2019). Basically character values that need
to be developed in subjects mathematics
are positive values that cannot be
Journal
3
Integrated Islamic School Curriculum
Design (Case Study at SMPIT Insan
Kamil Sidoarjo)
September 2019
Mohamad Rojii*, Istikomah, Choirun Nisak
Aulina, Imam Fauj
The purpose of this research is to describe
the curriculum design in an integrated
Islamic school by taking the site research at
SMPIT Insan Kamil Sidoarjo
Curriculum is one of the components of
education determines the success or failure
of the educational program that has been
planned by policy makers. In the language of
the curriculum is a word that was born from
the world of athletics, namely curir or courier,
which meaning to run, running, or it can also
be interpreted with the distance that must be
taken by an athlete running, from the start line
to the finish line. This term then brought to the
world of education and make its meaning
change be a lesson or material that must be
taken by a student to get recognition or
 an attempt to bring students closer to the real world in separated from the nature of mathematics appreciation from the educational process
society (JSIT,2006). itself (Maryati, 2017) The Integrated (Roziqin, 2019).
Islamic School (SIT) is essentially an The main characteristics of integrated
The character comes from the English language,
implementing school concept in Islamic Islamic education are as follows following:
namely character which means character, character or
nature. Character can also be interpreted the same as education which is based on the Qur'an First, Islam has adequate philosophical
morals and manners, so that the national character is and As Sunnah and is based on National foundations. Second, buildings curriculum
identical with the nation's morals or national character. Education System Law. The operational reintegrating with Islam. Third, apply and
A nation with character is a nation that has morals and concept of SIT is an accumulation of the developing an integrated learning pattern.
virtuous character, whereas a nation without character process of acculturation, inheritance and Fourth, make modeling good behavior from
is a nation that lacks morals or does not have standard development of Islamic religious t teachers as a means of moral education.
norms and behavior. Megawangi expressed the notion
teachings, Islamic culture and ivilization Fifth, creating an Islamic educational
of character education, namely an effort to educate
children to be able to make wise decisions and practice from generation to generation. The term environment away from everything kinds of
them in everyday life, so that they can make a positive "integrated" in SIT is intended as a crimes. Sixth, in an effort to achieve
contribution to their environment (Megawangi, Ratna, reinforcement (taukid) of Islam itself. It educational goals Always involve parents and
2004). means that Islam is intact, comprehensive, the community. Seventh, prioritizing ukhuwah
integral, not partial, syumliah not juz'iyah. Islamiyah in all forms of interaction with
This is the main spirit in the missionary school members. Eighth, build culture,
movement in the field of education as maintain, clean, trace, neat healthy and
"resistance" to secular understanding, beautiful. Ninth, everything The educational
dichotomy, and juz'iyah (JSIT Indonesia, process is based on quality assurance. Tenth
2017). increase a culture of professionalism (JSIT,
2006)

Method and This study uses a qualitative approach. Qualitative
Analysis research is a research procedure that produces
Data descriptive data in the form of people's words and their
visible or visible behavior. According to Sugiyono,
qualitative methods are often called naturalistic
research because the research is carried out in natural
conditions (natural setting). The qualitative approach
The research method used in this study is
qualitative research, which aims to
understand the phenomenon holistically
through descriptive analysis of data
collected from interviews, observations,
and documentation. The approach used is
This research uses a qualitative
approach that is descriptive analysis with a
case study approach. The research location
is in Islamic Middle School Integrated Human
Kamil Sidoarjo. The research subjects were
school principals, param representatives and
teachers. While the data collection technique
views social reality as a whole/holistic, complex,
dynamic, full of meaning and interactive (reciprocal)
relationships (Sugiyono, 2014). This research is
proposed to analyze and reveal how a JSIT curriculum
can be implemented. In collecting, disclosing various
problems and objectives to be achieved, this research
was conducted using an analytical descriptive study
approach.
. analysis technique used by researchers.
The technique used in determining the sample is a
purposive sampling technique so that researchers can
explore information/data in more depth. According to
Miles and Huberman, purposive sampling technique is a
technique carried out continuously from one informant
to the next so that more and more data can be obtained
complete and in-depth. The samples selected in this
study were started from (1) school principals, (2)
curriculum deputy heads, (3) teachers (4) student
deputy heads (5) students
While the data collection technique uses
interview, observation, and documentation. In
qualitative research the data analysis process takes
place before the researcher goes to the field, then while
in the field and after in the field, as revealed by Sugiono
(2008) that analysis has started since it was formulated
and explained the problem, before going into the field
and continuing until the writing of the research results.
descriptive, which involves analyzing, uses interview, observation, and
describing, and summarizing various documentation.
conditions and situations related to the In this study, data were analyzed using
data analysis techniques which has been
research problem.
developed by Miles and Huberman, then in
The data analysis technique used in this research In this case, the data is analyzed
study is the Miles and Huberman model, interactively and continuously untilget data
which is a common qualitative data thoroughly, to answer problems in study. The
stages of data analysis are; data reduction or
The data collection process involves data reduction, data display or presentation of
designing the research scenario, selecting data, and concussion drawing/verification or
withdrawal conclusions (Sugiyono, 2010).
and determining the research setting,
obtaining permission, selecting and
determining the data sources, determining
the data collection strategy and
techniques, and preparing the research
facilities. Data collection is done by
meeting with data sources, and the
researcher needs to establish a good
relationship with the data sources. The
data presentation is done through various
techniques such as narrative text, graphs,
matrices, networks, and charts. The data
reduction process involves reducing the
data to achieve the research objectives,
and the data verification process involves
verifying the conclusions drawn from the
data. The data validity is ensured through
triangulation, which is a technique for
checking the validity of data by comparing

Study The discussion of the results of this research can
Findings be formulated in four main points, the first of which is the
curriculum management mechanism at SMPIT
Ibadurrahman Ciruas related to planning,
implementation and evaluation processes. The second
is character education at SMPIT Ibadurrahman Ciruas.
The third is how the curriculum at SMPIT Ibadurrahman
Ciruas shapes the character of the students and the
fourth is what are the supporting and inhibiting factors in
building student character.
it with other sources of data. The study
also emphasizes the importance of
establishing a good relationship with the
data sources and using various data
collection techniques such as observation
and interviews to obtain primary data.
Figure 1. Components in Data Analysis
(Interactive Model)
The results of this study show that
the implementation of mathematics
learning based on the JSIT curriculum has
a positive impact on the formation of
character in students at SMPIT Arrozaq.
The JSIT curriculum emphasizes the
integration of Islamic values in all subjects,
including mathematics. This approach
helps students to develop their character
by instilling Islamic values such as
honesty, responsibility, and respect for
others. The teachers also play an
important role in implementing the
In implementing the curriculum
through activities in schools as discussed
above, at SMPIT Insan Kamil Sidoarjo too put
more emphasis on his teachers in setting an
example the best for students. Insan Kamil
Sidoarjo Integrated Islamic Middle School
made special program for teachers. This
program is not just a means reinforcement in
terms of science, but the teachers are also
strengthened spiritually, namely by holding a
halaqoh once a week, in which it discusses
religious teachings, about morals and so on.
Through this, it is hoped that teachers will not
only not only impart knowledge to students,
but also provide an understanding of religion

Conclusions Based on data analysis and discussion of
research results to answer the problem formulation
previously mentioned about how integrated Islamic
school curriculum management shapes student
character education, it can be concluded as follows:
1. Curriculum planning at SMPIT Ibadurrahman Ciruas
is carried out every year before the new school year
begins, by the school principal and the SMPIT
Ibadurrahman curriculum development team. A work
meeting (Raker) is held to determine activities and
their implementation as well as the needs of students
so that the vision and mission and goals of SMPIT
Ibadurrahman can be achieved optimally. Curriculum
planning process at SMPIT Ibadurrahman
2. Ciruas is guided by the National Curriculum and the
Specific Curriculum of the Integrated Islamic Schools.
The implementation of the curriculum at SMPIT
Ibadurrahman Ciruas is divided into two levels,
curriculum and shaping the character of
the students. They use various methods
such as group discussions, problem-
solving, and role-playing to encourage
students to apply Islamic values in their
daily lives. The study also found that the
students at SMPIT Arrozaq have a strong
sense of Islamic identity and are able to
apply Islamic values in their daily lives.
Overall, the study suggests that the JSIT
curriculum can be an effective approach to
developing the character of students in
Islamic schools.
Based on the results of the
description in the discussion above
regarding the implementation of learning
curriculum-based mathematics Integrated
Islamic School Network (JSIT) in character
building Students at SMPIT Arrozaq can be
concluded that the concept of the
curriculum implemented in SMPIT Arrozaq,
which combines the curriculum of the
Ministry of Education and Culture
(Kemendikbud) with the curriculum of the
Ministry of Religion (Kemenag) and a
typical Islamic school curriculum namely
the JSIT curriculum by applying the
concept of learning materials that are
guided by daily life and based on the
in accordance with the Qur'an and Sunnah.
In addition to the halaqoh program,
teachers also learn from a leadership
perspective namely by holding LDKG (Basic
Teacher Leadership Training) which held
once every year. The above programs aim to
forming educators who will be role models for
their students in good morals in all the
activities he doe
Curriculum design in an integrated
Islamic school is a design that have been
formulated and determined by the central
board of the school network Integrated Islam
(JSIT), in accordance with the objectives that
have been designed and agreed upon
together, and must be followed by all
members of the Islamic school network
integrated
The integrated Islamic school has
designed a capable curriculum integrate
Islamic values into various non-subjects
Islamic religious education, even indicators of
student learning achievement are not only
measured by the achievement of a
 namely the implementation of the curriculum at the Qur'an. The character values are competency, but the size is more emphasized
school level and class level. At the school level, the implemented in SMPIT Arrozaq can be is, the extent to which students can commit to
principal is in charge of preparing the annual plan, seen from the daily activities such as maintenance of Islamic values that they have
fostering, controlling and evaluating the
praying congregation, recitations, and dhikr learned. While shape implementation of the
implementation of the curriculum and chairing each
meeting. Meanwhile, at the class level, the teacher together, so basically all the practices that implementation of the curriculum design in
analyzes the curriculum documents (syllabus and are done and which carried out by the SMPT Insan kamil is to use the 2013
lesson plans), then prepares lesson plans based on student, can be embraced to get a curriculum combined with Integrated Islamic
the SK and KI that have been made, to then be used goodness. School Network (JSIT) curriculum and
as guidelines in the teaching and learning process in processed curriculum own school.
class. In the curriculum structure, there is a merger Curriculum design implemented in the
between the National Curriculum and the JSIT
Insan Kamil Integrated Islamic Middle School
Curriculum with a percentage of 60% JSIT
Curriculum and 40% National Curriculum. Teaching Sidoarjo is a curriculum design that is
and learning activities are carried out on every structured with integrate Islamic values in all
Monday to Friday and extracurricular activities are subjects. Values Islam is what will affect the
carried out every Saturday. character / morals learners.
3. Evaluation of the curriculum at SMPIT Ibadurrahman
Ciruas is carried out twice per year, namely at the
end of each semester one and two at the end of the
school year, before entering a new school year. The
evaluation carried out by the principal is carried out
through observation and supervision of learning,
namely through Teacher Performance Assessment.
Evaluation is also carried out by the teacher. There
are two implementations of curriculum evaluation
carried out by the teacher. That is by going through
the assessment of students and the obligation of
each teacher to fill out a questionnaire form about
how the curriculum is implemented after. The results
of the evaluation were then brought together by all
members of the curriculum development team with
the school principal to then be analyzed for
 improvement materials.
4. Character education at SMPIT Ibasdurrahman Ciruas
is a program priority scale that is synergized into the
vision and mission of all school programs. SMPIT
Ibadurrahman Ciruas also has several detailed
character indicators that differ at each class level. In
addition, habituation, mentoring and exemplary are
carried out continuously so that these things are
believed to influence character formation. Then
related to forming student character education apart
from teaching and learning activities, the Vice
Student Affairs Deputy has also created several
programs such as mandatory extracurricular activities
(SIT Scouting, Pencak Silat and Archery), Islamic
Worship and Adab Habituation, 5S Habituation and
BPI (Islamic Personal Development).
5. Factors supporting the success of character building
at SMPIT Ibadurrahman consist of several factors,
namely: 1) The leadership style used by Mr. Dwi
Sakti, S.Pd tends to be democratic but also
occasionally has an authoritarian style so that the
principal can work openly with the entire school
academic community involved in character building.
2) the condition of the school environment. There is a
school vision and mission that is written quite clearly
stating that SMPIT Ibadurrahman Ciruas wants to
create a school with results or outputs, namely
students who have good character. It can also be
seen how all school members, both employees and
teachers, always provide habituation, mentoring and
exemplary continuously. 3) Mentoring Activities for
Islamic Personal Development (BPI). This activity
looks very influential in the formation of the character
 of students. In this activity, students are really
specifically monitored in the implementation of each
targeted worship. Students are also trained to have
good moral and trust in carrying out each task with
full responsibility. 4) There is cooperation between
the school and parents. Cooperation and
communication between teachers and parents is the
main key to success in shaping student character. 5)
There are facilities and infrastructure that are quite
complete to support teaching and learning activities
in class and through extracurricular activities so that
they will greatly influence success in forming good
character.

6. Factors inhibiting the formation of character

education for SMPIT Ibadurrahman students actually
come from outside the school environment. That is
how the environment at home can not be monitored
optimally. Schools find it difficult to exercise control
over students outside the school environment.
Analysis of the relationship between the study and the prevailing issues:

Title: IMPLEMENTATION OF CHARACTER EDUCATION BASED ON JSIT

CURRICULUM IN TKIT OF EAST LOMBOK DISTRICT

The implementation of character education has been running in every school

since the last 10 years (Ritonga et al., 2020). However, the concrete results of the
implementation of character education cannot be known for sure, except only
through official reports in student report cards (Purandina & Winaya, 2020). Some of
the factors that cause the implementation of character education to be unsuccessful
until now are (1) the absence of a character education evaluation model as an
operational guideline in evaluating students' character education accurately,
efficiently and effectively (Darmayanti & Wibowo, 2014), (2) place of education. too
much emphasis on the intellectual aspect as a measure of success, so that the
formation of good morals is neglected (Fakhruddin, 2014), (3) there is no
comprehensive application of character education.

Integrated Islamic School (SIT) is basically a school that implements the

concept of Islamic education based on Al-Quran and As-Sunnah. SIT is a model
educational institution that strives to combine public knowledge and Islamic religion
in an integrative curriculum package. The operational concept of SIT is the
accumulation of the process of empowerment, inheritance and development of
Islamic religious teachings, culture and Islamic civilization from generation to
generation. The term integrated in SIT is intended as a strengthening (taukid) of the
Islamic school itself.

The Integrated Islamic School Network Curriculum (JSIT) is able to

maximize the role of teachers, parents and the community in the process of school
management and learning so that a constructive synergy is created in building the
competence and personality of students. Parents are actively involved in the school
committee to give sufficient attention and care in the educational process of their
children. Meanwhile, the activity of visiting outside the school is an effort to bring
students closer to the environment. The JSIT curriculum is a curriculum that
combines the National curriculum and the Integrated Islamic School curriculum
(Ismail, 2018). In the JSIT curriculum, all subjects must include Islamic values in it
(Muhab, 2014). It is further said that in accordance with the school's mission,
purpose, and strategy, Integrated Islamic School Network also develops process
standards that refer to the uniqueness of JSIT. The standard of the process is based
on the principles of integrated Islamic school learning that have been set. Not only
that, Islamic education is learning that is directed to two parts, namely in the part of
managing education based on Islam in the formation of children's personality in
accordance with the teachings of the Islamic religion with good character
(Ramadhani, Marini, & Sumantri, 2021). The results of a research study by Marannu
(2017) said that if the foundations, components, and principles of the development of
the religious and religious education curriculum are developed from the innovation
and creativity of independent school managers that are organized by the school, it
can be done by adopting from the integrated Islamic school network curriculum. The
research conducted by Haryaningrum, Muhdi, and Retnaningdyastuti (2017) gives
an impression that the Islamic school curriculum is organized in learning activities,
self-development, and familiarization as well as the flagship program of the school
implemented with the full-day school system. The implementation of the JSIT
curriculum can run well when the principal, class teacher and class guardian as
implementers work together with parents and the community to improve learning
resources for students through organization, leadership, school culture, and
appreciation.

Article 1: the first article provides an overview of how integrated Islamic education
curriculum management is in shaping student character education, where
the input from this research process is curriculum management which
consists of the national education curriculum and from JSIT. Then the
process consists of planning, implementation and evaluation system. In the
first article, a reference can be made that the integrated Islamic school uses
a combination of the National Curriculum, the Ministry of Religion Curriculum
and the Specific Curriculum from the Integrated Islamic School Network,
henceforth shortened to JSIT. Integrated Islamic education is considered
capable of producing students who are balanced between cognitive,
affective and psychomotor aspects and Islamic character. Muhaimin (2014)
argues that schools or integrated education have a set curriculum that can
build the morals and character of students. Where this integrated system is
very appropriate to form students with noble character, knowledge and
religious knowledge.

Article 2: in the second article provides references that the Integrated Islamic School
emphasizes the inculcation of religious subjects such as faith, morality and
practical worship in accordance with educational theory. It aims to build
students' character and morality with Islamic colors which are reflected in the
way of thinking, attitudes, and practices of daily life. This study aims to
describe and explore. Character education is education that instills a habit of
good things that radiate from within humans, both psychological traits,
morals and good manners which are reflected in attitudes and behavior
continuously. This character building can also be done through exemplary,
intervention, habituation and continuous reinforcement so as to produce the
culture of the school itself (Nizarani, 2019). Basically the character values
that need to be developed in mathematics are positive values that cannot be
separated from the nature of mathematics itself. The Integrated Islamic
School has the basis of the integrated word itself. Integrated is the most
important symbol used by the school. Integrated means that there is
integration between general knowledge and religious knowledge. The
Integrated Islamic School also considers that all subjects cannot be
 separated from religious education, because religion has the ultimate goal of
making every student believe in monotheism. The Integrated Islamic School
Network (JSIT) curriculum actually complements the national curriculum. In
the curriculum of the Integrated Islamic School Network (JSIT) all subjects
are required to carry out and carry out internalization of Islamic values in it.

Article 3: the third article provides an overview of the integrated Islamic school
curriculum design (SIT). An integrated Islamic school is a school whose
curriculum framework tries to maximally integrate religious knowledge and
general science, this integration can clearly be applied to the learning
process in the classroom, which always tries to incorporate Islamic noble
values into every subject in a manner and innovative learning models
(Usman, 2008). There are several integrated concepts, first, integration
between educators in schools and parents of students in carrying out the
educational process, second, integration in the curriculum, in which the
national curriculum, integrated special Islamic curriculum and institutional
curriculum are integrated, third, integration between all stakeholders.

BIBLIOGRAPHY

Mohamad Rojii*, Istikomah, Choirun Nisak Aulina, Imam Fauji. 2019. Desain
Kurikulum Sekolah Islam Terpadu (Studi Kasus di SMPIT Insan Kamil
Sidoarjo): Al-Tanzim: Jurnal Manajemen Pendidikan Islam (unuja.ac.id)

Tika Hildani, Islamiani Safitri. 2021. Implementasi Pembelajaran Matematika

Berbasis Kurikulum Jaringan Sekolah Islam Terpadu (JSIT) Dalam
Membentuk Karakter Siswa. Sisimangaraja: Jurnal Cendekia: Jurnal
Pendidikan Matematika

Vindy Oktaviani. 2019. Analisis Manajemen Kurikulum Sekolah Islam Terpadu

Dalam Membentuk Pendidikan Karakter Siswa (Studi Deskriptif di SMPIT
Ibadurrahman Ciruas Kab. Serang) Banten: UIN Sultan Maulana
Hasanuddin