Pelaksanaan Kurikulum Pendidikan Islam Sekolah Menengah bagi Menghadapi Cabaran Pendidikan Abad Ke-21 dari Perspektif Guru (Implementation of the Secondary School Islamic Education Curriculum in Facing the 21st Century Education Challenges from Teachers’ Perspective)

Abstract

Pendidikan abad ke-21 (PAK-21) yang dipacu oleh teknologi maklumat khususnya internet, amat berbeza berbanding dengan pendidikan sebelumnya. Kajian ini meninjau perspektif 370 guru Pendidikan Islam (PI) sekolah menengah terhadap pelaksanaan dan perubahan kurikulum PI dan kesediaannya menghadapi PAK-21 dalam aspek bahan sumber pembelajaran, kaedah pengajaran dan pembelajaran, pentaksiran, sukatan pelajaran, dan masalah dan cabaran. Kajian ini menggunakan reka bentuk penyelidikan bercampur dan menggunakan soal selidik dan perbincangan kumpulan fokus sebagai kaedah kutipan data. Data telah dianalisis secara deskriptif, dan data daripada PKF telah ditriangulasi untuk mengukuhkan data kuantitatif. Kajian ini mendapati bahawa secara keseluruhannya, guru-guru PI masih berada dalam paradigma lama dalam semua komponen, khususnya kebergantungan kepada bahan tradisional seperti buku teks dan papan tulis, mengamalkan kaedah berpusatkan guru, kurang kompeten dalam pembinaan soalan Kemahiran Berfikir Aras Tinggi (KBAT) dan pelaksanaan Pentaksiran Berasaskan Sekolah (PBS), sukatan pelajaran yang membebankan kerana terlalu banyak topik, serta perubahan kerap dasar pendidikan yang menyebabkan masalah penguasaan murid. Kajian ini membawa implikasi bahawa masalah-masalah dalam subjek PI ini perlu diteliti dengan lebih serius dan perlunya penambahbaikan asas kurikulum dan pedagogi supaya ianya lebih sesuai dengan PAK-21.Kata kunci: Pendidikan Islam, kurikulum, kaedah pengajaran, pentaksiran, sukatan pelajaran 21st century education (PAK-21) driven by information technology, especially the internet, is very different from previous education. This study examines the perspectives of 370 Islamic Education (PI) secondary school teachers on the implementation and changes of PI curriculum and its readiness to face PAK-21 in terms of learning materials, teaching and learning methods, assessment, syllabus, and problems and challenges. This study used a mixed method research design and questionnaires and focus group discussions were used as data collection methods. Data were analyzed descriptively, and data from PKF were triangulated to strengthen the quantitative data. The study found that overall, PI teachers were still in the old paradigm in all components, particularly reliance on traditional materials such as textbooks and blackboards, adopting teacher-centered methods, less competent in constructing Higher Order Thinking Skills (HOTS) questions and implementation of School-Based Assessment (SBA), a burdensome syllabus due to too many topics, as well as frequent changes in educational policy that cause student mastery problems. This study implies that the problems in the subject of PI need to be examined more seriously and there is a need for fundamental changes in the curriculum and pedagogy so that it is more in line with PAK-21.