KONSTRUKSI KURIKULUM SAINS ISLAM KEINDONESIAAN (INTEGRASI ISLAM, SAINS KEALAMAN, SAINS HUMANIORA DAN KEINDONESIAAN)
DOI:
https://doi.org/10.32729/edukasi.v16i1.460Keywords:
Islam, Science, Natural Science, Social Science, Indonesian Context, Sains, Kealaman, Sosial, Konteks IndonesiaAbstract
Abstract
Efforts to integrate Islam and science have been implemented in some formal educational institutions, especially in Indonesia. Each institution has its own way and characteristic in integrating Islam and science. For example, the Trensains curriculum applied in SMA Trensains Muhammadiyah of Sragen and SMA Trensains of Tebuireng that combines only between Islam and natural science without integration of any social science. What will be discussed in this article is how to develop Islamic science curriculum. This study deploys paradigm of integration and interconnection introduced by Amin Abdullah. This study concludes, first, the effort to develop Islamic science curriculum must integrate not only Islam and natural science but also social sciences of humanities. Second, based on the paradigm of contextual education, Islamic science curriculum should consider the context and culture of Indonesian. This is in purpose of transferring knowledge and solutions to address real issues in life.
Abstrak
Upaya integrasi Islam dan sains telah diterapkan dalam beberapa lembaga pendidikan formal terutama di Indonesia. Setiap lembaga memiliki cara dan ciri khas tersendiri dalam mengintegrasikan Islam dan sains. Sebagai contoh, kurikulum Trensains yang diterapkan di SMA Trensains Muhammadiyah Sragen dan SMA Trensains Tebuireng hanya menggabungkan antara Islam dan ilmu pengetahuan alam tanpa ilmu pengetahuan sosial. Apa yang akan didiskusikan dalam artikel ini adalah bagaimana mengembangkan kurikulum sains Islam. Penelitian ini menggunakan paradigma integrasi dan interkoneksi yang diperkenalkan oleh Amin Abdullah. Penelitian ini menyimpulkan, pertama, upaya mengembangkan kurikulum sains Islam harus mengintegrasikan bukan hanya Islam dan sains kealaman tetapi juga sains sosial humaniora. Kedua, berdasarkan paradigma pendidikan kontekstual, kurikulum sains Islam harus mempertimbangkan konteks dan kultur bangsa Indonesia. Tujuan ini untuk mentransfer pengetahuan dan solusi ke dalam persoalan real dalam kehidupan.References
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