Pengembangan Kurikulum PAI di Era Digital Pada Madrasah Tsanawiyah
* Corresponding author: ishyourna@gmail.com
Penelitian ini bertujuan untuk mengkaji proses pengembangan kurikulum Pendidikan Agama Islam (PAI) di Era Digital pada MTS serta tantangan dan solusinya. dengan fokus utama pada tantangan yang dihadapi dan solusi yang dapat diterapkan. Metode penelitian yang digunakan berupa studi pustaka dan analisis deskriptif terhadap dokumen kurikulum serta pengalaman implementasi di dera digital. Hasil studi mengungkapkan bahwa pengembangan kurikulum PAI menghadapi kendala seperti keterbatasan sumber daya manusia dan finansial, kurangnya penggunaan teknologi dalam pembelajaran, serta rendahnya keterlibatan stakeholder dalam proses penyusunan dan evaluasi kurikulum. Selain itu, permasalahan motivasi belajar siswa dan variasi strategi pembelajaran juga menjadi faktor penghambat terlaksananya kurikulum secara optimal. Upaya solusi yang disarankan meliputi pelatihan peningkatan kompetensi guru secara berkelanjutan, integrasi teknologi informasi dan komunikasi dalam pembelajaran PAI, peningkatan kolaborasi antara sekolah, orang tua, dan masyarakat, serta penyesuaian konten kurikulum agar relevan dengan kebutuhan dan tantangan zaman. Pengembangan kurikulum PAI yang responsif dan adaptif diharapkan dapat meningkatkan kualitas pembelajaran dan membentuk generasi yang religius, kritis, dan berkarakter di era digital.
This study aims to examine the process of Islamic Education (PAI) curriculum development in the digital era at Madrasah Tsanawiyah, as well as the challenges encountered and the solutions that can be implemented. The main focus is on identifying existing challenges and exploring applicable solutions. The research method employed is a literature review combined with descriptive analysis of curriculum documents and experiences of implementation in the digital era. The findings reveal that the development of the PAI curriculum faces several obstacles, including limitations in human and financial resources, limited use of technology in learning, and low stakeholder involvement in the processes of curriculum design and evaluation. In addition, issues related to students’ learning motivation and the lack of variation in instructional strategies also hinder the optimal implementation of the curriculum. The proposed solutions include continuous professional development for teachers, the integration of information and communication technology in PAI learning, enhanced collaboration among schools, parents, and the community, and the adjustment of curriculum content to ensure its relevance to contemporary needs and challenges. A responsive and adaptive PAI curriculum is expected to improve the quality of learning and to shape a generation that is religious, critical, and well-characterized in the digital era.
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