Implementasi Kurikulum 2013 Dalam Pembelajaran Pendidikan Agama Islam (Studi Kasus Di SDN Girimargo 1 Dan SDN Gilirejo 2 Kecamatan Miri Kabupaten Sragen) Tahun Pelajaran 013/2014

Pendidikan merupakan kebutuhan setiap warga negara yang mampu menghantarkan manusia pada perubahan dan perkembangan zaman. Maka diperlukan pendidikan yang kualitas dan bermutu sebagai syarat utama untuk menjawab tantangan dan dinamika kehidupan yang semakin kompetitif. Indonesia memerlukan sumber daya manusia yang cerdas, demokratis, berakhlak mulia dan memiliki karakter diri bangsa yang mampu bersaing di era globalisasi. Oleh sebabnya diperlukan penyempurnaan dalam pendidikan nasional yaitu, penyempurnaan dan pengembangan kurikulum, hal ini menjadi suatu yang mendesak dan harus dilakukan demi terwujudnya sumber daya manusia yang unggul. Penyempurnaan kurikulum terus dilakukan untuk meningktakan kualitas dan mutu pendidikan nasional. Kurikulum baru disebut kurikulum 2013. Kurkulum baru ini merupakan penyempurnaan dan pengembangan dari kurikulum KBK dan kurikulum KTSP. Penelitian ini memaparkan tentang implementasi kurikulum 2013 dalam pembelajaran PAI yang berlangsung di SDN Girimargo 1 dan SDN Gilirejo 2 Kecamatan Miri Kabupaten Sragen tahun pelajaran 2013/2014. Penelitian ini memiliki tujuan utamanya untuk mendapatkan informasi yang valid tentang: 1) mengetahui pelaksanaan kurikulum 2013 dalam pembelajaran PAI di SDN Girimargo 1 dan SDN Gilirejo 2 Kecamatan Miri Kabupaten Sragen, 2) mengetahui faktor penghambat diimplementasikannya kurikulum 2013 di SDN Girimargo 1 dan di SDN Gilirejo 2 Kecamatan Miri Kabupaten Sragen. Metode penelitian yang digunakan bersifat deskriptif kualitatif, yakni prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dan penelitian yang diperlukan agar dapat diamati yang dilakukan dalam kehidupan yang nyata dan sebenarnya. Sedangkan pengumpulan data menggunakan metode wawancara, observasi dan dokumentasi serta validitas data. Sumber utama dalam penelitian ini adalah kepala sekolah selaku manajer sekolah dan guru pendidikan agama Islam. Proses penyajian data dilakukan dengan menggunakan pendekatan deskriptif naturalistik, yakni memaparkan berbagai kondisi obyektif yang ditemukan dilapangan tentang berbagai hal yang berkaitan dengan pelaksanaan pembelajaran pendidikan agama Islam di sekolah dasar. Berdasarkan hasil penelitian dapat disimpulkan bahwa; 1) di SDN Girimargo 1 dan SDN Gilirejo 2 sudah melaksanakan kurikulum 2013 dalam pembelajaran PAI mulai tahun pelajaran 2013/2014, 2) dalam kegiatan pembelajaran PAI guru membaginya menjadi tiga tahapan yaitu: Pertama, tahap persiapan dengan membuat prota dan promes, silabus, dan RPP. Kedua, tahap pelaksanaan sebagai tahap inti dalam proses pembelajaran. Dalam penyampaian materi inti pelajaran guru selalu menggunakan metode ceramah. Ketiga, tahap evaluasi/penilaian. Penilaian yang dilakukan guru adalah penilaian berbasis kelas, mulai dari proses paling awal sampai pada proses paling akhir. Penilaian hasil belajar siswa belum dilaksanakan secara optimal, 3) Hambatan-hambatan yang ditemui guru pendidikan agama Islam adalah kurangnya fasilitas pendukung berupa buku-buku PAI kurikulum 2013, sumber belajar, sarana dan prasarana

Usaha Guru Agama dalam Meningkatkan Kualitas Pendidikan Agama Islam di SMA Negeri 1 Pacitan Tahun 2013/2014

This study uses a qualitative approach. It is a research methods which is used to research the condition of the natural object, where the researcher is a key instrument. Method of determining the subject uses purposive sampling. Data collection techniques such as observation, structured and unstructured interviews, and documentation. After the data collected, analyzing is done, by using the inductive deductive descriptive techniques, the educational procedures of data, categorization of data, sintese the data, and drawing conclusions. The results of the study shows that the implementation of Islamic Education in SMAN 1 Pacitan is very well, so that 90 percent of students were received in both State and private college and good attitude. Islamic teachers implement habituation to create the of students character, both academic and non- academic one .In academic, teachers understand the characteristics of learners from the physical aspect, the moral, social, cultural, emotional, and intellectual. Mastery of theory and principles in learning of Islamic education; Developing Islamic education curriculum; To accomplish the development of Islamic education; Mastering all the characteristics of school stake holders including principal. Utilizing of information and communication technology do perform and development of Islamic education; Development potential learners to actualize their potential in the field of Islamic education; Communication is effective, empathetic, and well manner with the students; Implementation of assessment and evaluation of processes and outcomes of learning Islamic education; Using the findings of the assessment and evaluation for learning Islamic education; Reflective action to improve the quality of learning Islamic education . Non-academic such as; to discipline students affectionatelly, to arrouse learning spirit,to utilize learning resources. Religious Education Teachers Effort in Improving the quality of Islamic education in SMAN 1 Pacitan use several strategies, both intra- and extra-curricular strategies ; cooperate internal religious teacher, extern religion teacher, principal, guidance counselor, and students parents. Religious Education Teacher Support in Improving the Quality of Islamic Education in SMA 1 Pacitan in 2013/2014. Aspects teachers are Creative to understand students' learning styles; perceptive student boredom; not angry; Aspects of the methods which applied by the Islamic religion teacher at SMAN 1 Pacitan in an effort to improve the quality of Islamic education is very various, according to KD ( Basic Competence ). Aspects of the material which is taught, class X as a pilot curriculum in 2013 and the Class XI and Class XII are still using KTSP curriculum, all goes well and smoothly; Aspects of the evaluation carried out by Islamic teachers of SMAN 1 Pacitan consists of assessment of cognitive, affective and psychomotor. Obstacles which are faced by religious teachers in improving the quality of Islamic education; they are input of students from families which are very homogenous environment, mosque or place of worship insufficient and could not accommodate the number of people in schools. Not able to perform the worship Jum'ah prayers at school, reservoir is still branched to another instalation, so that water is not run well when students use it together

Interaksi Guru Pendidikan Agama Islam dan Peserta Didik dalam Membentuk Kepribadian Muslim di Sekolah Menengah Kejuruan (SMK) Negeri 1 pacitan

Islamic religious education is a conscious effort of teaching, guidance and training to students that will be able to understand, appreciate and practice the values and teachings of Islam as a way to make everyday life that Muslim personality. It all depends on bridging institutions ( mediator ) of the students in learning. Islamic religious education teacher is one who took a lot of contributing and responsible in guiding and directing students in shaping his personality. Therefore, the authors tried to explore a study to uncover how the interaction of Islamic religious education teachers and learners in order to establish a Muslim personality in SMK 1 Pacitan, barriers to interaction of Islamic religious education teachers and learners in order to establish a Muslim personality in SMK 1 Pacitan and how efforts made to overcome barriers PAI Teacher interaction and learners in order to form a Muslim personality in SMK 1 Pacitan. The purpose of this study is to investigate the interaction of Islamic religious education teachers and learners in SMKN1 Pacitan in shaping the personality of a Muslim, to know Constraint Interaction Islamic Education Teachers and students at SMK 1 Pacitan in shaping the personality of a Muslim . To determine the interaction Addressing Barriers to Teacher PAI and learners at SMK 1 Pacitan . This study used a qualitative approach . In an effort to get the data source, the author uses the method of observation, interviews, and documentation. While the researchers used data analysis technique descriptive qualitative analysis, the form of data written or oral from Master PAI principals , and children at SMK 1Pacitan.yang has been observed that in this case the authors attempt to describe the whole of the real situation . Results of research conducted , submitted that the interaction of PAI Teachers and learners in shaping the personality mulim at SMK 1 Pacitan through PAI Teacher approaches with students either through an individual approach , and educational groups , students look at the run time of worship , followed in school activities such as extracurricular activities , the anniversary of the birthday of the prophet of Islam great , the attitude of students towards teachers and friends , and also when Guru PAI carrying out the process of learning , the teacher with a sincere attitude , and do , and try to understand their students with all konsekuensinya.sehingga formed harmonious relationship between the two and can practice the moral values of Islam that Muslim personality . Factors that inhibit the interaction of teachers and students preformance PAI forming Muslim personalities internal factors and external factors . Internal factors related to the lack of time for lessons , school policies that provide double duty on PAI Teachers , school facilities and infrastructure are inadequate. The external factors include the lack of knowledge and religious instruction received by the students of parents and previous education , lack of parental indifference and the public on the importance of Islamic religious instruction , a variety of activities that support the development of time and immoral activities , as well as families who are less Islamic . From this research, the researcher can conclude that the presence of PAI teacher interaction and students in shaping the personality of the Muslims will be in the running PAI conducive learning process . And is also expected to establish personal Pirbadi students to become true Muslims

Strategi Kepala Sekolah Dalam Meningkatkan Kualitas Sekolah Di SMP Muhammadiyah 1 Dan SMP Negeri 1 Surakarta Tahun 2016/2017

Principal as the leader of school must has good management. The success of school depends on the principal as a leader, if the principal has ideas, creativity, good management, and has a good strategy to improve the quality of school, of course the school will get the quality and demand by all society. The problem that formulated in this study is how the principal strategy of Muhammadiyah 1 Junior High School of Surakarta and Junior High School 1 of Surakarta in improving the quality of school and what the driving factors and inhibitors in improving the quality of school. This is a field research. The data is based on field. The objecst are the principal of Muhammadiyah 1 Junior High School of Surakarta and Junior High School 1 of Surakarta, the activities and those schools. The purpose of this study is to identify how the principal's strategy in improving the quality of school in Muhammadiyah 1 Junior High School of Surakarta and Junior High School 1 of Surakarta. The technique of collecting data is using three methods. The first is by using observation method that aims to get data about the condition of the school. The second is by using interviewing method that aims to get data about the principal's strategy on improving quality of school and the driving and inhibiting factors in implementing school’s improvement strategies. The third is documentation that aims to get secondary data of Muhammadiyah 1 Junior High School of Surakarta and Junior High School 1 of Surakarta. The data is analyzed using descriptive qualitative. The results of this study is in improving the quality of school, Principal of Muhammadiyah 1 Junior High School of Surakarta and Junior High School 1 Surakarta have their respective strategies, be able to carry out leadership tasks and teacher tasks in accordance with government regulations. From the management and the strategies used by each headmaster, it can be a good quality school in terms of academic as well as in terms of religious moral. It is characterized by the number of achievements, good accreditation, and public confidenc

Konsep manquul dalam perspektif lembaga dakwah islam indonesia (ldii)

Praktik beragama Lembaga Dakwah Islam Indonesia (LDII) memang sangat fenomenal. LDII sejak muncul dan berdiri selalu menjadi sorotan para Dai, ulama’, kyai, kaum muslim, muslim abangan dan juga masyarakat pada umumnya. Konsep dalam menimba ilmu yang disebut ilmu manquul menjadi fenomena yang sangat unik yang menggerakkan hati untuk meneliti konsep tersebut. Tujuan dari penelitian ini adalah sebagai berikut: (1) untuk mengetahui konsep ilmu manqul dalam perspektif Lembaga Dakwah Islam Indonesia (LDII) (2) untuk menambah ilmu dan wawasan serta untuk mengetahui karakteristik tentang Lembaga Dakwah Islam Indonesia (LDII). Penelitian ini termasuk penelitian lapangan (field research), dengan menggunakan studi deskriptif yaitu membuat deskripsi, gambaran atau lukisan secara sistematis, factual dan actual mengenai fakta-fakta, sifat-sifat serta hubungan antar fenomena yang diselidiki. Adapun pendekatan yang digunakan dalam penelitian ini adalah pendekatan filosofis. Adapun metode pengumpulan data yang digunakan dalam penelitian ini adalah metode observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian, konsep ilmu manquul yang diterapkan LDII mengacu pada dasar-dasar al-Qur’an, al-Hadits dan ijtihat para sahabat Rasul serta para ulama’, yang ditafsirkan menurut penafsiran LDII yang berbeda dengan penafsiran para ulama’ diluar LDII. LDII menggunakan konsep ilmu manqul ini bertujuan semata-mata untuk memurnikan ilmu al-Qur’an dan al-Hadits agar kemurnian al-Qur’an dan al-Hadits tetap terjaga. Ilmu manquul LDII yang dimaksud adalah dalam mengkaji ilmu al-Qur’an dan al-Sunah harus dapat dipertanggungjawabkan kebenarannya yang mana hal itu bisa tercapai dengan berguru, yang mana guru tersebut sebagai sandaran dan pendidik santri dalam menimba ilmu agar tidak salah dalam mengartikan dan menafsirkan al-Qur’an dan al-Sunah. Walaupun berbeda pandangan dan penafsiran, tujuan yang ingin dicapai LDII adalah mulia sehingga meminta para ulama’, kyai, dai dan seluruh umat Islam untuk mentolerir cara yang dipakai LDII selama masih dalam koridor aqidah ibadah yang tidak bertentangan dengan dasar-dasar utama agama Islam yaitu al-Qur’an dan al-Sunah juga ijtihad para sahabat serta fatwa-fatwa para ulama’ dan MUI

Toleransi Beragama Menurut Pandangan Hamka Dan Nurcholish Madjid

Toleransi beragama merupakan satu tema yang selalu menarik untuk diteliti dan dikaji secara lebih mendalam. Karena masa depan suatu bangsa sedikit banyak tergantung pada sejauh mana masyarakat suatu bangsa tersebut dapat menjaga keharmonisan hubungan antarumat beragama. Hamka merupakan salah satu ulama yang konsen membina keharmonisan hubungan antar umat beragama di Indonesia, di antaranya dengan jalan mengadakan dialog-dialog antar umat beragama seperti yang pernah dilakukannya ketika beliau menjabat sebagai Ketua Umum MUI Pusat. Meskipun demikian Hamka sangat tegas ketika ajaran toleransi sudah menyangkut masalah keimanan seperti haram hukumnya bagi umat Islam menghadiri hari raya umat lain. Hal ini berbeda dengan Nurcholish Madjid. Menurutnya, Toleransi beragama adalah dengan menghargai dan menghormati kepercayaan agama lain dan memandang bahwa masing-masing agama berjalan menuju kebenaran sehingga menurutnya tidak ada masalah jika umat Islam ikut mengucapkan selamat hari raya dan menghadiri perayaan- perayaan keagamaan agama lain karena itu merupakan bagian dari cara menjaga keharmonisan antar umat beragama. perbedaan dan persamaan pemikiran Hamka dan Nurcholish Madjid tentang toleransi beragama akan dapat diketahui dengan melakukan analisa perbandingan (deduktif komparatif) terhadap pemikiran kedua tokoh ini. Tujuan dari penelitian ini adalah untuk mengetahui perbandingan pemikiran Hamka dan Nurcholish Madjid tentang toleransi beragama. Secara teoritis penelitian ini bermanfaat untuk menambah khazanah keilmuan Islam khususnya tentang masalah toleransi beragama. Secara praktis hasil penelitian ini diharapkan dapat memberikan sumbangsih terhadap dakwah Islam dan menjadi bahan masukan dalam mengkaji masalah toleransi beragama serta menambah wawasan peneliti tentang konsep toleransi beragama menurut Hamka dan Nurcholish Madjid. Penelitian ini menggunakan metode dokumentasi dan kepustakaan yang termasuk jenis penelitian Library Research. Pendekatan yang digunakan adalah pendekatan Filosofis. Hasil penelitian ini adalah adanya persamaan dan perbedaan pendapat antara Hamka dan Nurcholish Madjid tentang masalah toleransi beragama. Keduanya sama-sama menekankan tentang pentingnya prinsip toleransi dalam kehidupan beragama yaitu dengan menghormati kebebasan beragama. Karena dengan prinsip inilah semua pemeluk agama akan saling menghormati terhadap pemeluk agama lain. Perbedaan antara keduanya terletak pada batas-batas dalam toleransi beragama di mana Hamka menyatakan bahwa toleransi beragama dalam Islam hanya bisa dilakukan jika tidak menyangkut masalah keimanan sedangkan Nurcholish Madjid dalam praktek toleransi beragamanya cenderung lebih inklusif dan pluralism. Seperti dengan mengikuti do’a bersama antar umat beragama

Modernisme Dalam pandangan Maryam Jameelah

Modernism is a major theme of Western civilization. Western civilization was born because of European community was disappointed of Christian. Western civilization had taken inspiration philosophy of life of the Greeks, Romans, European countries, Jewish and Christian teachings. At first Western modernism appeared in Europe after the era of Renaissance. Western technological advances and their soul materialism encouraged them to be imperialist in out of-European countries, included Islamic countries. Then, Western imperialism comes successfully into a vehicle to spread Western modernism to their colony countries. Modernism then appears in the form of different levels, communism, socialism, capitalism, pragmatism, fascism, Nazism, kamalisme, Arab nationalism, Islamic nationalism. The responses of Muslims against Western modernism as an invation of Western thought to Islam, become various. Some refuse absolutely to modernism, in vice versa some receive absolutely, but some of them reject it and by the time accept the substance on which does not hit Islam itself. Maryam Jameelah thoughts about Western modernism becomes interesting, because she came from the Jewish race and was born in the United States, later she converted to Islam and became a Muslim intelectual as well. Based on the scope of the investigation, this thesis is included to the historical and social study. While on the method, this thesis is included to the research literature. Based on the type of research, it is included to a descriptive study. The approach of this study is an historical approach, sociological, theological or normative. The data sources are primary and secondary data. And the method of collecting data is by documentation. The analysis of this study is using Islamicworldview as a knife analysis to Maryam Jameelah thoughts about Western modernism. This study has found that Western modernism is misguided in the view of Islam. Western modernism that is anti-God, anti-revelation, and anti-Prophet is anti-religious view of life, and so that it is anti-Islam. Western modernism which contains of view materialism, will deliver destructions of human life in the case of faith, worship, social, and moral. The universe will be the target of mental greed because of Western modernism. So, science and technology from the West, must be Islamisied to be free from the values of Western modernism. There must be a process of adoption and adaptation. Islam as a revealation and civilization religion is original and never changes because of the course of history. Normatively, empirically, and historically Islam promises to rise again to dominate the world and enlighten it

Implikasi Co-curriculer dalam Menumbuhkan Karakter Islami Siswa Kelas VIII di MTs Negeri I dan MTs Negeri II Wonogiri Tahun Pelajaran 2017/2018

Murti, Anjani Wira. O100160046. “The Implication of Co-curriculer in Improving the Student’s Islamic Character at the Eighth Grade Students of MTs Negeri I and II Wonogiri in Academic Year of 2017/2018”. Tesis. Magister Pendidikan Islam. Graduate School of Muhammadiyah University of Surakarta. The supervisor is Dr. Sudarno Shobron, M.Ag. 2018. This study aims to describe the implications of co-curriculer improving the student's Islamic character and to know the supporting and inhibiting factors of implementing co-curiculer at the eighth grade of MTs Negeri I and II Wonogiri. This type of research is qualitative research. The subjects of this study were headmasters, Islamic teachers, and students at the eighth grade of MTs Negeri I and II Wonogiri. The objects of this study are Islamic habituation activities that exist in MTs Negeri I and II Wonogiri. The techniques of collecting the data through observation, interviews, and documentation. The data analysis techniques used descriptive qualitative. The results of the research show that (1) the implications of co-curriculer in improving the student's Islamic character at the eighth grade of MTs Negeri I and II Wonogiri are: (a) the implication to the students are: through habituation which is conducted in the schools, the student will be discipline in doing his obligations such as prayer. The students also become more polite and noble. This shows that the student's attitude change be better is because of the application of co-curriculer in the school, (b) implications for schools: through co-curriculer, schools can achieve vision and mission. Co-curriculer also gives great benefits for schools, because with the existence of Islamic activities can make the name of the school more superior in the community. Besides that, by implementation of Islamic habituation activities and the existence of special program classes can also affect the school is superior. (2) The supporting factors of co-curriculer at the eighth grade of MTs Negeri I and II Wonogiri are: (a) The existence of Islamic teachers, (b) The closeness between teachers and students through communication, (c) the holding of ESQ activities, (d) Facilities and infrastructure are complete, and (e) Supportive school environments. (3) The inhibiting factors of implementing co-curriculer in improving the student's Islamic character are: (a) Awareness of students who are still less obedient in worship, (b) less of attention from parents, (c) Many of the students left by their parents go abroad, and (d) student living environment that is still less obedient in worship. Keywords: co-curriculer; islamic; characte

Peran Dakwah bil-hâl Pesantren dalam Pemberdayaan Ekonomi Masyarakat (Studi Kasus Pondok Pesantren “Wali Songo” Ngabar Ponorogo) Tahun: 2013-2014

Penelitian ini berkaitan dengan dakwah bil hâl sebagai sebuah model dakwah yang berorientasi kepada pemberdayaan dan pengembangan masyarakat (community empowerment) melalui ekonomi. Rumusan masalah dari penelitian ini adalah implementasi dan peran dakwah bil-hâl Pondok Pesanten “Wali Songo” dalam pemberdayaan ekonomi masyarakat Ngabar Tahun: 2013-2014 . Penelitian ini bertujuan mendeskripsikan implementasi dan peran dakwah bil-hâl PPWS dalam pemberdayaan masyarakat Ngabar dalam rangka mewujudkan masyarakat sejahtera dan mandiri secara ekonomi. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif, karena peneliti langsung menggali data di lapangan yaitu PPWS Ngabar Ponorogo. Teknik pengumpulan data adalah wawancara, observasi, dan dokumentasi. Teknik analisis data dalam penelitian ini dilakukan dengan empat tahapan yaitu, pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa implementasi Dakwah bilhâl dilaksanakan melalui program-program pemberdayaan masyarakat di bidang ekonomi. Teknis pemberdayaan ekonomi dilakukan spesifik melalui YPPWPPWS diharapkan mampu menjembatani, membantu dan memfasilitasi masyarakat Ngabar keluar dari kemiskinan melalui model-model pemberdayaan yang dilakukan antara lain: (1) Pemberdayaan tenaga kerja sekitar pesantren, (2) Pemberdayaan pertanian, (3) Pemberdayaan peternakan sapi, (4) Pemberdayaan kesehatan masyarakat, (5) Pemberdayaan penyiaran dan komunikasi dan (6) Pemberdayaan kelompok usaha rumahan. Adapun peran dakwah bil-hâl Dakwah bil-hâl menghasilkan perubahan dan pencapaian dalam masyarakat Ngabar, khususnya di bidang ekonomi. Dakwah bil-hâl memiliki peran sebagai motivator, dinamisator dan fasilitator program pemberdayaan ekonomi masyarakat Ngabar, dengan melibatkan peran institusi agama, kyai dan pesantren

Manajemen Kurikulum Sekolah Tahfizh dengan Memadukan Kurikulum Formal dan Kurikulum Tahfizh Pada Madrasah Aliyah Tahfizhul Qur’an Isy Karima Pakel Gerdu Karangpandan Karanganyar Tahun Ajaran 2014/2015

Madrasah Aliyah tahfizhul Isy Karima Qur'an is one of the educational institutions that implement an integrated curriculum, which combines the formal curriculum (covering curriculum of religious ministry and Islamic boarding curriculum) and curriculum of tahfizhul Qur'an (Qur’an memorization). The purpose of this study is to describe the existing curriculum management and its running in Madrasah Aliyah tahfizhul Qur'an Isy Karima Pakel Gerdu Karangpandan, in the academic year 2014/2015. The focus is on the curriculum management that includes planning, implementation and evaluation. The results of this study revealed that implementation of the Curriculum Management in the school has been generally consistent with the theories of management scholars. Seen from its planning, the stages conducted in the school for planning the formal and tahfizh curricullum has been accorded to 5 elements of planning. Secondly, from its implementation, both curricullums in the school has been in line with the elements of curricullum implementation. However, it is found out that the content of the curricullum is too burdening for the students there due to its density. Finally, based on its evaluation, the curricullum there have evaluated well ranging from its objectives, content, method and teaching aids, and students as well as teachers. Thus, the curricullum management in the school has accorded to the theories. One thing makes it differed from the conventional curriculum is the involvement of the local community in the curricullum planning. The conventional one usually involves the local communities, especially in filling teaching materials or learning resources need to be tailored based on the characteristics and the needs of local development, this point is not applied in Madrasah Aliyah tahfizhul Isy Karima Qur'an