MANAJEMEN KURIKULUM ECOPESANTREN DI WILAYAH RENTAN PERUBAHAN IKLIM

Rihlah Nur Aulia, . (2023) MANAJEMEN KURIKULUM ECOPESANTREN DI WILAYAH RENTAN PERUBAHAN IKLIM. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Kurikulum ecopesantren merupakan pengembangan kebijakan dan tuntutan pendidikan secara global, ecopesantren sebagai bagian dari pengembangan pendidikan untuk pembangunan berkelanjutan (education for sustainable development). Pendidikan untuk pembangunan berkelanjutan, yang ditetapkan dalam Sustainable Development Goals (SDGs) target 4.7, bidang pendidikan yang mendorong perlunya adaptasi dan advokasi keberlanjutan kehidupan dan masyarakat di bumi. Manajemen kurikulum ecopesantren merupakan proses pendayagunaan semua unsur pendidikan dalam pembelajaran dan pemberian pengalaman belajar pada peserta didik, baik hard skill maupun soft skill, baik pengalaman belajar kognitif, afektif maupun psikomotorik, melalui kegiatan intrakulikuler, kokulikuler maupun ekstrakulikuler dalam mencapai tujuan pembelajaran di institusi pendidikan pesantren untuk membangun kepedulian, perlindungan dan pengelolaan lingkungan hidup pesantren guna meningkatnya kualitas lingkungan. Penelitian ini bertujuan untuk menganalis, menemukan pengembangan manajemen kurikulum ecopesantren diwilayah rentan perubahan iklim. Penelitian ini difokuskan pada lima hal; Pertama, Perencanaan Kurikulum pada tingkat Madrasah Aliyah Ecopesantren Sumber Pendidikan Mental Agama Allah disingkat (SPMAA). Kedua, Pengorganisasian Kurikulum pada tingkat Madrasah Aliyah ecopesantren SPMAA Ketiga, Pelaksanaan Kurikulum pada tingkat Madrasah Aliyah Ecopesantren SPMAA. Keempat, Evaluasi Kurikulum pada tingkat Madrasah Aliyah Ecopesantren SPMAA. Kelima, Pengembangan manajemen kurikulum ecopesantren di wilayah rentan perubahan iklim. Rancangan penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan dengan wawancara mendalam, observasi partisipan, dan studi dokumenter semi terbuka, FGD. Sedangkan informan ditentukan melalui teknik purposive sampling dan snowball sampling. Analisis data dalam penelitian ini dilakukan melalui prosedur analisis yang mengadopsi model interaktif Miles, Hubberman, dan K.Yin untuk analisis kasus tunggal. Penelitian ini menghasilkan beberapa temuan sebagai berikut: pesantren SPMAA Lamongan Jawa Timur sebagai model pendidikan terintegrasi sekolah formal dan kepesantrenan menerapkan manajemen kurikulum ecopesantren yang meliputi 1) perencanaan kurikulum terdiri dari pemetaan kurikulum, silabus, program inkuiri, unit inkuiri, perencanaan pembelajaran unit. 2) Pengorganisasian kurikulum terdiri dari struktur kurikulum, pembagian tugas guru, pengembangan program transdisipliner terintegrasi berbasis lingkungan, menentukan unit inkuiri untuk setiap jenjang kelas. 3) pelaksanaan kurikulum terdiri dari; pengalaman pembelajaran dan penilaian laporan hasil belajar. 4) evaluasi kurikulum terdiri dari; mereview Unit dan mereview mata pelajaran. 5) Temuan pengembangan manajemen kurikulum ecopesantren meliputi: dalam aspek perencanaan kurikulum ecopesantren menggunakan landasan Philosopy and nature of knowledge, geografical Factor, society and culture, the individual dan learning theory. Perencanaan kurikulum ecopesantren di wilayah rentan perubahan iklim menggunakan perencanaan berbasis partisipasi masyarakat. Peran pimpinan pesantren sebagai perencana kurikulum yang memiliki kemampuan forecasting sebagai figure central pemimpin transformasional demokratis. Dalam aspek pengorganisasian kurikulum ditemukan model integrated curriculum ecopesantren di wilayah rentan perubahan iklim. Dalam aspek pelaksanan kurikulum ditemukan kekhasan model kurikulum ecopesantren berbasis kearifan lokal yang merupakan tata nilai atau perilaku hidup masyarakat lokal dalam berinteraksi dengan lingkungan secara arif dalam komunitas ekologis. adapun pelaksanaan kurikulum ecopesantren di SPMAA ditemukan bentuk implementasi pelaksanaan kurikulum merdeka, model pembelajaran menggunakan model Problem Based Learning (PBL), Project Based Learning (PJBL) Discovery Learning (DL), dan Inquiry Learning (IL).keempat model tersebut dapat menumbuhkan keterampilan 4 C (Kolaboratif, kreatif, berpikir kritis dan komunikasi. Dalam aspek evaluasi kurikulum ditemukan model evaluasi kurikulum ecopesantren authentik berbasis masyarakat. The ecopesantren Curriculum is the development of policies and demands of education globally, ecopesantren as part of the development of education for sustainable development. Education for sustainable development, set out in Sustainable Development Goals (SDGs) target 4.7, is the field of education that encourages the need for adaptation and advocacy for the sustainability of life and society on earth. Ecopesantren curriculum management is the process of utilizing all elements of education in learning and providing learning experiences to students, both hard skills and soft skills, both cognitive, affective, and psychomotor learning experiences, through intracurricular, cocurricular, and extracurricular activities in achieving learning objectives in pesantren educational institutions to build awareness, protection, and management of the pesantren environment to increase environmental quality. This study aims to analyze and find the development of ecopesantren curriculum management in areas vulnerable to climate change. This research focused on five things: First, Curriculum Planning at the Madrasah Aliyah Ecopesantren level of God's Religious Mental Education Resource, abbreviated as SPMAA. Second, Curriculum Organizing at the Madrasah Aliyah Ecopesantren SPMAA level. Third, Curriculum Implementation at the Madrasah Aliyah Ecopesantren SPMAA level. Fourth, Curriculum Evaluation at the Madrasah Aliyah Ecopesantren SPMAA level. Fifth, developing ecopesantren curriculum management in areas vulnerable to climate change. This research design uses a qualitative approach with a case study method. Data was collected through in-depth interviews, participant observation, and a semi-open documentary study, FGD. At the same time, informants are determined through purposive sampling and snowball sampling techniques. Data analysis in this study was carried out through an analysis procedure that adopts the interactive model of Miles, Huberman, and K.Yin for single case analysis. This study produced the following findings: SPMAA Lamongan Islamic boarding School East Java, as an integrated education model of formal schools and Islamic boarding schools, applies ecopesantren curriculum management, which includes 1) curriculum planning consisting of curriculum mapping, syllabus, inquiry programs, inquiry units, unit learning planning. 2) Curriculum organization consists of curriculum structure, division of teacher tasks, development of integrated environmentbased transdisciplinary programs, and determining inquiry units for each grade level. 3) Implementing the Curriculum consists of Learning experiences and assessment of learning outcomes reports. 4) Curriculum evaluation consists of reviewing units and reviewing subjects. 5) The findings of ecopesantren curriculum management development include ecopesantren curriculum planning using the foundation of Philosophy and nature of knowledge, geographic Factors, society and culture, and the individual and learning theory. Ecopesantren curriculum planning in areas vulnerable to climate change uses community participation-based planning. The role of pesantren leaders as curriculum planners with forecasting skills as a central figure of democratic transformational leaders. Regarding curriculum organization, an integrated curriculum ecopesantren model is found in areas vulnerable to climate change. In the aspect of curriculum implementation, the ecopesantren curriculum model is distinctively based on local wisdom, which is a system of values or living behavior of local people in interacting with the environment wisely in ecological communities. The implementation of the ecopesantren Curriculum at SPMAA found the form of implementation of the independent Curriculum, learning models using the Problem-Based Learning (PBL), Project Based Learning (PJBL), Discovery Learning (DL), and Inquiry Learning (IL) models. The four models can foster 4 C skills (Collaborative, creative, critical thinking, and communication. A community-based authentic ecopesantren curriculum evaluation model was found in the aspect of curriculum evaluation.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Hafid Abbas 2). Prof. Dr. Nurhattati, M.Pd.
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam) Geografi, Antropologi > Ilmu Lingkungan Geografi, Antropologi > Ekologi sosial Pendidikan > Pendidikan Pendidikan > Aneka Ragam tentang Pendidikan Manajemen > Pendidikan, Riset Penelitian Bisnis
Divisions:	PASCASARJANA > S3 Manajemen Pendidikan
Depositing User:	Users 19722 not found.
Date Deposited:	07 Sep 2023 05:31
Last Modified:	07 Sep 2023 05:31
URI:	http://repository.unj.ac.id/id/eprint/41738

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