Penilaian struktur kurikulum pendidikan islam institusi pengajian tinggi Jambi berdasarkan kerangka fardu ain dan fardu kifayah

Abstract

Curriculum is one the most important factors that influences the quality of an educational institution because it determines the achievements of the purposes and objectives of education in an institution. Ideology, worldview and understanding of the meaning and objective of education as well as the concept of knowledge by the curriculum designer influence the form and content of the curriculum he designs. It is acknowledged that other factors such as globalization, dynamic interest of society and postmodernism assert great influence on many aspects of education. Indeed, the formulated curriculum in an educational institution impacts the quality of the graduates of that particular institution. Therefore, in assesing the formulated curriculum, it needs a proper framework to form a judgment. In this study, the knowledge framework of fard 'ayn and fard kifayah is used as the theoretical framework. It focuses on the basic aspects of curriculum formulation in selected higher educational institutions in Jambi-Indonesia namely Universitas Jambi (UNJA) as the representative of public higher educational institution and Institut Agama Islam Negeri (IAIN) Sulthan Thaha Saifuddin Jambi as the representative of Islamic public higher educational institution. The study uses library and comparative method. It compares the curriculum structure of both institutions to the concept of knowledge of fard 'ayn and fard kifayah. This research comprises of four chapters. The first chapter is an introduction to the research. The second chapter explains the theoretical framework of fard 'ayn and fard kifayah, its practice and significance in curriculum of Islamic education. The third chapter focuses on the structure of curriculum in two institutions of higher education in Jambi, namely Universitas Jambi and IAIN Sulthan Thaha Saifuddin Jambi. The fourth chapter analyses the structure of curriculum in those two institutions, along with the suggestion for implementation of fard 'ayn and fard kifayah in curriculum of Islamic education. This study finds that the fard 'ayn courses in the curriculum of IAIN Sulthan Thaha Saifuddin Jambi is generally good,because it offers courses such as, the sciences of al-Qur’an, hadith, aqidah, tasawwuf, fiqh, Arabic, Islamic history and civilization. While the fard 'ayn courses in the curriculum of Universitas Jambi has not yet reached a proper balance, of fard 'ayn courses offered is lesser than those of fard kifayah courses. As for the fard kifayah courses in the curriculum of these two institutions of higher learnings, there are fairly good because there are specialized programmes offered by various faculties and departements. However, Universitas Jambi offered more fard kifayah courses compared to IAIN Sulthan Thaha Saifuddin Jambi. Therefore, the ideal of implementing fard kifayah in the courses of both institutions of higher learning can be achieved when they containthe elements of religion (din), ethics and morality (akhlaq), as well as conforming to the worldview of Islam.