CURRICULUM EDUCATION

1 INTRODUCTION to curriculum.

i. INTEGRATED CURRICULUM FOR PRIMARY SCHOOL

You are an educator. To become a professional educator you must know, understand
and master the contents of the Islamic education syllabus, description of the Syllabus,
textbooks and teachers ' Manuals. The module is expected to assist you in carrying out the
tasks

Islamic education is a mandatory early education learned by every Muslim students

from year 1 to Year 6. The Islamic education fit into Fard ain, emphasizing basic skills that
need to be dominated by individual Muslims. In line with the process of development of the
intellectual, spiritual, emotional and physical training students. Aspects of faith, humanitarian,
community and nationhood.

Focus on Specific subjects of Islamic education:

i. Basic Education Tilawah al-Quran

ii. The formation of Beliefs and Basic Guidance Fardu Ain
iii. Cultivation of practice Fardu Ain and Kifaya required by Sharia
iv. Application of Manners which is based on Islamic Morals to the students.

All four of these areas shall be conveyed effectively. Effective delivery is able to grow
the Foundation of faith and form the pupils so have high ambition, resilience, spirit of
enthusiastic, devoted and able to change themselves contributing to the Foundation of
civilization society, race and country.

Educators need to ensure that all students master the knowledge, practice and skills set
so that subjects of Islamic education could contribute towards the creation of a knowledgeable,
mumin muslim believers, civilized, moral, competent, responsible, does what is righteous and
in line with national education Philosophy and philosophy of Islamic education.

The Goal Of Islamic Education;

The goal of education is to produce knowledgeable muslim, believe, being competent, do good
deeds and moral based on Quran and al Sunnah to be slaves and Caliph God conscious and
contributing to improve the country and civilisation.

The Objective Of Islamic Education;

After attending the elementary school Islamic education curriculum, students can:

Read selected from surah-Sura juzu ' Amma correctly and fluently, to foster interest in
reading the Quran and become

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 Memorise the verse selected for common reading in prayer and worship daily
Understand the meaning of some of the surah learned and appreciate environments
toward trusting the Quran as a reference indicator of God
Understand and believe the fundamentals of faith as held religious faith and dykes
Practice of worship-worship the fardu ain as well as understand the Fard kifaya as
claims the duty of Muslims
Understand and take heed with sirah of the Prophet (PBUH) as the basis of the
development of human civilization
Practicing manners and appreciate the moral values in their daily lives

Read and write as well as mencinta knowledge as cultural heritage

Contents Of Curriculum

Contents of Islamic education curriculum is divided into the following four areas, namely:

Figure: fields in Islamic education curriculum

Figure above shows the contents of the fields of subjects in primary school Education. To
pursue the areas;

Bil. FIELD of The OBJECTIVES of the FOCUS

Upbringing 1. Read Surah selected from 1 Read the verses of al-Quraan

Recital the constituents of surah correctly and fluently.
1 Al-Quraan Amma correctly and fluently,
to foster interest in reading A- 2 Memorise certain verses with
Quraan and practice. correct and fluent

2. Memorise texts selected for 3 Understand the meaning of

common reading in prayer certain of surah-surah Amma
and daily worship. Constituents (the
constituents of 30) and
3. Understand the meaning of appreciate the environments.
some of the surah learned
ddengan appreciate some
guidance of God surah as a
reference.

Basic Studies Of 1. The emphasis on faith,

The Shariah As- 1. Understand and believe the
fundamentals of faith as held
2 faith and keagmaan benting
2. Practice basic worship-
formation of attitudes and
responsibilities of Allah
.
2. Knowledge about the rules of
worship determined by Allah

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 Bil. FIELD of The OBJECTIVES of the FOCUS

worship Fardu Ain s Ta'ala and carry it out

immediately understand the
Fard Kifaya as claims the
duty of Muslims
3. Understand and take heed
with sirah S.A.W. as the basis
of the development of human
civilization,
Basic Islamic With its manners and
Morals appreciate the moral values
in their daily lives
3. Percontohan and taking heed
of the Sirah of the Prophet S.
A. .. W
4. Implications of the Faith,
Worship and Sirah in terms
of responsibility for self,
family, community and
country.
1. Compliance with maintained
and way of life
Muslims in contact with God
and Prophet

2. Compliance with rules and

3 Education Reading and writing and loved
him as the nation's cultural
heritage.
procedures
human relationship with self,
family, environment, society
and the nation
1. Write text as well
2. Read smoothly
3. learn the art of writing.

ii. STANDARD CURRICULUM PRIMARY SCHOOL

Integrated curriculum for primary school have been through a process of

transformation. The curriculum has been strengthened and improved the Curriculum Standards
are known as primary schools. dllaksanakan in stages beginning with Years 1. Transformation
of primary school curriculum formulated standard content and standards-based learning.

Standard content means the specific statement about the things pupils should
know and can do in a period of schooling including knowledge, skills and values. While the
standard of learning in turn means a designation criteria or indicators of the quality of learning
and achievements
measured for each content standard.

The goal of the

The goal of the Islamic Education is to produce knowledgeable, believe, do good deeds
and moral by making al-Quran and al-Sunnah as a guide in their daily lives to be successful
servants of Allah in this world and in the hereafter.

The objectives of the

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Pupils follow a standard curriculum and teaching Islamic education primary school able to:

Read the Quran correctly and bertajwid and pembacaannya practice in their daily
lives;
Memorise the selected from surah-Sura juzu ' amma to the recitation in prayer
and worship daily;
Understand the meaning of some of the surah learned and appreciate
environments;
Read and understand selected and Hadith appreciate environments;
Understand and believe the fundamentals of faith as held religious faith and
dykes;
Understand and practice of worship-worship basic Fard ' ain and Fard as the duty
of the Muslims;
Understand and take heed of the exalted Prophet Muhammad s.a.w. for Atomic
love to him;
Understand and practice good manners and appreciate the moral values in their
daily lives; and
Reading and writing and loved him as the nation's cultural heritage;

The focus of the

Curriculum standards for Education the Islamic emphasis on reading the Quran, Hadith,
strengthening the foundations of faith, worship, morals and sirah s.a.w. and skills. At the end of
primary school Education Learning students are able to understand and appreciate the claim,
adopting fardu ain and Fard in daily life.

Content Organization

The Islamic education curriculum developed with emphasis on standard content and
standard of learning to know and can be done by students. Standard contents of the Islamic
Education is divided
the seven modules, namely:

Quran module

o This module focus on reading Qur'an correctly, fluent and bertajwid, memorise
and understand the surah al-Fatihah and surah certain of juzu ' Amma and
appreciate the environments.

Hadith Module

o This module focus on understanding the meaning of the Hadith in General as well
as appreciate the environments.

Creed Module

o This module focus on the formation of faith, attitude and responsibilities towards
Allah s.w.t. authentic faith, understanding and capacity to claim faith in daily life.

Module Information-

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 o This area focuses on understanding and appreciation of the rules of worship
determined by Allah s.w.t. and carry it out in their daily lives.

Exalted Module
o This area focuses on understanding and sirah s.a.w. take heed of it and apply in
daily living claim sirah.

Module Etiquette
o This area focuses on the adoption of rules and procedures, human relationship
with God, man among humans and humans with the environment.

Standard content and learning standards for Islamic education:

Year one
Year two
Year three
Year four
Year five
Year six

Elements across the curriculum and skills menaakul.

Creativity and innovation
Entrepreneurial
Information and communication technology
Booklet on skills menaakul

4.2 introduction MODEL:

Five models have been identified, namely 4 models of teaching and curriculum models 1.
Applicable models are as follows:

Recovery Model
Model Tasmik
Model Khatam al-Quran
Arabic Expansion Model
Smart Model Prayer

i. The CONCEPT of

The preamble

The Ministry of education has taken action by holding a number of meetings and workshops,
and finally conducting seminars, Quran, Arabic and Fardhu Ain. Semiman has agreed to
accept a few models to be implemented as a pilot project in April 2004 before actual
implementation in 2005 in stages.

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a project to strengthen Islamic education through special emphasis in teaching, al-Quran,
Arabic and Fardhu Ain. The project is implemented at both primary schooling.

The objectives of the

Once the project be carried out satisfactorily and effectively it is hoped that all who profess the
Islamic religion, while in primary school could

Mastering reading and writing

Khatam al-Quran

learn Arabic and

robust and appreciate fardhu ain

The importance of

The importance of writing

has been taught as a component of Islamic education and teaching approaches in first
6 months 1 year. Monitoring report found reading mastery in Islamic education alone
has not been adequate and effective

The importance of al-Quran

The Qur'an was taught as part of Islamic education in the areas of Upbringing tilawah
al-Quran at this time. But do not emphasize learning up to khatam al-Qudan. It is only
in this popular ability to read only.

The Importance Of The Arabic Language

The status of the Arabic language primary school as tambahaan language. It is taught
in primary schools in selective and limited. Not all students have the opportunity to do
not

The Importance Of Fardhu Ain

Parents still have not been satisfied with the achievement and mastery of their children
in Fardhu Ain especially matters of worship set up prayers.

The interests of the Project at the entire

Time teaching PI primary school at this time was 6 hours, 5 hours in SJKT and 4 time
SJKC. The provisions of this time did not allow the activities of the khatam al-Quran,
rehabilitation and strengthening of practical training and sufficient Fardhu Ain perform
in schools. While the Arabic language schools taught by a teacher of Islamic education
available. This makes it difficult for the implementation of the Arabic language in all
schools in the event of an Arabic language instructor real not established.

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The implementation of the

The Ministry of education will provide a more complete information about how the
implementation of selected models and specific preparations for preparation-implementation.
Guideline modules contained in this book is the initial information that is useful for preparations
towards the actual implementation. It does not reflect the actual state of pelakasanaan unless
the Ministry of Education decided to maintain guidelines and modules contained in this book.

ii. RECOVERY MODEL

Remedial teaching is undertaken by teachers students dropout recovery to recover in. This
class is conducted in conjunction with existing school timetable.

The objectives of the

Students who drop in to be restored with at least be able to identify, citing and writing single
characters, open the phonemes, the phonemes and words are easily built from open and
closed the phonemes phonemes.

Target Group
Target group this class is students who could not pass tests special could not identify single
letters or phonemes open.

Strategy Implementation

Practitioner established a Committee chaired by the school Headmaster.

Implementation Committee meets for the decide:
- Identify students who dropout through special tests or information from teachers
who teach. Number of pupils per class hendaaklah recovery between 6 to 10
people.
- The preparation of the public for the implementation of remedial.
- Preparation of teaching aids.
Implement remedial according to the distribution of skills and methods of teaching
and learning that have been defined.
Teaching and learning processes are stressing the game and create a bright singing.
Evaluate and record the students ' achievement every time a class is implemented.

Distribution Of Tasks
Teacher in charge;

established the Implementation Committee stage school.

holding of the meeting coordination pelaksanakan Recovery Class.
make sure this recovery can be implemented Classes properly.
monitor the implementation of the Model Class Recovery

Head of Islamic Education Committee is responsible for:

the Secretary of the school level implementation Committee.
Work with rehabilitation teachers and teachers of Islamic education preparing the
implementation of Remedial.

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 Reviews the reports made by the teachers of the subjects and teachers recovery

Teachers of Subjects responsible:

make special tests to select students who will follow a Rehab Classes.
Continue regular schooling teaching according to jadualk.

Rehabilitation teacher is responsible for:

implement remedial according to the distribution of skills and methods of teaching
and learning has been set.
Record the results of the assessment done after the process of teaching and
learning
Report on the travel class and the result of the Evaluation Committee

Distribution Of Skills

Pupils to be restored given the skills as there is in the Syllabus of Islamic education. The
following presented example distribution skills to twelve hours of teaching:

Time Skills
1 hours
Introducing single character ??????
Time 2
Introducing single character ? ? ? ? ? ?
Time 3
Introducing single character ? ? ? ? ? ?
Time 4
Introducing single character ? ? ? ? ? ?
5
Introducing single character ? ? ? ? ? ?
Time of 6
Introducing single character ? ? ?? ? ? ?
Time 7
Read and write syllables of open letters ? ? ?
Time 8
Read and write syllables of open letters ? ? ?
9 hours
Read and write syllables of open letters ???
Time 10
Read and write syllables of open letters ???
Time 11
Read and write syllables of open letters ???
Time 12
Read and write syllables of open letters ??

Methods Of Teaching And Learning

To ensure the effectiveness of Remedial and the ability of the students, the teachers proposed
many using games and songs while performing and teaching. Games and singing proposed
are:

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Games For Single Character Skills:
Bowling
Tenteng
Play cards
Train
Game For Skill Phonemes:
Sahibba
Fishing rod fish
The singing:
Rasa Sayang
Spell and read
Vocal and Phonemes

Evaluation
The teacher shall perform the assessment each time the class is carried out. The
assessment shall examine read and write letters and phonemes-the phonemes that are
learned. Evaluation results shall be recorded to form Cluster evaluation.

iii. MODEL KHATAM AL-QURAN

The Objective Of The Recital Of The Quran

Once the project be carried out satisfactorily and effectively it is hoped that all who
profess the Islamic religion, while at primary school can:
Read the Quran and bertajwid and
Pupils unable to mengkhatamkan Quran 30 juz.

The Importance Of Khatam Al-Quran

Khatam al-Quran through the process of talaqqi musyafahah it is important to ensure
that every pupil is given equal opportunity to dominate the tilawah al-Quran and bertajwid.
Each student is expected to menghatamkan the recitation of the Qur'an by 30 constituents
within a span of 6 years are in primary schools according to the level of individual dominance.
But for students who have not mastered the reading of the Koran have the opportunity to
continue learning using Iqra ' with monitoring of teachers from time to time.

Implementation and evaluation of Khatam Quran

Implementation of the khatam al-Quran is divided into two programme khatam al-Quran
Model a year or Model 6 months and khatam al-Quran Model Tasmik. Although the objectives
of both the same model, but the method of its implementation differ from each other.

Quran Recital programme a year or 6 months.

Khatam al-Quran programme a year or 6 months is a program that focuses on mastery
of skills read al-Quran year one and khatam al-Quran in year 2 to year 6.
Program Khatam al-Quran a year performed for students year one entry from January
2011. (Please refer to the Standard Curriculum primary school) as a reference implementation.
While for students year 2, 3, 4, 5 and 6 in 2011 will continue the Program Khatam Quran Model
6 months under curriculum.

The objectives of the

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 a. Students can read the Quran and bertajwid
b. Students unable to finish reading the Quran 30 juz.
Target Groups
The pupils who are Iskam tahun2 to year 6

Strategy Implementation
The Exercise Period
Students in year 2 to year 6 will follow the Model of Khatam Al-Quran every year. For the
following month and next they will mengikuuti Islamic education curriculum based on the
existing syllabus.

Allocation Of Time
Teaching and learning focused Tilawah al-Quran from January to November with an allocation
of time 4 times a week. Two of the remaining time is used to program Basic Studies of Shariah.

Teaching and learning process

The pupils read the Quran using mushafRasm Uthmani
Each student read al-Quran by kedah talaqqi and musyafahah.
The process of talaqqi and musyafahah in class run by Islamic education teachers
(GPI) teaching assisted by sekkurang-kurangnya a teacher advisors that can be
composed of other, teachers teacher GPI common academic, school
administrators, school staffs and students of staff.
Record the readings of each pupil in the Reading record book Quran respectively.
Guide the process of r & d can be referred to from the example Model of teaching
and Learning Model Khatam Al-Quran .
Students who have not mastered the reading of the Quran shall proceed with
learning using Iqra '.
Activities such as rehabilitation or recovery classes Quran camp to be held to
students who could not read (3886) al-Quran.
Distribution of reading on schedule and should be referred to in the Model of
teaching and Learning Model Khatam Al-Quran.
Distribution Of Tasks

Head of Sector Management of Islamic education and morals, Assistant

Director of curriculum, Education Supervisor at the State and District is responsible for:
Brief project implementation
Monitor the implementation of the project
Prepare project report
Teacher in charge;
Established the Implementation Committee stage school.
Meet the implementation coordination project implemented properly.
Brief the teachers and advisors of the teachers involved.
Ensure that the project be carried out perfectly.
Monitor the implementation of the project
Confirming a report made by the teachers and dihantarke JPN after the end of
project implementation.
Head of Islamic Education Committee responsible;
The Secretary of the school level implementation Committee.
Hold meetings and discussions to find teacher advisors.

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 Work with Islamic education teachers preparing project implementation.
Check out the report.
Teacher Of Islamic Education Is Responsible;
Identify the teacher advisors that can be engaged in the project.
Ensure that all pupils have record book Reading the Quran.
Confirm reading setiapmurid once a week in the record book Reading the Quran.
Inform of any problem pupils and teachers advisors to the school level
implementation Committee.
Report on achievements of the projejke management sector of Islamic education,
the State Education Department by filling in the Project assessment report Form
Khatam Al-Quran Model 6 months.
Teacher Advisors
Assist and guide students so that khatam al-Quran
Noted students reading in the reading record book.
Identify weaknesses in students and make entries in the record book Readings.
Always discuss with teachers who teach to solve any problems.
Methods of teaching and learning
Model 6 months Khatam Al-Quran emphasizes the use of method talaqqi and musyafaha. This
method is implemented through the following:
Students listen to a reading of examples from teachers
Students read the guidance of teachers, advisors/students staff.
Teachers, advisors/students staff correct the reading students.
Teachers, advisors/students staff confirm reading students by giving praise or
mengiyakan.

Evaluation
A brief assessment should be done on a weekly basis to students in order to confirm the
students tersebutbenar-right dominated the readings recorded by teachers advisors.
The overall assessment must be done at the end of the year to determine the level of
achievement of the recitation of the Quran each individual. Teachers can
choose any verses of untukmenilai pupils. This evaluation shall be based on the following
guidelines;

Distribution Of Marks
Number of sentences: 60 marks
Reading quality: 40 marks

The total score is calculated based on the total sentence is the highest sentences read by
students which are:

The highest sentence X 60

_______________
The total number of verses

iv. QURAN RECITAL PROGRAM MODEL TASMIK

Model Tasmik Khatam Al-Quran is the satuprogram Guide and record the progress of reading
Quran students individually based on the programme was arranged to enable pupils khatam
while at primary school and perform outside the timetable.

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The objectives of the
Students can read the Quran with bertajwid.
Pupils can mengkhatamkan reading Quran 30 juz.

Target Groups
All Muslim students in year 2 to year 6 primary school.

Strategy Implementation
All students must use Quranic Rasm Uthmani.
Each pupil must have teacher tutors appointed by the school.
Advisors may be appointed from anyone able and fortunate as teacher of Islamic
education, religious teachers, parents, teachers in schools, student Maahad Tahfiz
and others. Pupils have khatam al-Quran can be an Assistant to the teacher
advisors.
Cooperating teachers must guide students in reading and recording the readings
in the reading record book setiapkali ditasmik.
Students who still cannot read the Quran should be guided on an ongoing basis
using appropriate methods and activities.
Each pupil must have record book Reading the Qur'an provided by the Ministry of
education.
Teacher of Islamic education shall evaluate and verify the students ' achievement
at least once a week in the reading record book.
Islamic education teachers should ensure pupils get guidance from teacher
pembimbig ebelum assessment carried out.
Students should read the Quran based on the distribution of pages proposed as
in model Tasmik.
Excellent pupils can continue reading without bound by distribution of
constituents that are dicadangjkan.
To carry out the proposed distribution encouraged students to read the Quran
every day so that they do not read many sentences and to enable focus on
reading quality.
Students can read and mentasmik al-Quran reading at any time, either at school
or at home.
The school shall evaluate and prepare a report to JPN.

Evaluation
A brief assessment should be done on a weekly basis to pupils for the students really
master the verify readings are recorded by teachers advisors.
The overall assessment must be made at the end of the year bagimenentukan pencapian level
readings of the Quran each individual. Teachers can choose any verse to evaluate students.
This evaluation shall be based on the following guidelines;

Distribution Of Marks
Number of sentences: 60 marks
Reading quality: 40 marks

The total score is calculated based on the total sentence is the highest sentences read by
students which are:

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The highest sentence X 60
_______________
The total number of verses

v. SMART MODEL PRAYER

Seminar, Al-Quran, Arabic and Fard Ain national level organised by the Ministry of education
held on 3-5 March 2004 has decided that the smart Model implemented in joint Prayer pilot
project models to test how far other weakness and its strength. The smart programme needs to
be implemented by the Prayer of the school to ensure the success of the cooperation Program
and the close relationship between the school and parents is very important to ensure the pure
desire to realise.

Good to know what students ' Smart Camp Prayer '?

Smart camp Prayer is camping which was implemented to ensure students can perform
prayers properly in terms of reading and acts. These activities are carried out intensively in one
place where appropriate a special school.

What are the objectives of the smart Prayer Camp held?

Smart camp held Prayer meant to ensure that students are able to:

knowing the importance of prayer

also included are properly
knowing the number of raka'at Salah-Fardh (obligatory)
execute all acts in prayer correctly
mastering reading and apply it correctly in prayer and smooth

To ensure that the smart Prayer Camp run smoothly, steps should be taken:

Islamic Education Committee shall prepare papers and presented at the meeting to
decide the following:
- Practitioner Committee of school
- Fix the place and time for the smart camp Prayer
- Define teachers eligible to become a facilitator
- Provides a table of the implementation of the smart Camp Prayer
- Distribute the students will follow the smart Camp Prayer according to the
specified group.
- Brief the facilitators as a guide for trainers in Smart Camp Prayer.
This programme is carried out twice a year.
This activity is implemented in the form of intensive courses outside of r & d either
within or outside the school.
Each camp level not exceeding 60 pupils and each group does not exceed 10
people.

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 Among the activities of the camp Wizard this Prayer was hands-on, practical prayer
ablution, prayers, pre and post test evaluation programs, recreation, reading
competitions and practical prayer.
Assessment instruments to be provided to determine the level of ability of the
students in setting up prayer
Sorting activities camp
Gather data on students who do not know the prayer after the expiry Bestari Camp
Prayer
Evaluate and record the students ' achievement whenever activities carried out.
Report records the students ' achievement to teachers who teach, parents,
guardian, head of the Committee and headmistress.
- Form Post Implementation Of Prayers. Implementation Note form
distributed to parents Prayer and
carer.
- Parents/guardians should be noted the implementation of practice students
prayer
at home for two months
- The completed form must be returned to the
school to analysed.
- The school will provide a report for the implementation of the Camp
The second.

The second camp implemented Smart Prayer after identifying strengths and
weaknesses of the first Prayer Smart Camp.

Before implementing Smart Camp Prayer, an implementation Committee shall be

established.

Implementation Committee consists of:

The patron

Advisor

Chairman of

Secretary

Bursary

Members Of The Committee:

- The Secretariat of the

- Registration and accommodation

- Food and drink

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 - Safety/Welfare/Discipline

- Documentation/Evaluation Of The

- Riadhah

- Camp Commandant

- Audio

- Warden

- Techniques & Equipment

- Certificates and gift shop.

Financial
Resources

- Specific financial provisions

- PTA Donations

- The contribution of the private sector and other

Expenses (such as attachment 6)

- Preparation of material (Paper, paper Distribution, File)

- Retail Perbelanjan

- The expense of eating and drinking

- Prize

The facilitator
Teacher Education (Indoor/Outdoor)

Teachers of academic ability

Parent/guardian capable

Teachers KAFA

Any other person qualified and approved by management

School.

The cover of the

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The smart programme needs to be implemented by the Prayer of the school to ensure the
success of the Program. To achieve this noble desire, cooperation and liaison the school and
parents is important. Hopefully they add a sense of responsibility and interest of students
against the command of Allah SWT
\
4.3 the ISLAMIC EDUCATION CURRICULUM SUPPORT MATERIALS .

i. TEXT BOOKS

Introduction

Text books is the book used as basic materials and sources of information on subjects or
specific areas. Text books also reflect the values, hopes and ambitions of a country. In our
country the textbook accommodate things like Unity, Rukun Negara, caring society and vision
2020.

Text books written based on the requirements of the curriculum, Syllabus (SP) and the syllabus
(HSP). Explaining the objectives, syllabus content organization and strategies of teaching and
learning. The syllabus in turn explaining the objectives and organization of the content
according to the years of schooling. Writing text books are also required to meet the needs of
national education philosophy of education goal menekanakan to ensure that the development
potential of the students as a whole, balanced and sustainable.

Design

Design is a structured plan which includes the concept of designing a book. Design is design
that displays the text or graphic materials or other materials on the book. The format of the
presentation at the entire book must be planned, functional, clear, user friendly and easy. Each
column must be used optimally, in addition to taking into account public readers relaxing eye
(eye rest). Good design can drive eye readers, reading sequentially in a given issue and
distinguish the main materials and secondary materials.

Design is an essential ingredient that can distinguish an issue with other issues. Design can
also become an identity (Publisherhouse style).

An Important Aspect In The Design Of Textbooks

Textbook design takes into account the basic principles of design or art design in a design that
asked which balance, proportion, sequence, Union, easy and cons. However in designing
textbooks, aspects of the pedagogical requirements and the suitability of subjects with the
target group should be noted so that the selected appropriate design. In addition the book
design should be consistent throughout the book in order to help the user's understanding of
the contents of the book in question.

The design of the primary school textbook package should take into account the type of book
and the extent of the age of the students. Typically the design textbook primary school easier

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and not too dense with text. While the design of the secondary school textbook package more
complex with more text and additional information.

Graphic Materials

Graphical materials is a general term that refers to all types of visual elements that support text
printed to make a message clearer and interesting.

Graphical materials can be divided into three broad categories, namely:

Graphic Art
Refer to illustrations, photographs and drawings used to channel information and
emotional impact through images rather than through words.

Design
Layout design that includes the entire book, based on the arrangement of the basic
elements in the design such as the principles of design, structure design, color, bleed,
EQA (reverse) to make something interesting the publication design.

Information Graphics
Refer to charts, tables, maps, and diagrams used to channel the information visually.

Features good graphics materials

Has a value of content-visual graphic material can be found on:

a. membawai meanings are expressed and implied

b. summarize the information

c. convey information accurately

Has a value of art-a merger of all the art elements, such as line, color, shape, appearance, and
that affects the beauty and evoke emotion.

Graphical material in Textbooks

Graphic materials used in the publication of textbooks should be suitable and meet the
requirements of the subject. Material selection graphics need to be accurate with the purpose
of use thereof and in accordance with the requirements of the subject. Graphic materials widely
used in textbook writing technical and scientific subjects, because its use help content delivery
more clear, accurate and easy to understand students. Graphical material in textbooks not only
used purely for decoration or as a space only.

Graphical material in the publication of textbooks should work as follows:

Presenting the contents of the text (concept/fact)

Help to understand the text

Strengthen the understanding of the text

Complete text

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 Provide additional information

Students remember key facts/concepts

Stimulate students ' thinking in learning

Give the value of aesthetics

Type Of Graphic Material

Selection of various types of graphic material in a textbook based on the title and the target
groups ' needs. Among the types of graphic materials that can be used are as follows:
Technical drawings

Computerized drawings

Scientific drawings

Photos

Figure

The graph

Map

Table

Chart

A combination of photographs and paintings

A cartoon

Karikatur

Graphic Materials Presentation Techniques

Selected graphics material for a textbook can be presented in various ways so that graphic
materials regarding the work conveys precisely, helps show the content to be more easily
understood by the user as well as interesting. Among the techniques of presentation graphic
materials that can be used are as follows:
Double-spreads ? the show skips two pages

Superimpose ? presentation of text printed on graphic material

Bleed ? presentation materials graphics beyond the line repang

Photographs merged with actual drawing

Quality Of Graphic Materials

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Graphical materials is responsible for facilitating content writing materials. Therefore, graphic
materials used in textbooks must take into account the following:
Meet the facts presented

The concept of proper graphics materials

Appropriate and in line with the text

Logic

Up-to-date and relevant

Clear and complete

The proportion of correct size

Have the correct perspective

Using high quality photographs (unambiguous)

Things To Be Avoided In The Material Selection Graphics

All graphic material is used in a textbook the Ministry of education should be free from all
sensitive elements, negative and subversive.

ii. THE SYLLABUS

The goal of the

The syllabus is a document expanding and clarify the purposes and requirements of the
Islamic education syllabus. The syllabus should be read together with the description of the
Measure. Mastery over what's included in the syllabus is the measure of the students '
achievement. The provision of teaching, learning and assessment built on the syllabus.

The objectives of the

The main function of the syllabus is to:

Determine the scope of measurement

Guide teachers in preparing the content of education and the selection of

learning activities

The use of a provider of textbooks and learning materials in order to choose

and construct the contents of the learning activities, the question of evaluation
and advanced work

The number of test questions and assessing construction, either in the form of
formative or formative assessments

Organization The Syllabus

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 The syllabus are sorted by using the adjusted format for all subjects. The contents of
the Description presented in the form of Cups as follows: column.

Areas Of Learning Learning Outcomes The Proposed Learning Experience

Aras 1:

Aras 2:

Aras 3:

ii. TEACHERS ' HANDBOOK

To ensure that the intent and purpose of education can be achieved in full, the Ministry
of education has been providing basic materials such as Handbook of teaching and learning.
This book is available separately for each of the areas in which they propose butur details to
assist teachers to plan teaching and learning.

Actually there are a few more documents which was built in accordance with the
revised curriculum for Islamic education, 2002. The document:

The Syllabus
The Syllabus
Booklet on teaching and learning of Islamic education
Operating Primary School Assessment Books
The Port's High School Assessment Books
Basic Handbook Fardu Ain
Guide Book
Manual Assessment Of Al Quran
Practical Handbook
Handbook Of Management Committee

(You can get copies of the above books from school Committee or in Islamic education State
Education Department).

Books this guide contains various example methods pengajran and pembelajran and examples
of teaching Plans for each area. They throw your dapt antu as a teacher in strengthening the
pengajran and pembelajran Islamic education, as well as to stimulate your pupils mindset to be
more creative, critical and innovative.

The characteristics of teaching and learning in the teacher's Guide book including:

There exists an effective learning and the classroom atmosphere in the local.
The involvement of students actively
Teaching strategies of stimulating discussion and exploration

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 Pembelajran kooperatif atmosphere where students have the opportunity to see
themselves as capable students
Thinking Skills
Pengajran-based Future studies (KMD)
Learning konstruktivisme
Pembelajran in contextual
The use of ICT in teaching and learning

iii. ISLAMIC EDUCATION AND SUPPORT MATERIALS

As Standard primary school Curriculum has not been fully implemented, then this
module is unable to display certain supporting documents for your information. Therefore it is
recommended that you obtain information from time to time in respect of the support
materials.

1.3 ASSIGNMENT DISCUSSION

i. Discuss the salient features of Islamic education curriculum.

ii. Discuss the salient features of Islamic education curriculum.
iii. Describe the similarities and differences between Islamic education curriculum with Islamic
education curriculum.
iv. Discuss the importance of diet, exercise and Education support materials.
v. Describe the General syllabus format with examples.
vi. Any analysis of the textbooks of Islamic education and describe aspects of the design and
grafiknya.
vii. Get support materials for Islamic education, as well as explain the purpose and the manner
of its use.

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