Kurikulum didesain dan dikembangkan berdasarkan kebutuhan, minat, dan bakat siswa, dengan memperhatikan aspek psikologis peserta didik. Pada penerapannya, desain pengembangan kurikulum khususnya Pendidikan Agama Islam di lingkup sekolah atau madrasah mengalami perubahan-perubahan paradigma. Serta klasifikasi desain kurikulum sebagai modifikasi atau kombinasi tiga kategori utama: desain terpusat mata pelajaran (subject-centered design), desain terpusat siswa (learner-centered design), dan desain terpusat masalah (problem-centered design). Komponen kurikulum di organisasi dalam beberapa kategori. Tentang desain kurikulum yang eksis pada dua dimensi, horizontal dan vertikal. Penelitian ini berisi rancangan desain kurikulum terkait penyusunan elemen kurikulum dalam perencanaannya digunakan untuk memfasilitasi pengembangan potensi siswa agar mencapai tujuan pendidikan. Penelitian ini menggunakan pendekatan kualitatif dalam memahami suatu fenomena yang dialami subjek atau objek penelitian, dengan metode deskriptif dalam bentuk kata-kata dan bahasa. Penelitian ini merupakan jenis penelitian kepustakaan (library research). Penelitian ini bertujuan untuk mengetahui tentang desain kurikulum dan implementasi kurikulum dalam pendidikan agama islam. Kurikulum merupakan program pembelajaran yang digunakan lembaga pendidikan untuk diterapkan pada peserta didik. However, the significance of the enrichment topics in this student’s worksheet still needs to be re-examined directly in the teaching and learning process in the Endocrine System Sub material for second grade of high school in both small and large scales groups.
The feasibility analysis results of the guided inquiry-based student’s worksheet obtained CVR and CVI values of 1 each so that product can be declared ready for the limited and extensive trial phase. The student’s worksheet was successfully developed with enrichment in the form of discourse analysis activities related to diabetes and the process of lowering blood sugar levels by plant extracts with guided inquiry stages. The validation assessment contained four aspects: the feasibility of the content/material, language, presentation, and graphics with 19 criteria.
At the development stage, the worksheets were validated by five validators consisting of two lecturers and three biology teachers in Pontianak.
The student’s worksheets were designed based on the problems obtained from interviews with biology teachers in three different schools. This study used a 4D development model limited to three defining, designing, and developing stages. This study aims to describe the development and determine the feasibility of guided inquiry-based worksheets as teaching materials for the endocrine system sub material for second-grade of high schools. The use of student’s worksheets as teaching materials and supporting learning activities is still not evenly distributed.
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