Integrative Curriculum Development Model in the BBQ Program

Imroatul ‘Afifah

doi:10.55927/fjmr.v5i1.700

Authors

Imroatul ‘Afifah Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.55927/fjmr.v5i1.700

Keywords:

Integrative Curriculum, Islamic Religious Education, BBQ Program

Abstract

This study aims to describe the implementation of tahfidz learning within the BBQ (Baca-Baca Al Qur’an/Reading the Qur’an) program and to develop an integrative curriculum model based on Hilda Taba’s theory at SMK Muhammadiyah 1 Jakarta. The research background arises from the low proficiency of students in reading the Qur’an according to tajwid rules, which is influenced by limited self-study awareness and a spiritual crisis among the younger generation. The study employed a qualitative approach using interviews, participatory observation, and documentation, supported by Colaizzi’s phenomenological analysis. The findings reveal that the BBQ program is implemented through three stages: planning (designing learning activities and conducting placement tests), implementation (opening, core activities, and closing), and assessment, which emphasizes tahsin, tajwid, and tahfidz. The approaches applied include persuasive methods, takrir (repetition), and gradual memorization, supported by strategies of grouping students according to their abilities, as well as religious habituation practices such as muraja’ah, talaqqi, and peer tutoring. Learning media consist of Iqra’ books, the Qur’an, audio murattal, and digital devices. The integrative curriculum model developed in this study unites Qur’anic learning with character building and spiritual values through systematic stages of planning, implementation, and evaluation.

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