INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Implications of Regent Regulation Number 41 of 2019 on Diniyah Takmiliyah Education in Schools in Improving Islamic Religious Knowledge Salwa Hajar1*.
Lintang Hikmah Mardianah Sofa2.
Azmi Niswah Nabila3.
M Fachrul Afiq4.
M Yunus Abu Bakar5 Universitas Islam Negeri Surabaya*1, 2, 3, 4, 5 email: salwahajar45@gmail.
email: mardianahsofa01@gmail.
email: azminabila@gmail.
email: fachrulafiq99@gmail.
email: elyunusy@uinsa.
Abstract The scope of the study includes policy analysis, curriculum implementation, and the impact on students' understanding of Islam.
Diniyah Takmiliyah education focuses on teaching religious and moral values that complement formal education to improve Islamic religious knowledge.
The research method used is qualitative with a descriptive approach, with data collection through interviews, observation, and direct documentation of the learning process.
The results show that the integration of Diniyah Takmiliyah education in formal education institutions in Jombang district contributes significantly to improving students' religious knowledge, strengthening religious character, and fulfilling the community's need for more in-depth religious education.
Despite challenges in curriculum management and standardization.
Regent Regulation Number 41 of 2019 provides a strong legal basis for the development of religious education in the area.
The research conclusion shows that the implementation of this policy is done through habituation and drill.
The implications of mulok diniyah education and mulok keagamaan have a significant positive impact, fulfilling three aspects of learning outcomes, namely cognitive .
, affective .
, and psychomotor .
roject/skill.
Artikel Info Received:
March 17, 2025 Revised:
April 21, 2025 Accepted:
May 21, 2025 Published:
June 10, 2025 Keywords: Regent Regulation Number 41 of 2019.
Diniyah Takmiliyah Education Curriculum.
Islamic Religious Knowledge Improvement.
Abstrak Ruang This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24344
Vol.
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1 (June 2.
implementasi kurikulum, dan dampak terhadap pemahaman agama Islam peserta didik.
Pendidikan Diniyah Takmiliyah fokus pada pengajaran nilai-nilai agama dan moral yang melengkapi pendidikan formal untuk meningkatkan pengetahuan agama Islam.
Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif, dengan pengumpulan data melalui wawancara, observasi, dan dokumentasi langsung terhadap proses pembelajaran.
Hasil penelitian menunjukkan bahwa integrasi Pendidikan Diniyah Takmiliyah di lembaga pendidikan formal Kabupaten Jombang berkontribusi signifikan terhadap peningkatan pengetahuan agama siswa, memperkuat karakter religius, dan memenuhi kebutuhan masyarakat akan pendidikan agama yang lebih mendalam.
Meskipun ada tantangan dalam pengelolaan dan standarisasi kurikulum.
Perbup No.
41 Tahun 2019 memberikan dasar hukum yang kuat untuk pengembangan pendidikan agama di daerah tersebut.
Kesimpulan penelitian menunjukkan bahwa implementasi kebijakan ini dilakukan melalui pembiasan dan drill.
Adapun implikasi mulok pendidikan diniyah dan mulok keagamaan memberikan dampak positif yang signifikan, memenuhi tiga aspek hasil belajar yaitu kognitif .
, afektif .
, dan psikomotorik .
royek/keterampila.
Kata Kunci: Perbup No.
41 Tahun 2019.
Kurikulum Pendidikan Diniyah Takmiliyah.
Peningkatan Pengetahuan Agama Islam.
Introduction between the two is an urgent need so that In facing the era of Society 5.
the younger generation is not only academically intelligent, but also morally and religiously strong (Bakar, 2.
transformation, education in Indonesia is One way out that can be done is the faced with great challenges, including need for improvement or renewal in the how to balance intellectual intelligence field of education which is realized by with spiritual strength.
The imbalance the existence of a government policy that between general education and religious integrates general education and Islamic education can lead to various social education in schools in the form of a problems, ranging from low religious curriculum accompanied by a strong understanding to lack of mutual respect legal basis.
in society.
For this reason, integration This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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id/index.
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As a manifestation of public policy, the main goal to be achieved is to intelligent students who underlie attitudes improve the overall quality of education.
and behavior both in basic education This focus includes efforts to raise units and in society.
Basically, diniyah academic standards, develop a relevant education is a non-formal education where its implementation is not regulated equitable access to education for all in school learning.
However, in the end it citizens (Maulidia & Ashari, 2.
was used as local content in Jombang More than just regulations, education Local content is oriented to policy is a key instrument in directing evolution and innovation in the world of communities with the goals of national education, in line with the needs of It can also be argued that this society in facing the dynamics of the subject also provides opportunities for One of the central elements in students to develop their abilities which education policy is the establishment of a are considered necessary by the region curriculum that is in line with the In line with this.
Jombang demands of the times and the needs of Regency is known as the Aucity of santriAy The curriculum is the foundation where there are many famous Islamic of the student learning experience and is boarding schools that gave birth to great the main instrument in developing skills scholars, as well as many students who and knowledge that are relevant to future study at Islamic boarding schools in needs (Putra & Hidayat, 2.
Jombang Regency.
Therefore.
The Jombang District Government Jombang local government took action in responded wisely to the times and the form of organizing local content in the form of diniyah and religious between general education and Islamic education in elementary and junior high This is manifested in the Regent Regulation Number 41 of 2019 The background underlying this concerning the diniyah Local Content policy is the desire to apply a balance Curriculum and Religious Local Content, between general knowledge and religious This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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, http://jurnal.
id/index.
php/intiqad DOI: 10.
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knowledge in educational activities.
The diniyah and religious? Secondly, how is strategy with the implementation of this the implementation of the integration of Regency the mulok curriculum of diniyah and government can also be used to attract religious mulok in the national education system? Third, what are the policy Jombang guardians to send their children to public This is because currently there Regulation No.
41 of 2019 on the mulok are still many parents who think that curriculum for diniyah and religious there is little religious education in public schools, so they choose to send their understanding of Islam? Jombang Regent children to religious-based schools.
The writing of this research aims to addition, considering that most of the identify the extent to which this policy is boarding school students in the Jombang able to integrate religious education with area come from outside the area, they are the ones who ultimately master a variety research objectives also include knowing how to implement the local content compared to children in the area.
This research was conducted with curriculum of diniyah education and the formulation of problems in the activities at school.
The last objective is context of the policy on PERBUP to find out the implications of mulok Jombang Regency No.
41 of 2019 diniyah education and mulok keagamaan concerning Mulok Pendidikan Diniyah and Mulok Keagaman which was formed Islamic into several key questions that needed to There are gaps with previous be revealed in order to explore the For example, in previous implementation, impact, effectiveness, research conducted by Mochamad Aldi and implications of the policy.
First, how Sofiulloh, it only focuses on the obstacles is the policy analysis of the Jombang of this policy, so there is less explanation Regency PERBUP No.
41 of 2019 regarding how the procedure or order to concerning the mulok curriculum for its implementation in schools (Sofiulloh.
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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id/index.
php/intiqad DOI: 10.
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Vol.
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Furthermore, the focus of previous to describe, record, analyze and also research was limited to cognitive aspects interpret the conditions that currently or knowledge (Nahdliyah, 2.
Also, occur or exist there is a lack of studies related to how research location taken is a school that the integration of the diniyah curriculum implements Regent Regulation Number with the public school curriculum runs 41 of 2019, more precisely at Pacarpeluk State (Sugiyono, 2.
The Elementary School.
Megaluh Thus, this research is expected to District.
Jombang.
The research subjects contribute to a deeper understanding of consisted of school principals, mulok the analysis and implications of policies diniyah coaches, and students who were on mulok diniyah education and mulok directly involved in the implementation of Diniyah Takmiliyah education.
Islamic Data collection techniques in this study used 3 ways, namely interviews.
Methods observation, and documentation.
Using The approach used is descriptive qualitative, as this research aims to implementation of Regent Regulation No.
41 of 2019 in the context of Diniyah Takmiliyah education in schools, as well as its impact on improving students' Islamic This approach is suitable for exploring data in depth about phenomena that occur in a Descriptive research, which is a research that describes what happens when doing research in it there are efforts This is an open acces article under the CC-BY-SA lisence .
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0/).
purposive sampling technique, namely selecting informants based on certain criteria such as direct involvement in the implementation of Regent Regulation Number 41 of 2019.
From the results of data collection techniques, it will then be processed with data analysis techniques, according to Miles and Huberman, there are 3 qualitative data analysis techniques, namely data reduction, data presentation.
After (Arikunto, analyzed, it is necessary to validate the data using triangulation techniques where INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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documentation data are compared.
related to diniyah takmiliyah education in well as involving various sources of schools explained in chapter 2 article 3, information in order to get from several namely religious views or perspectives.
diniyah education or other similar names.
Result and Discussion Jombang Regulation Policy No.
41 of 2019 The Regent Regulation (PERBUP) No.
41 of 2019 on the Religious Local Curriculum Diniyah Education in Elementary and Junior High Schools was passed under the leadership of the Regent Hj.
Mundjidah Wahab, this policy is one form of government effort in increasing the competence of religious knowledge, as well as the formation of religious character.
Regent Regulation Number 41 of 2019 concerning diniyah organized based on the provisions of article 19 paragraph .
of Jombang Regency Regional Regulation Number 9 Implementation.
Education curriculum for religious local content and aims to create spiritually intelligent Content implemented at the elementary and junior high school levels.
The purpose of Regent Regulation Number 41 of 2019 This is an open acces article under the CC-BY-SA lisence .
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students who underlie attitudes and behavior both in basic education units (Peraturan Bupati (PERBUP) Kabupaten Jombang, 2.
The implementation of policies related to diniyah takmiliyah education that is integrated into formal education is called local content .
, which is a subject that contains material about the potential and uniqueness of the region which aims to improve the quality of education and preserve regional culture.
From this understanding, the substance of mulok subjects is not limited to skill subjects, but can be determined by each education unit.
In the Regent Regulation (PERBUP) Jombang Regency, provides an obligation for education units at the elementary school (SD) and junior high school (SMP) levels by providing local content in the field of religion and local content of diniyah education.
The local content becomes one of the considerations in determining the grade promotion and graduation of students.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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The areas of local religious content and religious and diniyah education is 64 lesson hours in one semester or 4 lesson include Islam.
Christianity.
Catholicism, hours in one week at the primary school Hinduism.
The junior high school level has a Buddhism, learning load of local content of religious The scope of the ability of Islamic and diniyah education of 32 lesson hours local content is divided into 4 including in one semester or two lesson hours in prayer, reading and writing the Qur'an, one week.
The academic qualifications of the memorization of prayers and letters.
supervisor are also mentioned in Article While the scope of local content of 13 and Article 14.
In Article 13 and diniyah education for Muslim students is Article 14 paragraph 1, the local content divided into 4, namely al-qur'an and supervisor for diniyah takmiliyah should tajweed, fiqh-shari'ah, aqidah-tauhid, and at least have academic qualifications with Meanwhile, according to Regent a diploma four (D-IV) or bachelor's Regulation Number 41 of 2019 Article 6 degree (S.
If the qualifications in paragraph 3, students with religious paragraph 1 cannot be met, then it can be beliefs other than Islam, then have the scope of abilities in accordance with their supervisors with academic qualifications with a high school diploma and / The policy regulates ranging from graduates of Mualimin/Mualimat and / curriculum arrangements, standards for graduates of Pesantren Muadalah with the academic qualifications of mentors, to honorariums for mentors of diniyah competence of the local content material takmiliyah education, and so on.
In the of diniyah takmiliyah.
Before becoming a curriculum arrangement, including the mulok diniyah takmiliyah supervisor syllabus that is compiled based on the which is authorized by a letter of basic competencies of local religious assignment to the agency, a selection content and diniyah education education.
process is carried out directly by the The learning load for local content of This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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agency according to the needs of behaviors related to the ability of elementary and junior high schools.
individuals to realize themselves as The Meanwhile, mulok diniyah takmiliyah mentors are developed as a whole within the main competence can be understood as a competency areas, including pedagogic, certain set of behaviors that are the basis of self-understanding as an inseparable Competency standards can briefly be part of the social environment.
As for the understood as a measure of ability or In terminology, competence proficiency of knowledge and skills in is a harbor of knowledge, attitudes, and carrying out their duties properly and skills that are realized in the form of Competence The ratification of the Regent knowledge, skills, and behaviors that Regulation must be owned, lived, and mastered by implications which not only have a major professionalism tasks (Sagala, 2.
abilities of students considering that currently there are still many school-age necessary to know the definition of 4 children, especially Muslim students, types of competency standards including who are not able to read the Qur'an with pedagogical competence is understanding good and correct tajweed and lack of understanding of the basics of Islamic including understanding the educational Apart from education, the Regent Regulation Number 41 of 2019 implementing learning, designing and also has a social impact.
An example of implementing learning evaluations and the positive impact of the ratification of developing students to actualize their Regent Regulation Number 41 of 2019 in various competencies (Bakar, 2.
the social realm is the creation of jobs for Personality competence is a set of people with S1 or equivalent graduates especially in improving the religious After understanding the meaning of on the This is an open acces article under the CC-BY-SA lisence .
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and even with a high school education Meanwhile, the curriculum is a set of background or graduates of muadalah plans and arrangements that include pesantren with expertise in accordance objectives, content, teaching materials, with the competencies of the local and methods used as a reference for the content material of diniyah takmiliyah.
learning process.
The diniyah education Government policies like this should curriculum is a set of learning plans to continue to be developed for the welfare religious education which is carried out competency qualifications and especially preparing for a brighter Indonesian education in an era of progress.
in a structured and tiered manner.
The local content curriculum for diniyah and religious education has been regulated in Jombang District Regent Implementation of the Mulok Curriculum Diniyah Religious Education in accordance with Jombang District Regent Regulation No.
41 of 2019.
Regulation No.
41 of 2019.
The local content curriculum is a curricular activity to develop competencies that are tailored to the characteristics and potential of the Jombang district as one of the Diniyah Takmiliyah education can districts in East Java is known as the be understood word derived from the Aucity of santriAy because it has at least four Arabic word AudiniyahAy which means large Islamic boarding schools with thousands of santri who come from AutakmiliyahAy What is meant by Diniyah various regions throughout Indonesia.
Takmiliyah Education according to the Local content is oriented to bridge Director of Diniyah Education and the needs of families and communities Islamic Boarding Schools of the Ministry with the goals of national education.
of Religion is one of the educational can also be argued that this subject also institutions outside formal education provides opportunities for students to which is organized in a structured and develop their abilities that are considered tiered manner as a complement to the necessary by the region concerned.
implementation of religious education.
Therefore, local content subjects must This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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contain local cultural characteristics, to apply a balance between general skills, noble values of local culture and knowledge and religious knowledge in raise social and environmental issues that educational activities.
The strategy of are ultimately able to equip students with implementing this policy by the Jombang basic skills as provisions in life (Alfi & district government can also be used to Bakar, 2.
attract prospective students or guardians The to send their children to public schools.
religious local content and diniyah Currently, there are still many parents education can be referred to as a means who think that there is little religious of balancing and complementing school- education in public schools, so they choose to send their children to religious- pesantren-based education related to based schools.
In addition, considering religious knowledge.
Therefore, a special that most of the boarding school students local content curriculum was formed for in the Jombang area come from outside the Jombang area.
The Religious Local the area, so they are the ones who Content Curriculum is a local content ultimately master a variety of general and curriculum that must be implemented by religious sciences compared to children all educational units under the auspices in the area.
Therefore, a local religious of the Jombang District Education and content curriculum policy that teaches Culture religious sciences to students in public curriculum must be implemented by schools emerged, which is expected to be education units at the elementary school able to add religious insights for children level and junior high school level.
in the Jombang area so that at least they Office.
This explanation.
Mrs.
Titi Estuningsih, the competencies as children who come from principal of Pacarpeluk State Elementary School, said:
implementation of diniyah education and "The implementation of the local content curriculum in elementary and Jombang The collaborates with PAI subjects, these 3 junior high schools is driven by the desire This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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pillars become a means of strengthening diversity in schools.
Based interview, it can be seen that the implementation of local content diniyah Pendidikan Agama Islam
(PAI)
Mulok Diniyah education and religious local content has a background to balance the general knowledge and religious knowledge of Mulok Keagamaan In addition, it is a complement to PAI subjects where the material between mulok diniyah education and Figure 1: Correlation of the Diniyah Religious Local Content Curriculum with PAI religious mulok with PAI subjects is collaboration of 3 pillars is needed, namely between the three of them so that students' religious knowledge is achieved Elaboration of the 3 pillars (PAI, mulok diniyah, mulok keagamaa.
is understood with PAI as the core subject with a focus on Islamic religious As for diniyah and religious local content, they are subjects included in local content that is adjusted to the regional context in the religious field, besides that mulok diniyah provides a deeper understanding and practice of The diniyah education has an allocation of 4 lesson hours a week for elementary school, junior high school has an allocation of 2 lesson hours a week.
While the time allocation for religious mulok at the elementary level is 4 lesson hours a week, for junior high school a total of 4 lesson hours a week.
The learning methods used by the coaches of religious local content and diniyah education are lectures, drills, questions .
Furthermore, leveling, the leveling of formal diniyah education according to the Regulation of the Minister of Religious Affairs of the This is an open acces article under the CC-BY-SA lisence .
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INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Republic of Indonesia Number 13 of scope of abilities.
Al-Qur'an tajweed.
Religious Fiqh-Shari'ah.
Aqidah-Tauhid.
Akhlak.
Education.
Article 46 Paragraph 3 of the To support the material studied, there is a Diniyah Madrasah Curriculum there are decision in determining the book to be three levels, namely madrasah diniyah studied by students.
level ula, madrasah diniyah level wusha, material using the book Syifa'ul Jinan by Ahmad Islamic Muthahair.
For Al-Qur'an Fiqh-Syari'ah (Kementerian Agama RI, 2.
The material using the book Ghayah Wa implementation of the leveling of diniyah Taqrib by Matan Abu Syuja.
Aqidah- takmiliyah education in schools is that Tauhid material using Aqidatul Awam the ula level is equivalent to the learning resources by Sheikh Al-Marzuqi elementary school level, the wustha level Al-Maliki, and Akhlak material using the is equivalent to the junior high school book Alala by Shaykh Az-Zarnuji.
level, and the ulya level is equivalent to The local religious content for the senior high school level or equivalent.
every Muslim student must have a scope So, if adjusted to the Jombang Regent of abilities.
prayer, reading the Qur'an.
Regulation Number 41 of 2019, the worship skills and prayer, as well as obligation to study religious local content memorizing prayers and letters.
At the and diniyah education is at the ula elementary level, the local religious .
lementary schoo.
and wustha .
unior content material in accordance with the high schoo.
From the previous explanation, it understanding short letters .
n-naas to can be seen that basically character will an-nazi'a.
for grades 1-5, at the 6th be formed if the activity is repeated grade level the material focuses on regularly until it becomes a habit, which As for tajweed material in grade eventually does not only become a habit but has become a character (Bakar, connected hijaiyyah letters and how to pronounce them.
Tajweed for grade 2 Local content of diniyah education contains an introduction to the hokum of for every Muslim learner must have a mad thobi'I reading and how to read it.
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Tajweed for grade 3 is pronouncing commonly known as BTQ, insights and hijaiyah letters with a sukun sound.
For skills in prayer and worship, for example grade 4 tajweed there is material on the laws of reading nun sukun meeting the istighotsah, and so on, and finally letters ikhfa' hakiki, muqatha'ah letters, teaching about memorization, both in the and tanwin / nun sukun meeting mim or form of memorizing letters in the Qur'an Grade 5 level studies tajweed related and daily prayers.
to the laws of tannin / nun sukun and lam Overall, the policy on diniyah and sukun .
dhar halqi, idgham bilaghunnah, idgham mutajanisai.
, letters tasydid that are waqaf and mad lazim, and waqaf character and religious understanding of signs in the Qur'an.
As for grade 6, the students with clear regulations.
religious mulok material from even to odd semesters fully studies tajweed, specifically in the form of.
the reading law of idhar wajib, the reading law of ro' Implication Diniyah Takmiliyah Education in Schools for Improving Islamic Religious Knowledge sukun after kasrah, the reading law of The consequences that arise from imalah, isymam, the reading law of iltiqous saakinain, the reading law of tash-hil, the reading law of saktah, the reading law of the letter shod read sin, and the reading law of ana which is read (Afifah, 2.
The junior high school level in religious local content has learning materials at the 7th-9th grade level, knowledge and skills to perform prayers, both fardhu prayers and other sunnah prayers, knowledge and skills in reading and writing the Qur'an or This is an open acces article under the CC-BY-SA lisence .
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understanding of implications.
Diniyah education related to Islamic religion that complements Islamic religious education Jombang Regent Regulation Number 41 of 2019, diniyah takmiliyah education in schools is called mulok diniyah education and mulok agama which are included in school curricular activities.
Furthermore, the understanding of improvement is that INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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there is a change for the better from education is influenced by the reality of before caused by a certain treatment.
social change, by the socio-cultural for Islamic religious knowledge, it refers environment, in the sense of determining to the output of study and in-depth the education system, institutions and understanding related to Islamic religious priority choices, as well as the existence teachings, history, laws and practices.
and actualization of itself (Bakar, 2.
Based on this understanding.
Islamic Islamic religious knowledge cannot religious knowledge has a relationship be separated from Islamic religious with Islamic religious education, where education because both are directly Islamic education is a learning process Religious education serves carried out to provide an understanding as the main means to build the foundation of Islamic teachings.
Islamic religious of a person's religious knowledge while education has three aspects of ability, forming a strong Islamic character.
Thus, namely cognitive .
, affective .
, and psychomotor .
roject / While Islamic religious knowledge understanding of Islamic teachings and as an output or result of a successful their ability to implement these values in Islamic religious education process.
daily life.
The existence of Islamic education In addition, the materials of diniyah is always in contact and struggles with education and religious local content are the reality that surrounds it.
In a more or less the same as the materials in historical view, the struggle between PAI Islamic and socio-cultural Therefore, the repetition of reality encounters two possibilities: First, material from various religious subjects Islamic education influences the socio- cultural environment, in the sense of knowledge in each student.
(Islamic Religious Educatio.
providing philosophical insight, direction Thus, the implications of the of view, motivation for behavior, and implementation of the curriculum for guidelines for change until the formation diniyah education and religious local of a new social reality.
Second.
Islamic content are expected to be directly This is an open acces article under the CC-BY-SA lisence .
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0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24344
Vol.
No.
1 (June 2.
proportional to the objectives of the policy itself.
To be able to see the impact or implications of the curriculum of diniyah education and religious local content on increasing Islamic religious knowledge, after strengthening as well as deepening knowledge through material, practice accompanied by habituation, it is Figure 2.
Process of Improving Islamic Religious Understanding Talking about the implications of then necessary in the learning process which is an important activity, namely the evaluation of learning outcomes.
Evaluation of learning outcomes is a series of activities to obtain, analyze and interpret data about the process and learning outcomes of students carried out systematically and continuously, so that (Nurdin & Adriantoni, 2.
In diniyah and religious local content subjects, the evaluation of learning outcomes is not only done with written tests, but also with oral and practical tests.
This is done because the objectives of this subject also focus on 3 aspects of skills, namely .
, .
Regent Regulation Number 41 of 2019 religious local content on improving Islamic religious knowledge, it can be clearly seen after researchers conducted observations and interviews in the field, namely the findings of improving Islamic student behavior.
Where in the results of Pacarpeluk State Elementary School.
Megaluh District with the coaches of Diniyah Education and religious local content, namely Mr.
Musta'in and Mrs.
Sittah Muthi'atus and the principal by Mrs.
Titi Estuningsih, said that:
"Diniyah education and religious However, it is more concentrated on the local content play a very important role skills aspect of students.
implementation of religious education in schools which at first could be said to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24344
Vol.
No.
1 (June 2.
lack deepening in religious knowledge, implications of diniyah education and but after this policy, student knowledge religious local content have fulfilled all increased significantly besides that moral three aspects of the results of the learning changes, character and habits of students began to form.
The development of .
the form of implications is Islamic religious knowledge and the the achievement of memorizing short formation of morals and character are carried out by carrying out routine daily understanding how to read and tajweed, habituation, such as dhuha prayers, the achievement of memorizing nadhom praying before and after learning, before aqidatul awam, and understanding how learning or entering class together doing to write and read pegon letters in the muroja'ah While the implications of diniyah dhuhur prayers togethers, and on Friday education and religious local content on legi held istighosah together.
With this habituation, there are changes in student behavior such as examples before and after lessons students spontaneously read starting learning students are accustomed prayers, when breaks and shows dhuhur to muroja'ah together memorizing short prayer time students immediately take letters, shaking hands with teachers when ablutions and for men immediately become muadzin.
While changes in education and religious local content on Islamic religion, for example, such as the psychomotor aspect .
roject/skill.
, starting to be able to read the Qur'an in some of its applications are being able to accordance with tajweed, understanding make works in the form of calligraphy tajweed, understanding pegon letters, and accompanied by meaning in the form of being able to memorize short letters and even nadhom aqidatul awam.
ablution practices, and so on.
Based .
interview, it can be seen that the This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24344
Vol.
No.
1 (June 2.
Conclusion education and religious local content Regent Regulation (PERBUP) of have fulfilled 3 aspects of learning Jombang Regency Number 41 of 2019 outcomes, namely cognitive aspects contains the implementation of the local .
, .
, and psychomotor aspects education and religious local content, .
rojects / skill.
This is in line with the which explains in full starting from the division of learning hours, competent religious local content and diniyah education or other similar names aimed graduate standards.
In addition.
Regent Regulation Number 41 of 2019 also students who underlie attitudes and explains the leveling of students, the behavior both in basic education units qualifications of mulok coaches and and in society.
their honorarium.
The implementation of Jombang Regent Regulation Number 41 of 2019 is carried out in accordance Afifah.
Panduan Muatan Lokal Keagamaan .
st ed.
Dinas Pendidikan Jombang.
Alfi.
, & Bakar.
Studi Kebijakan tentang Kurikulum Pengembangan Muatan Lokal.
Rabbani: Jurnal Pendidikan Agama Islam, 2.
, 5.
Arikunto.
Prosedur Penelitian:
Suatu Pendekatan Praktik.
Rineka Cipta.
Bakar.
Profesi Keguruan.
IAIN Sunan Ampel.
Bakar.
Pengaruh Paham Liberalisme dan Neoliberalisme terhadap Pendidikan Islam di Indonesia.
TSAQAFAH: Jurnal Peradaban Islam, 8.
, 25.
Bakar.
Problematika with the syllabus made based on the curriculum of diniyah education and religious local content, in this case learning is carried out by means of habituation to drill in order to better memorization, and even the formation of students' attitudes.
In reality, the implications of diniyah education and religious local content have a positive impact on significant changes in attitude and an increase in Islamic religious knowledge, where the implications of This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
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