PILLARS OF PROPHETIC PHILOSOPHY
The three prophetic pillars according to Moh. Roqib is described as follows: 45 a. The pillar
of transcendence is an attempt to capture something from wholeness, spiritual value or in Islamic
theology, belief in Allah, the book, the supernatural and the last day. The indicators of the
transcendence pillar include: 1) Acknowledging the existence of spiritual power; 2) Approach and
kindness to the environment which is interpreted as part of giving prayers to Allah; 3) Always strive
to obtain the goodness of Allah; 4) Understanding an event with a mystical approach (occult); 5)
Relating events to the holy book; 6) Doing something that is accompanied by wishing for happiness
on the last day; and 7) Accepting problems (nrimo ing pandum) with the hope of recompense in the
hereafter. b. The humanization pillar is an effort to humanize humans, eliminate materialism,
dependence, violence and hatred from humans. The indicators of the humanization pillar include:
The three pillars are operationally internalized to the elements in education. The purpose of
education in general is taken from the philosophy of life to form a perfect person in the context of
Islam, in accordance with the ideal figure of the Prophet Muhammad. The goal of physical, spiritual
and mental education, or physical, spiritual and mental-emotional, must bring all three to perfection
as the prophet who became the most influential man in human history. 3. Principles of Prophetic
Philosophy Character education in the perspective of prophetic philosophy is actually inseparable
from educational principles that are derived from the values of the Qur'an and the Sunnah. These
principles are as follows:46 a. The principle of integration (monotheism) which views the existence
of a form of unity in the hereafter. Therefore, education will put a balanced portion to achieve
happiness in this world as well as in the hereafter. A materialistic attitude that attaches importance
to the world and forgets the hereafter will form a person who is greedy and has a heart for others,
even his own friends and family.
The principle of balance. This principle is a consequence of the principle of integration of the
hereafter. A proportional balance between spiritual and physical content, between pure science and
applied science, between theory and practice, between values related to aqidah, sharia, and morals,
as well as between faith, science, and righteous deeds. c. The principle of equality and liberation.
This principle is developed from the value of monotheism that God is One which is why every
individual and even all creatures are of the same creator. Differences are only an element to
strengthen unity. In addition, Islamic education is an effort to free human beings from the shackles
of the lust of the developed world on the pure and noble value of monotheism. Humans, with
education, are expected to be free from the shackles of their own ignorance, poverty, ignorance, and
animal lust. Every creature has an equal position before God. d. Principles of continuity and
sustainability. From this principle, the concept of lifelong education is known and it is also known as
istiqamah, which is to do something good requires a consistent and continuous attitude, because in
goodness something must be done and must not end. For example, the call to read in the Qur'an is
a command that knows no time limit, because by continuously and constantly seeking knowledge,
one gains awareness of oneself and the environment and more importantly is aware of one's God. e.
The principle of benefit and priority. The spirit of monotheism, if it spreads in a person's moral system,
will have the fighting power to defend and support things that are beneficial or useful for life. This is
because the value of monotheism can only be felt if it has been manifested in steps for the benefit
and virtue of human beings themselves.
Indicators of Prophetic Philosophy Indicators of transcendence can be formulated:47 1)
acknowledging the existence of a supernatural force, God. With the complete belief that all
movements and actions come from Him, 2) making efforts to get closer and friendly to the
environment istiqamah or continuous which is interpreted as part of praying, praising the majesty of
Allah, 3) trying to obtain the goodness of God on which it depends, 4) understanding an event with a
mystical approach (superstition), returning something to His omnipotence, 5) associating behavior,
actions and events with the teachings of the Holy Book, 6) doing something with hope for happiness
on the last day (the apocalypse), 7) sincerely accepting every problem and problem with a hope of
getting a reward in the hereafter, for that hard work is always needed to achieve its grace. The
liberation indicators are: First, in favor of the interests of the people, small people, and mustad'afin
groups, such as gurem farmers, factory workers, urban poor, and others; Second, upholding justice
and truth, such as the eradication of KKN and law enforcement and human rights; Third, eradicating
socio-economic ignorance and underdevelopment (poverty), such as eradication of professions or
work; and Fourth, eliminate oppression and violence, such as domestic violence, trafficking,
prostitution, and others.
Prophetic Philosophy in Education There are three principles in designing materials: First, the
development of a religious approach to all fields of science. Second, the content of religious lessons
should be free from ideas and materials that are jumble. Third, planning by taking into account each
component. The three principles include continuity, sequence, and integration.50 Material
discussions in the prophetic paradigm need to be put forward about strategic values, reading. The
material for the basic level is to recognize letters and read texts. The intermediate level can develop
materials related to speed reading skills or strategies and writing creativity. Furthermore, in higher
education, technical materials were developed using language and literacy to communicate
effectively and lobby. The overall level, reading commands are broadly language learning commands
including foreign languages (Arabic and English). With a clear goal, it will make it easier to take
operational steps in the educational process, including the determination of materials. In a
prophetic perspective, transcendental, humanist, and liberal religious elements must be integrated
with each branch of science. Because if it is not well integrated, it will cause a bias of thought which
in turn will result in confusion in the subject of education.
Contextualization of Prophetic Values In the Qur'an, the figure of the Prophet is seen as an
exemplary human being. The Prophet is recognized as a human being who has excellent quality both
in terms of his moral quality and the quality of his work. There are four noble qualities of the Prophet,
namely siddiq, amanah, tabligh and fatonah. Siddiq is consistency in truth, both speech, attitude
and behavior. Amanah means honesty, moral integrity and commitment to duties and obligations.
Tabligh means having physical mobility and high social awareness. Fatonah means the intelligence
of reasoning, having the competence to grasp various realities and phenomena that must be
faced.51 Allah said in Surah al-Baqarah verse 136, which commands people to believe in the
prophets and what has been revealed to them
That is, always telling the truth. Indicators of honesty are good intentions, keeping promises,
being honest in words and deeds, guided by conscience. The educational contextualization of this
honest trait is personality competence, namely having a healthy character and disposition,
understanding the characteristics of students in a healthy way. Educators in educating students
should be objective, not partial, in providing material or during learning assessments. Students
always learn as well as Possible, not cheating during exams. b. Trustable, highly committed :
Indicators of trustworthiness, among others, responsibility and obedience to principles, laws and
decisions by maintaining professionalism and commitment. Educational contextualization of the
nature of trust, namely social competence. Social competence is being able to contribute to the
development of education in schools and communities. 53 Educators always guide with a sense of
responsibility and pay attention to the growth and development and psychology of students in the
teaching and learning process. Students always do the assignments given by the educator and
submit the assignments on time. c. Conveying (Tabligh, Reliable Communication Skill) The
indicators of the nature of tabligh are active, communicative, informative, cooperative, aspirational,
deliberative and fun. The educational contextualization of tabligh is pedagogical competence.
Pedagogic competence is a broad and in-depth mastery of the basic scientific substance and
methodology, understanding of students and mastery of educational learning strategies and ICT. 54
Educators provide learning in a communicative, friendly, sympathetic and empathetic manner,
memorable and fun and always motivate students. Students in communicating with educators
Smart (Fatonah, Smart, problem solver) Indicators of intelligence are creative, smart,
respectful of time and professional so that they are able to solve problems. The educational
contextualization of fatonah is a professional competence, namely mastering the material and
developing the curriculum actively and innovatively.55 Educators always learn continuously in order
to be able to provide broad knowledge, educate with the right strategies and methods, teach
problem solving, invite critical thinking and can inspire students. Students always study diligently,
think critically, are spiritually intelligent, intellectual and social. D. PAI Textbook 1. Definition of
Textbooks Textbooks are mandatory reference books to be used in primary and secondary education
units or universities that contain learning materials in the context of improving faith, piety, noble
morals and personality, mastery of science and technology, increasing sensitivity and aesthetic
abilities and improving kinesthetic and health abilities which are compiled based on national
education standards. Meanwhile, in Permendikbud Number 8 of 2016, the definition of textbooks is
the main source of learning to achieve basic competencies and core competencies and is declared
feasible by the Ministry of Education and Culture to be used in educational units.56 According to the
Directorate of General Secondary Education, "Textbooks are a collection of writings that are made
systematically and contain about a certain subject matter, which is conveyed by the author which
refers to the applicable curriculum".57 The information provided by the textbook, makes its
existence very important in supporting the success of the learning process.
According to Quest in Ikhya, Ulumudin explained that textbooks are very important teaching
materials in schools or in the learning process because textbooks contain subject matter that will be
taught to students.58 From several definitions related to textbooks, it can be concluded that
textbooks are the main books used in primary and secondary education units or universities in
accordance with the curriculum that functions as a primary medium for the learning process. 2. The
Function of the PAI Textbook The function of the textbook for students is as a control tool to find out
how much and how far they have mastered the subject matter, learning tools (outside the classroom
the textbook functions as a teacher) where they can find instructions, theories, as well as concepts
and practice or evaluation materials. The function of textbooks for parents is to have their own role
for students' parents. Parents can give directions to their children if their children do not understand
the lessons at school with the help of textbooks. Parents can also provide independent learning
outside of school with the help and guidance of textbooks. The material learned does not deviate
from the lessons taught at school because the textbooks are used in schools. Based on this, parents
can find out the extent of the child's ability, understanding and competence.
The preparation of textbooks in an effort to develop learning in schools is not prepared
without a clear function. According to Green and Petty, the functions and roles of textbooks are:59
a. Reflects a robust and modern perspective on teaching and demonstrates its application in the
teaching materials presented. b. Presents a rich, easy-to-read and varied source of subject matter
that suits the interests and needs of the learners, as the basis for suggested programs of activities in
which expressive skills are acquired under conditions that resemble real life. c. Provide a neatly
arranged and gradual resource on expressive skills that carry out the main problems in
communication. d. Methods and means of presenting materials in textbooks must meet certain
conditions. For example, it must be interesting, challenging, stimulating, varied so that students are
really motivated to learn the textbook. e. Present the necessary initial fixation (deep feeling) as well
as support for exercises and practical tasks. f. In addition to being a source of materials, textbooks
also serve as a source or tool for evaluation and remedial teaching that is harmonious and
appropriate. In Puskurbuk, educational books compiled by the government are main texts/package
books, non-textual/enrichment books, translation books or subtitles, which must qualify as quality
books
The Role of PAI Textbooks Textbooks have several important roles in supporting the teaching
and learning process and play a role for various parties as follows:61 a. Students Students use
textbooks as learning resources, the role of textbooks for students can be used for quality learning
and a means to achieve the set competencies. Textbooks are handbooks for students. Textbooks as
the basis for systematic learning, to reinforce, repeat and follow the next lesson. Textbooks also
provide facilities for independent learning activities because they are prepared by paying attention
to the completeness of the presentation of the material. Textbooks can encourage students to think
and do positive things by bringing textbooks, for example solving problems in textbooks. Students
also make observations suggested in the textbook, or do exercises instructed in the textbook.
Textbooks also have an important role in improving student learning outcomes. Various research
results show that textbooks play a role in student learning achievement. b. Teachers The main role
of textbooks for teachers is as a learning resource, both in learning planning and in its
implementation and learning evaluation. In addition, there are also several roles of books for
teachers, namely: 1) Contains teaching materials that help teachers plan the range of teaching
materials in the teaching schedule. 2) Contains the most important issues in a field of study. 3)
Loading teaching aids. 4) It is a permanent recording so that it is easy to review in the future. 5)
Contains uniform teaching materials, which are needed for equality of evaluation and also smooth
discussion. 6) Contains teaching materials that have been organized and structured according to a
certain system and logic. c. Parents Textbooks have their own role for students' parents. Parents can
give directions to their children if their children do not understand the lessons at school with the help
of textbooks. Parents can also provide independent learning outside of school with the help and
guidance of textbooks. The material studied is not
Characteristics of PAI Textbooks In general, textbooks are scientific papers. Therefore, the
content, presentation and format of textbooks are the same as scientific papers in general, here is a
full explanation:62 a. In terms of books, textbooks contain a series of knowledge or information that
can be accounted for scientifically. Basically, not everyone can make a textbook, because the
presence of this textbook has been selected and researched for quality. b. In terms of serving. The
material contained in textbooks is described by following a certain pattern of reasoning, as well as
the pattern of reasoning in scientific works, namely inductive, deductive or mixed reasoning patterns.
c. In terms of format, textbooks follow scientific book conventions, both in terms of writing patterns,
citation patterns, distribution patterns and discussion patterns. In addition to these general
characteristics, textbooks have special characteristics that are different from scientific books in
general. These special characteristics are as follows:63 a. Textbooks are arranged based on the
educational curriculum. The message of the educational curriculum can be directed to the basic
foundation, approach, strategy and program structure. b. The presentation of materials contained in
textbooks must be directed to a specific purpose. In this case, the presentation of PAI books is to
develop students' religious knowledge. c. Textbooks present specific subject areas. Textbooks are
packaged for specific lessons. In fact, textbook packaging is directed to classes and
Textbooks are oriented to student learning activities. The presentation of the material must
be directed to the learning activities of students. By reading textbooks, students can carry out a
series of learning activities, both in order to achieve the goals of understanding, skills and attitudes.
e. Textbooks can direct teachers' teaching activities in the classroom. As a means of facilitating
teaching and learning activities, the presentation of textbooks should be able to direct teachers in
carrying out teaching tasks in the classroom. f. The textbook presentation pattern is adjusted to the
intellectual development of the target students. The presentation pattern is considered according to
the intellectual development of students if it meets the following criteria (1) based on the knowledge
and experience of the students, (2) based on the mindset of the students, (3) based on the needs of
the students, (4) based on the possibility of the students' response and (5) based on the language
skills of the students. g. The textbook presentation style can foster students' creativity in learning.
The characteristics of textbooks in general apply to PAI textbooks. Therefore, in order to foster
students' creativity in learning, the presentation style of PAI textbooks should, (1) be able to
encourage students to think, (2) can encourage students to act and try, (3) can encourage students
to assess and behave and (4) can get students used to creating. The characteristics of the textbook
are basically used as a benchmark for determining the quality of PAI textbooks. Textbooks are said
to be of high quality if these characteristics are met.64 In addition, based on the criteria for assessing
teaching materials in the form of textbooks, there are at least four conditions that are met if a
teaching material is
Islamic Religious Education and Ethics in the 2013 Curriculum Islamic Religious Education
(PAI) as part of the 2013 curriculum has a very important role with regard to character education as
its goal. As an integrator, PAI gathers knowledge competencies, value systems and skill
competencies that are actualized in Islamic attitudes or dispositions. Although it is published by the
Puskurbuk of the Ministry of Education, the content of the 2013 PAI Curriculum was made by the
Ministry of Religion of the Republic of Indonesia based on the Decree of the Minister of Religion
Number 211 of 2011 concerning Guidelines for the Development of National Standards for Islamic
Religious Education in Schools. The more integrative PAI 2013 curriculum opens up opportunities for
PAI teachers to develop the curriculum creatively and innovatively in the learning process outlined
in the lesson plan. The increased learning hours from 2 hours of lessons to 3 hours of lessons per
week are expected to provide opportunities for students to be more active in studying religion, both
in theoretical and practical terms in the hope of improving the morals and character of the nation.
We also found a change in the name of the PAI subject. In the 2013 curriculum, PAI gets additional
sentences and ethics, so that it becomes Islamic Religious Education and Ethics. Islamic Religious
Education, however, is also very loaded with noble values. Because with the emphasis on Ethics in
PAI subjects, the emphasis on Moral material automatically becomes the main priority and goal,
because it is from that goal that the PAI curriculum is made and developed from time to time. With
the ultimate goal of giving birth to a generation or forming students who are not only capable in
religious science, but also capable in their behavior and morals
The 2013 curriculum was developed on the theory of "education based on standards"
(standard-based education) and the theory of "competency-based curriculum". Education based on
standards stipulates the existence of national standards as the minimum quality of citizens which
are broken down into content standards, process standards, graduate competency standards,
educator and education standards, facilities and infrastructure standards, management standards,
financing standards and educational assessment standards. The competency-based curriculum is
designed to provide the widest possible experience for students in developing the ability to behave,
knowledge, skill and act.67 The 2013 curriculum defines the graduate competency standards (SKL)
in accordance with what they should be, namely as a criterion regarding the qualification of graduate
abilities that include attitudes, knowledge and skills. The reference and principles for the
preparation of the 2013 curriculum refer to article 36 of Law No. 20 of 2003, which states that the
preparation of the curriculum must pay attention to the increase of faith and piety; improvement of
noble morals; increasing the potential, intelligence, and interest of students;
The Ministry of Education and Culture has improved the 2013 curriculum. Every improvement
and development carried out by the government to the curriculum aims to produce a generation that
has three competencies, namely attitude, skills and knowledge. There are 4 problems in the 2013
curriculum that need to be improved, namely the complexity of learning and assessment on spiritual
attitudes and social attitudes, the misalignment between KI-KD and the syllabus and books, the
application of the 5M thinking process as a procedural and mechanical learning method, and the
limitation of students' abilities through the decapitation of the taxonomy of the inter-level thinking
process. Improvements are also made at the level of material substance so that the spirit of
curriculum development in 2013 can be realized. The improvements are 1) the formulation and
rearrangement of spiritual attitudes, social attitudes, knowledge and skills. Through this
arrangement, there are no longer basic competencies for the elaboration of spiritual core
competencies and attitudes, 2) competencies are not limited by the decapitation of taxonomic
based on educational level. The ability to think at a higher level is not only intended for the secondary
education level but also the basic education level, 3) the existence of creative space for teachers in
implementing the curriculum (in the syllabus and textbooks), 4) the alignment of Core Competencies
and Basic Competencies (KI/KD) with the syllabus and books.
With this research and used as a more in-depth and comprehensive study material. To
facilitate the preparation of this research, the author will describe several works that are relevant to
the title of this research. The research includes: 1. The first research that is used as a source in this
study is a thesis by Abdul Majid entitled "Analysis of National Character Values in the Textbook of
Islamic Religious Education and Ethics Class X Curriculum 2013".70 This thesis examines the values
of the nation's character in the Islamic Religious Education and High School Class X curriculum book
2013 and Permendikbud Number 20 of 2018 as a reference for research. The similarity in the
research conducted by the author with Abdul Majid's thesis is that it discusses the values of national
character that appear in the PAI textbook. The research conducted by the researcher uses a
qualitative research method of library research. The difference is that the PAI textbook researched
by Abdul Majid is a class X book while the researcher will research the class XI PAI textbook. 2. The
second research result that was used as a source by the author was a thesis by Hasan Hakim entitled
"Analysis of Character Values in the Student Book of Islamic Religious Education and Ethics (PAdBP)
Curriculum 2013 Elementary School".71 So this thesis discusses the content of character values
that appear in the PAdBP elementary school book as well as the strategy of planting five character
formation values in the PAdBP book for elementary school which is based on the thoughts of Thomas
Lickona and Ki Hajar Dewantara. The similarity in the research conducted by the author with Hasan
Hakim's thesis is that it discusses the character values that appear in the PAI textbook. The research
conducted by the researcher uses a qualitative research method of library research. The difference
is that the PAI textbook is researched by Hasan Hakim at the elementary school level while the book
that will be researched by the researcher is a PAI textbook at the high school/vocational level. 3. The
third research that is used as a source in this study is a thesis by Awalina Maftukhah entitled "Value
and Character Education in Islamic Religious Education and Ethics Books at the Junior High School
Level 2017".72 This thesis examines the content of values and characters in the "Book of
Islamic Education and Character Education" at the junior high school level, knowing the
implementation of values and character in three junior high schools, namely SMP Negeri 1 Salatiga,
Al-Azhar Islamic Junior High School 18 Salatiga and Muhammadiyah Junior High School Salatiga and
studying teachers' strategies in instilling values and character in schools. The similarity in the
research conducted by the author with the thesis prepared by Awalina Maftukhah is to discuss the
values and characters in the PAI textbook.
The difference is that Awalina Maftukhah's thesis researches the implementation of values
and character in three schools and the type of research uses field research, while the research that
will be carried out by the author is about the value of character education in the PAI textbook of class
XI SMA/SMK and the type of research is library research. 4. The fourth research that is used as a
source in this study is a thesis by Ahmad Chizam Baihaqy entitled "Implementation of Strengthening
Character Education (PPK) Through Islamic Religious Education and Ethics Subjects (Study Multisite
at SMA Negeri 02 Batu and SMK Negeri 1 Batu)".73 This thesis examines the implementation of
strengthening character education in PAI subjects in two schools, namely SMA Negeri 02 Batu and
SMK Negeri 1 Batu.
The similarity in the research conducted by the author with the thesis prepared by Ahmad
Chizam Baihaqy is that it discusses character education. The difference is that Ahmad Chizam
Baihaqy's thesis researches the implementation of strengthening character education in two
schools and the type of research uses field research, while the research that will be carried out by
the author is about the value of character education in the PAI textbook for class XI SMA/SMK and
the type of research is library research. 5. Jnana Budaya Journal entitled Character Education in the
2013.74 Curriculum compiled by Hartono. In the journal, it analyzed the value of the nation's
character education in the 2013 curriculum. The similarity in the research conducted by the author
with the journal compiled by Hartono is to discuss character education in the 2013 curriculum. The
research conducted by the researcher uses literature study research by collecting data from various
literatures which is carried out by collecting data from various literature. In the journal, the research
object is the 2013 curriculum while the research object that will be researched by the researcher is
the PAI textbook for class XI SMA/SMK. 6. The sixth research that is used as a source in this study is
a thesis by Miftahulloh entitled Prophetic Education Perspektif Moh. Roqib and its Implications in
the Reconstruction of Integrative Islamic Education. The thesis examines Moh's prophetic education.
Roqib with its three pillars of transcendence, humanization, and liberation is neatly designed
conceptually in the educational tradition and efforts to integrate it by integrating science, religion,
and culture institutionally.
The Systematic Book of Islamic Religious Education and Ethics for High School/Vocational
High School / Vocational School XI is published by the Center for Curriculum and Books of the
Ministry of Education and Culture of the Republic of Indonesia. The cover of this book is dominated
by light green with the background of a group of students sitting in a circle in the room while reading
a book, all students are wearing school uniforms. In the upper right corner there is a 2013 curriculum
logo in yellow, blue and white which shows that the book uses the 2013 curriculum and below it there
is the 2017 Revised Edition writing, which indicates that this book has been revised in 2017. There is
an aspect of strengthening the concept more broadly, namely in chapter 1, where in the PAI and BP
books published in 2014 the first edition focused only on the holy book of the Qur'an, but in the 2017
revised edition it was already on the development of the concept of faith in the books of Allah SWT.
In the 2017 edition edition is more complete and the material in chapter 10, namely the material on
Islamic reformers, there are changes regarding more humanist Islamic reformers. In the upper left
corner parallel to the 2013 curriculum logo there is the logo of the Ministry of Education and Culture
and next to it there is the writing of the Ministry of Education and Culture
Republic of Indonesia 2017. Then under the logo of the Ministry of Education and Culture, there is a
black inscription "Islamic Religious Education and Ethics" with a larger number of letters than other
writings with the intention that the writing is the title of the book. Next is the bottom corner
Background of the Preparation of the PAI Textbook Class XI The PAI and Ethics Class XI book
is one of the handbooks for students to understand the teachings of Islam and practice them in daily
life. This book refers to Article 3 of Law No. 20 of 2003 concerning the National Education System
Law, that the purpose of education is "The development of students' potential to become human
beings who believe in and fear God Almighty, have noble character, are healthy, knowledgeable,
capable, creative, independent, and become democratic and responsible citizens", so this book is
expected to be a medium for the realization of these hopes. This book is an elaboration of the 2013
Curriculum Content Standards which focuses on aspects of spiritual attitudes (Core Competencies
1), and social attitudes (Core Competencies 2). However, in order for KI-1 and KI-2 to be
implemented correctly, aspects of knowledge and skills are also described. Starting with the themes
"Opening the Niche of the Heart" and "Criticizing the Surroundings of Us", it is hoped that this book
will be able to arouse students' sensitivity to actual issues, then be able to solve these problems well.
The author has a job as a teacher/Civil Servant of the Ministry of Religion of the Republic of
Indonesia who is assigned to SMA Muhammadiyah 25 Pamulang, Tangerang Selatam, Banten. The
author has been a lecturer at STAI Daarul Qalam Jakarta, STAI Citra Didaktika Jakarta and STAI Bani
Saleh. The writer is domiciled in Bumi Mentari Housing Block D1 No. 9 RT 02 RW 13 Pondok Petir
Village, Bojongsari District, Depok City, West Java. Married and blessed with 4 children (2 sons and
2 daughters). Active in various teacher professional activities such as being the secretary of the
MGMP PAI of South Tangerang city and vice chairman of the Association of Islamic Religious
Education Teachers in Indonesia (AGPAII) of South Tangerang city. involved in various activities in
the field of education such as being a resource person for the Ministry of Religion (Kemenag) of the
Republic of Indonesia and the Ministry of Education and Culture (Kemdikbud) as well as being a
monitoring and evaluation officer for the implementation of the 2013 curriculum in areas fostered by
the Puskurbuk of the Ministry of Education and Culture (Kemdikbud), being a monitoring and
evaluation worker for the implementation of the 2013 curriculum in areas fostered by the Puskurbuk
of the Ministry of Education and Culture and active in activities da'wah in the DKI Jakarta and
Tangerang areas.4 E. Book Contents 1. The content of the book The content of the PAI class XI
curriculum 2013 refers to five aspects of Islamic religious education, namely the Qur'an-hadith,
creed/faith, morals, fiqh/worship, and date/history of Islamic civilization with the scope of each
aspect as follows: a. Aspects of the Qur'an – hadith include:
The Qur'an Surah An-Nisa verse 59, Surah Al-Maidah verse 48, Surah AtTaubah verse 105
about the importance of obeying the rules, competition in goodness and work ethic. 2) The Qur'an,
Surah Yunus verses 40-41 and Surah Al-Maidah verse 32 as well as the Hadith about tolerance and
avoidance of violent behavior. b. Aspects of faith/faith include: 1) Faith in the Books of God. 2) Faith
in the Messengers of Allah (swt. c). Aspects of fiqh/worship include: 1) Carrying out funeral
management. 2) Islamic economic principles and practices. d. Aspects of the date/history of Islamic
civilization include: 1) The heyday of Islam. 2) Islamic reformers. 2. Elaboration of the Book Contents
From the five aspects mentioned above, the materials contained in the book Islamic Religious
Education and Ethics for High School Grade XI Curriculum 2013 can be explained as follows: a.
Chapter I, the material presented in this first lesson is faith with the theme "Faith in the Books of
Allah SWT". The description of this chapter includes several items, including: 1) Contains a concept
map, opens a recess of the heart containing discourse about the holy book of the Qur'an, criticizes
the surroundings of us containing images and discourse, namely a hadith and then presents several
examples of behavior to be given a critical response both from a religious, social, and cultural point
of view. 2) Enriching the treasures containing material explanations about the books of Allah SWT.,
namely the Torah, Zabur, the Bible, and the Qur'an are described in terms of understanding and the
postulates that explain the four books. In this chapter, more emphasis is placed on the focus on the
holy book of the Qur'an, starting from
Chapter II, contains material on morals and ethics with the theme "Dare to Live Honestly".
This theme is divided into several parts, including: 1) A concept map about "Dare to Live Honestly",
and observing images related to the subject matter including images of traders weighing their
merchandise, the slogan of the Corruption Eradication Commission (KPK) and images of a
prosecutor who was sworn in and inaugurated to occupy a new position. Opening a recess of the
heart that contains a discourse about living honestly and criticizing the people around us that
contains responses to the material. 2) Enrich the treasures, which contains discourse and material
explanations about the importance of having the nature of shaja'ah or courage along with its
evidence, namely QS. Ali-Imron/3:139. The second explains the importance of having an honest
nature, and must dare to be honest accompanied by QS postulates. AliImron/3:161, the next part is
applying noble behavior containing how to apply courageous behavior to defend the truth and be
honest. 3) Summary contains material that explains the important points of the material that has
been presented, evaluation contains multiple-choice questions, description questions, individual
tasks, and group tasks c. Chapter III, the discussion presented in this third lesson is related to fiqh
with the theme "Carrying out the Management of Corpses", and the presentation of the material is
presented in several parts, including: 1) Contains a concept map about the procedure for caring for
the body, and let's observe the pictures related to the material including images of residents
delivering bodies to the cemetery, students who are practicing caring for bodies and pictures of
residents who are burying bodies. Opening the recesses of the heart contains discourse, criticizing
the surroundings around us contains images and discourses. 2) Enriching the treasure containing
material explanations about the obligations of Muslims towards the body, the care of the body,
mourning, the pilgrimage to the grave accompanied by the postulates of the Qur'an and hadith and
its meaning, applying noble behavior containing the noble behavior of a Muslim towards the body
and the family he left behind accompanied by the story of the Prophet (saw). 3) Summary contains
material that explains the important points of the material that has been presented, Evaluation
contains multiple-choice questions, description questions, individual tasks, and group tasks.7 e.
Chapter IV, the discussion in this fourth lesson is material on fiqh with the theme "Mutual Advice in
Islam". The presentation in this chapter is presented in several parts, including: 1) Contains a
concept map, opens the recesses of the heart containing images and discourses, criticizes the
surroundings of us containing images including pictures of students giving tausyiah to their friends
and students and students who are giving lectures and discourses. 2) enriching the treasures
containing material explanations that explain the three main sub-chapters, namely sermons, tabligs,
and da'wah. The first is the importance and provisions of the sermon. The second is the importance
and provision of tabligh. The third material is the importance and provisions of da'wah, accompanied
by the postulates of the Qur'an and hadith and their meanings.
Chapter V, the discussion presented in this fifth lesson is material about the history of
Islamic civilization with the theme "The Golden Age of Islam". The discussion in this chapter is
presented in several parts, including: 1) Contains a concept map, opens the heart recesses
containing discourses and images related to the subject of the lesson to increase students' insights,
criticizes the surroundings of us containing images of the glory of Islam in the past in the field of
surveying, the fortress and palace of Erez de la Frontera in Spain and the Turkish Palace and the
discourse that contains the audience to be criticized from several points of view such as religion,
social, cultural. 2) Enriching the treasures contains material explanations about the periodization of
Islamic history which is divided into three, namely the classical, middle, and modern periods.
Furthermore, during the heyday of Islam, then figures in the heyday of Islam such as Miqdad bin Amr,
Ibn Rushd, Al-Ghazali, Al-Kindi, Al-Farabi, Ibn Sina, applied noble behavior containing noble behavior
that needs to be preserved by Muslims today, for example giving their knowledge to others who do
not know. 3) Summary contains material that explains the important points of the material that has
been presented, evaluation contains multiple-choice questions, description questions, individual
tasks, and group tasks.9 g. Chapter VI, the discussion presented in this sixth lesson is the material
of al-
Qur'an hadith with the theme "Obedient Behavior, Competition in
