Pengembangan Kurikulum Model Eklektik PAI di Taman Pendidikan Al-Qur'an (TPA) Fajar Ria Taman Krakatau Blok G27 No 9 Margatani Kramatwatu Serang Banten

Abstrak

This research aims to thoroughly describe the development process of an eclectic curriculum model for Islamic Religious Education (PAI) at Taman Pendidikan Al-Qur’an (TPA) Fajar Ria, located at Taman Krakatau Block G27 No. 9 Margatani, Kramatwatu, Serang, Banten. This study employed a qualitative descriptive research approach, utilizing data collection techniques such as learning observations, in-depth interviews with the head of the institution, teachers, and parents, as well as analysis of existing educational documentation. The eclectic curriculum model implemented in this study integrates various curriculum approaches, including value-based curriculum, competency-based curriculum, experiential learning models, and character-based Islamic teaching methods, making the curriculum more flexible, contextual, and aligned with the developmental needs of early childhood learners. The research findings indicate that curriculum development was carried out through multiple stages, including needs assessment of learners and the learning environment, formulation of educational goals covering key Islamic domains such as aqidah, worship, moral values, and Qur’anic literacy, as well as selection of appropriate materials and instructional methods. Teaching strategies such as talaqqi, practical worship demonstrations, Islamic value-based educational games, and the use of simple digital learning tools successfully enhanced the overall learning experience. Continuous formative assessment was applied through portfolio evaluation, behavioral observation, practical worship assessment, and Qur’anic reading tests, enabling educators to monitor student progress holistically and ensure learning objectives were met. The findings further reveal that the implementation of the eclectic curriculum positively influenced students’ learning motivation, engagement, and mastery of Islamic knowledge and practices. Learners became more enthusiastic, demonstrated noticeable improvement in Qur’anic reading skills, and internalized Islamic moral values through daily behavioral practice. Additionally, parents reported that the approach strengthened children’s religious habits at home. Therefore, this study recommends the adoption of the eclectic curriculum model as an alternative framework for Islamic educational institutions, particularly nonformal settings such as Qur’anic learning centers, due to its adaptability to child development, alignment with modern pedagogical advancements, and responsiveness to societal changes in the digital era.