[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-id-113":3,"doc-seo-185836-113":53,"doc-detail-185836-id":128},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37,41,45,49],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},55,"Document","Agama & Spiritualitas",60,"religion-spirituality",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":11,"slug":16},48,"Cerita & Novel","story-novel",{"id":18,"doc_module":4,"doc_module_name":9,"category_name":19,"show_sort_weight":11,"slug":20},56,"Gaya Hidup","lifestyle",{"id":22,"doc_module":4,"doc_module_name":9,"category_name":23,"show_sort_weight":11,"slug":24},51,"Komik","comic",{"id":26,"doc_module":4,"doc_module_name":9,"category_name":27,"show_sort_weight":11,"slug":28},53,"Layanan Kesehatan","healthcare",{"id":30,"doc_module":4,"doc_module_name":9,"category_name":31,"show_sort_weight":11,"slug":32},54,"Penelitian & Laporan","research-report",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":11,"slug":36},49,"Sastra","literature",{"id":38,"doc_module":4,"doc_module_name":9,"category_name":39,"show_sort_weight":11,"slug":40},52,"Teknologi","technology",{"id":42,"doc_module":4,"doc_module_name":9,"category_name":43,"show_sort_weight":11,"slug":44},50,"Ujian","exam",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":47,"show_sort_weight":11,"slug":48},57,"Umum","general",{"id":50,"doc_module":4,"doc_module_name":9,"category_name":51,"show_sort_weight":4,"slug":52},181,"Formulir","formulir",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":121,"head_meta":123,"extra_data":125,"updated_unix":127},113,"id","journal-of-educational-research-and-learning-volume-1-issue-3-zoning-policy-and-curriculum-development-strategy-for-islamic-religious-education","JURNAL ILMIAH PENDIDIKAN DAN PEMBELAJARAN - Volume 1 - Nomor 3 - Kebijakan Zonasi dan Strategi Pengembangan Kurikulum PAI","","Kebijakan sistem zonasi dalam Penerimaan Peserta Didik Baru (PPDB) bertujuan mewujudkan pemerataan mutu dan keadilan akses pendidikan, namun memicu perubahan sosiologis berupa heterogenitas ekstrem serta disparitas profil sosio-religius peserta didik di sekolah umum. Penelitian kepustakaan (library research) menganalisis kebijakan zonasi dan implikasinya terhadap strategi pengembangan kurikulum Pendidikan Agama Islam (PAI) pada tingkat lokal. Pengumpulan data melalui studi dokumentasi regulasi dan literatur ilmiah, dianalisis dengan analisis isi dan analisis kritis. Hasil kajian menuntut rekonstruksi kurikulum PAI yang tidak one-size-fits-all melalui lima pilar desentralisasi berbasis kebutuhan, kurikulum berdiferensiasi dan fleksibel, integrasi moderasi beragama dan etika pluralisme, kolaborasi tri sentra, serta penilaian autentik holistik untuk meningkatkan pembelajaran PAI inklusif dan berkeadilan.",{"@graph":63,"@context":120},[64,81,103],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":10,"@type":70,"position":77},"https://docshare.wps.com/id/document/agama-spiritualitas/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/journal-of-educational-research-and-learning-volume-1-issue-3-zoning-policy-and-curriculum-development-strategy-for-islamic-religious-education/185836/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/journal-of-educational-research-and-learning-volume-1-issue-3-zoning-policy-and-curriculum-development-strategy-for-islamic-religious-education/185836.png","ImageObject",300,407,{"name":89,"@type":90},"Connor ","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-05","2026-09-02",true,{"@type":99,"interactionType":100,"userInteractionCount":102},"InteractionCounter",{"@type":101},"ViewAction",10,{"@type":104,"mainEntity":105},"FAQPage",[106,112,116],{"name":107,"@type":108,"acceptedAnswer":109},"Apa tujuan kebijakan sistem zonasi dalam PPDB?","Question",{"text":110,"@type":111},"Kebijakan zonasi dirancang untuk mewujudkan pemerataan mutu dan keadilan akses pendidikan.","Answer",{"name":113,"@type":108,"acceptedAnswer":114},"Bagaimana kebijakan zonasi memengaruhi kondisi di ruang kelas?",{"text":115,"@type":111},"Kebijakan ini memicu heterogenitas ekstrem serta disparitas profil sosio-religius peserta didik di sekolah umum.",{"name":117,"@type":108,"acceptedAnswer":118},"Apa model rekonstruksi strategi pengembangan kurikulum PAI tingkat lokal yang direkomendasikan?",{"text":119,"@type":111},"Model rekonstruksi berlandaskan lima pilar: desentralisasi berbasis kebutuhan kontekstual, kurikulum berdiferensiasi dan fleksibel, integrasi moderasi beragama dan etika pluralisme, kolaborasi tri sentra, serta penilaian autentik dan holistik.","https://schema.org",{"og:url":79,"og:type":122,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":124,"canonical":79},"index,follow",{"doc_id":126,"site_id":56},185836,1788369356,{"code":4,"msg":5,"data":129},{"doc_id":126,"user_id":130,"nickname":89,"user_avatar":131,"doc_module":4,"category_id":8,"category_name":10,"doc_title":59,"doc_description":61,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":102,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":137,"language":138,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":61,"update_tm":127,"read_time":142},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | JURNAL ILMIAH PENDIDIKAN DAN PEMBELAJARAN VOLUME 1, NOMOR 3, MEI 2026\u003Cbr>E-ISSN: 3124-971X, P-ISSN: 3124-9760\u003Cbr>Homepage: [https://ejournal.darulfaizin.or.id/index.php/edureka](https://ejournal.darulfaizin.or.id/index.php/edureka) |\n| --- | --- |\n\n\n| Info Artikel Abstrak |  |\n| --- | --- |\n| Riwayat Artikel:\u003Cbr>Diterima : 26 April 2026\u003Cbr>Direvisi : 13 Mei 2026\u003Cbr>Diterbitkan : 16 Mei 2026\u003Cbr>Kata Kunci:\u003Cbr>Kebijakan Zonasi;\u003Cbr>Kurikulum PAI;\u003Cbr>Strategi Pengembangan. | Kebijakan sistem zonasi dalam Penerimaan Peserta Didik Baru (PPDB) dirancang untuk mewujudkan pemerataan mutu dan keadilan akses pendidikan. Namun, kebijakan makro ini memicu pergeseran sosiologis berupa heterogenitas ekstrem dandisparitas profilsosio-religius pesertadidik di dalam ruang kelas sekolah umum. Penelitiankepustakaan(libraryresearch)inibertujuanuntukmenganalisiskebijakan zonasi serta implikasinya terhadap strategi pengembangan kurikulum Pendidikan Agama Islam (PAI) di tingkat lokal. Pengumpulan data dilakukan melalui studidokumentasi terhadap regulasi resmi dan literatur ilmiah terkait, yang kemudian dianalisis menggunakan metode analisis isi dan analisis kritis. Hasil kajian menunjukkan bahwa disparitas literasi keagamaan dan latar belakang sosial siswa menuntutadanyarekonseptualisasikurikulumPAIyangtidaklagiseragam(one-sizefits-all). Artikel ini merekomendasikan rekonstruksi model strategi pengembangankurikulum PAI tingkat lokal berbasis lima pilar utama: (1) desentralisasi berbasis analisis kebutuhan kontekstual, (2) penerapan kurikulum berdiferensiasi danfleksibilitas jalur belajar, (3) pengintegrasian moderasi beragama dan etika pluralisme sosial, (4) kolaborasi ekosistem tri sentra pendidikan antara sekolah, keluarga, dan masyarakat, serta (5) pengembangan sistem penilaian autentik dan holistik. Melalui model rekonstruksi ini, tantangan heterogenitas era zonasi dapat ditransformasikan menjadi momentum strategis untuk meningkatkan kualitaspembelajaran PAI yang inklusif, adaptif, serta berkeadilan sosial di tingkat satuan pendidikan.\u003Cbr>This isan open access articleunder the CC-BY-SA license  |","cbCaiiwRKm78EgiT","https://ap.wps.com/l/cbCaiiwRKm78EgiT","pdf",335833,13,"Indonesian","# Riwayat Artikel\n## Diterima, direvisi, diterbitkan\n## Kata kunci\n# Abstrak\n## Latar belakang dan tujuan\n## Metode penelitian\n## Hasil dan rekomendasi\n## Model rekonstruksi kurikulum PAI","[{\"question\":\"Apa tujuan kebijakan sistem zonasi dalam PPDB?\",\"answer\":\"Kebijakan zonasi dirancang untuk mewujudkan pemerataan mutu dan keadilan akses pendidikan.\"},{\"question\":\"Bagaimana kebijakan zonasi memengaruhi kondisi di ruang kelas?\",\"answer\":\"Kebijakan ini memicu heterogenitas ekstrem serta disparitas profil sosio-religius peserta didik di sekolah umum.\"},{\"question\":\"Apa model rekonstruksi strategi pengembangan kurikulum PAI tingkat lokal yang direkomendasikan?\",\"answer\":\"Model rekonstruksi berlandaskan lima pilar: desentralisasi berbasis kebutuhan kontekstual, kurikulum berdiferensiasi dan fleksibel, integrasi moderasi beragama dan etika pluralisme, kolaborasi tri sentra, serta penilaian autentik dan holistik.\"}]","JURNAL ILMIAH PENDIDIKAN DAN PEMBELAJARAN - Volume 1 - Nomor 3 - Kebijakan Zonasi dan Strategi Pengembangan Kurikulum PAI | PDF",20]