การประเมินการใช้หลักสูตรอิสลามศึกษาตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 ในสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาปัตตานี เขต 2

Abstract

This study is survey research and aims to 1) examine the problems relating to the implementation of Islamic education curriculum based on the basic education core curriculum of B.E. 2551, 2) assess the utilization of Islamic education curriculum based on the basic education core curriculum of B.E. 2551, and 3) study the guidelines for effective implementation of Islamic education curriculum based on the basic education core curriculum of B.E. 2551 in schools under Pattani Primary Educational Service Area Office 2, using Stufflebeam’s model CIPP (Context, Input, Process, and Product). The sample includes six qualified individuals who were purposively selected based on their qualifications and expertise related to the curriculum. 100 teachers who teach Islamic education curriculum based on the basic education core curriculum of the B.E. 2551 in schools under Pattani Primary Educational Service Area Office 2 were randomly selected. The research tools consist of an online questionnaire (Google Forms) and semi-structured interviews. The study findings revealed the following: 1. Results of analysis of the problems relating to the implementation of Islamic education curriculum based on the basic education core curriculum of B.E. 2551 in Pattani Primary Educational Service Area Office 2 as follows: (1) the curriculum has an overwhelming amount of subjects, including general and religious subjects, which results in inadequate teaching time, (2) some teachers lack specialized qualifications, causing them to ineffectively transmit knowledge and develop appropriate learning plans, (3) budget allocation for Islamic education is insufficient, resulting in a lack of textbooks and teaching materials. 2. The overall and each item score levels of teachers’ opinion on the assessment of the use of Islamic education curriculum based on the basic education core curriculum of the B.E. 2551 in four aspects: context, input, processes, and outcomes were high. 3. The results of the analysis of guidelines for effective implementing Islamic education curriculum based on the basic education core curriculum of the B.E. 2551 in schools under Pattani Primary Educational Service Area Office 2 as follows: 1) the method of instruction and learning used was subject-integrated; 2) choosing appropriate learning tools, such as hands-on or interactive materials and digital media, for Islamic instruction; 3) securing funding for textbooks, staff, Islamic education instructors, training sessions, and seminars, among other things, from pertinent organizations; 4) creating educational activities that help students learn and grow in a variety of areas so they can acquire real-world experience and useful skills; 5) utilizing a variety of asseesment and measurement techniques, such as tests to measure students’ knowledge and comprehension of the contents learned and observation assessment form to assess their application of Islamic principles; 6) following up Islamic education curriculum implementation and monitoring teaching and learning and evaluate their progress according to the established goals; and 7) Islamic education curriculum was revised and activities were arranged in accordance with assessement findings.