THE DEVELOPMENT DESIGN OF CURRICULUM 2013 FOR FIQIH LEARNING THROUGH A HUMANISTIC APPROACH

This study aims to describe the design of the 2013 curriculum development and the humanistic approach through the 2013 curriculum (Core Competencies and Basic Competencies) in Islamic jurisprudence subjects at Madrasah Ibtidaiyah (MI). The authors consider that it can later be the best solution for learning Fiqh through a humanistic approach. This research method uses content analysis. Content analysis is a research that is an in-depth discussion of the content of information contained in a mass media (analysis of the content of the object is mainly mass media). The result shows that several curriculum designs in 2013, including scientific discipline curriculum design, community-oriented curriculum design, student-oriented curriculum design, technological curriculum design, and Fiqh curriculum material. A balance must be reached between the materials that describe the principles of humanistic education. In this study, the authors also provide a solution that the concept of Fiqh learning uses a humanistic approach.


INTRODUCTION
The real purpose of education is to help people attain full human survival. Education aims to improve people's lives. The most distinguishing element between humans and animals is the gift of the reason given by God. In this way, only people can experience the educational process. According to existentialists, humans are born in the world in a helpless state and forced to take responsibility for their survival (Idris & Za, 2017). Humanizing is an educational process based on increasing intellectual abilities and must explore and improve all the potential embedded in humans, whether it's academic abilities, emotional abilities, and spiritual abilities. This study aims to determine curriculum development and humanistic approaches through the 2013 curriculum (core and basic competencies) in Islamic Elementary School (MI).

RESEARCH METHODS
This research uses content analysis. Content analysis is concerned with in-depth discussion of the content of information contained in a mass media (analysis of the content of the object that is mainly in mass media). All objects studied are mapped in the form of writings or symbols and then given interpretations one by one. Content analysis is a research technique that seeks to create inferences that can be imitated and valid data by paying attention to the context. The main objectives in content analysis are to describe sample documents, limit the content of categories, i.e. content that depends on the purpose of the study, limit record and context units, and limit enumeration systems. The three strategic steps of content analysis are to establish a research model, search for primary data, and seek contextual knowledge so that the research conducted is not in a vacuum (Arafat, 2019).

FINDINGS AND DISCUSSION
The curriculum is derived from Latin, which means the road or path traversed by the train and adopted in education. Therefore, it concerns the collection of eyes, the student curriculum that the teacher must teach or study, or the set of topics set by the school for the case to review. Students graduate and receive a diploma. This understanding is an opinion for the older curriculum, where the focus is on curriculum content. In some cases, this definition is still used today (Gunawan, 2017;Sparapani et al., 2014).
A curriculum is a tool used to achieve the goals of national education, taking into account the stages of development of students and the ability to adapt to the environment (Wahyudi et al., 2019), the needs of national development, the development of science and technology and the development of arts, as well as the types and levels of each educational module. Based on these regulations, it is necessary to add that national education needs to consider national culture and Pancasila and the 1945 Constitution (Gumbira & Wiwoho, 2019). According to Deis et al., (2020) curriculum development is a complex process because it involves discussing curriculum formulation in schools and accompanied by intensive evaluation and improvement of curriculum elements (including target components). Different perspectives that govern curriculum development create diversity in curriculum organizations (Misbah et al., 2020). On the other hand, the development of PAI curriculum is Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index also derived from inputs from various stakeholders, education experts and curriculum experts.  Figure 1 shows that the principles implemented in the process of PAI curriculum development conducted by teachers of Islamic Regions Education are the principle of relevance, flexibility, continuity or sustainability, practical principles that are easy to implement, and the principle of effectiveness. From this explanation, it can be concluded that curriculum development planning is a process of organizing a curriculum that includes objectives, content, learning experiences, and evaluation. These activities are used as guidelines in educational activities. In designing the curriculum, the curriculum elements developed include the relationships between one and another, the organizational principles, and the things needed to implement them. When designing the curriculum, the following steps need to be taken into account: Determining the mission of the institution and the needs of its educated users, evaluating student needs, determining curriculum objectives, selecting educational strategies, defining curriculum objectives, selecting an educational system, implementing new courses, assessing and providing feedback for improving the curriculum (Pak et al., 2020).
One of Tyler's colleagues, Hilda Taba, describes Tyler's curriculum development model: theory and practice. She proposes a seven-step model for curriculum development. These steps are: diagnosing needs, formulating specific goals, selecting content, organizing content, selecting learning experiences, organizing learning experiences, evaluating. Fred Percival and Henry Ellington think that curriculum design is a process of curriculum design development, verification, implementation, and evaluation. Curriculum design can be interpreted as a design or layout of elements that only includes objectives, content, learning experiences, and assessments (Rapanta et al., 2020).
Existing curriculum designs include the following: first, curriculum design in disciplines; this curriculum development design is oriented towards students' intellectual development by subject experts in their respective fields. The forms of this curriculum organization are as follows: subject-centered curriculum, correlated curriculum, and integrated curriculum (Drake & Reid, 2018).
Second, community curriculum design; the assumption based on this form of curriculum design is that schools' purpose is to serve social needs. Therefore, the community must use the basis for determining curriculum content. There are three perspectives on curriculum design oriented toward people's lives, namely: the status quo perspective, which means that curriculum design is directed at preserving the cultural values of the community; based on Diagnosis of needs Goal setting Material/content selection Evaluation this renewed view, curriculum development aims to improve the quality of society itself further. Besides, future perspectives are often associated with social reconstruction plans that emphasize developing links between the curriculum and community, politics, and the city's economic life (Wahyuni, 2016). Third, student-oriented curriculum design; the underlying assumption of this design is to organize education to help students. Besides, Palupi (2018) gave the main object of knowledge, especially in the learning process, the students' role is significant. Students can determine the success of learning through intelligence, athletic ability, experience, will, and commitment to the teaching and learning process, which will not force them . Therefore the curriculum must be able to adjust to the rate of student development. When designing a student-oriented curriculum, it is necessary to pay attention to the following points: The curriculum must adapt to its growth. The curriculum content must include skills, knowledge, and attitudes that are considered useful for the present and future. Children should be treated as lessons they are trying to learn, meaning that students should be encouraged to participate in various learning activities, not just getting information from the teacher. They are studying actively according to the students' interests, talents, and development level, meaning that what he has to learn is not decided and processed from the teacher's perspective or other perspectives, but from the student's perspective.
Fourth, the engineering curriculum design, the engineering curriculum has the same content as the classical education stream; the latter emphasizes the curriculum's content, not for the preservation of science, but the mastery of abilities. Extraordinary abilities are divided into narrow skills or specific skills and finally separated into behaviors observed and measured (Chaerul, 2019). Many experts have developed various lesson plans. Serdyukov (2017) divides the design into five types: cognitive development models, technical curricula, self-realization curricula, social reconstruction curricula, and academic rationality curricula. Broome (2014) divides curriculum design into four models: humanistic curriculum model, social reconstruction curriculum, technical curriculum, and educational curriculum. Saylor, Alexander, and Lewis as quoted by Adirika (2020) divided curriculum design into subjects, specific qualifications or specialized curriculum, curriculum as a process, curriculum as a social function, and unique curriculum. Longstreet and Shane divide curriculum design into four designs: community-based curriculum, child-centered curriculum design, knowledge-oriented curriculum, and selective curriculum design (Maas, 2019).
According to the Minister of Religion Regulation No. 912, the 2013 Curriculum is the latest curriculum applied in Indonesia. The 2013 curriculum is a development from the previous curriculum to respond to various internal and external challenges. Furthermore, according to Rusman, the point of emphasis for curriculum development in 2013 is to improve mindset, strengthen governance, curriculum, deepen and expand the material to enhance Available online at https://ejournal.unuja.ac.id/index.php/al-tanzim/index learning and adjust the learning load to ensure the desired fit with what is produced (Rusman, 2015).
Curriculum development activities are pursued with a systematic pattern of arrangements and certain steps so that an effective curriculum can be produced. The pattern of arranging curriculum components is called the Curriculum Organization or Curriculum Design. Meanwhile, the systematic steps in curriculum development are called the Curriculum Development Model (Palupi, 2018). The stages of the process of developing the Humanistic-Based Islamic Religious Education curriculum implemented in MI, are as explained in the following chart:

Figure 2 : Saylor, Alexander and Lewis Model Curriculum Development
Step Scheme Figure 2 shows that centralized curricula tend to be more structured and orderly, and it is easier to ensure a uniform and standardized approach to teaching and learning. A centralized curriculum allows better access to a broad set of skills but is less sensitive to local needs. Such decentralized curricula tend to better suit students' local needs and often ensure better tenure by teachers. Decentralization allows various approaches to design and delivery and compares strengths and weaknesses, especially in the humanistic approach.
The humanistic approach was developed by humanistic education experts. This curriculum is based on personal education, namely John Dewey (incremental education) and JJ Rousseau (romantic education). This process gives students a critical position. They assume that the child or student is the most important in education. It is a central topic of educational activity. They believe that students have the ability and strength to develop. Humanities educators also follow the Gestalt concept, namely that the individual or child is one whole unit. Education is not only for physically and mentally complete people but also for the development of society and emotions (emotions, attitudes, feelings, values, etc.) (Nasution & Suyadi, 2020).
In general, education aims to help humans achieve complete human survival. Education also aims to increase the level of people's intake. The element that humans can better distinguish humans from animals is the verbal ability given by God process. According to existentialists, humans are born in the world in a helpless state and forced to take responsibility for their survival. The human concept is a process of interaction between humans and the environment as well as changing challenges (Halimi, 2018). Humanistic education emphasizes humanizing human-oriented learning models that can reflect the fulfillment of human needs for students. The central concept of humanistic knowledge, according to Mangun Wijaya, is "respect for human dignity, to create a learning environment that makes students free from great competence, high discipline, and fear of failure (Winarno et al., 2019). The humanistic approach in the Fiqh curriculum is student-centered and prioritizes students' emotional development as an integral part of the learning process. Humanistic educators believe that students' psychological and emotional wellbeing must be central to the curriculum so that learning can achieve maximum results.
The results showed that students' self-concept was positively correlated with academic achievement. Students with low self-esteem have more significant learning difficulties than students with positive self-concepts. The humanistic approach is that if students' self-esteem is fully developed, they will be more effective in learning and working. Students involved in the design and implementation of the course will be responsible for their success. There is no excessive tension in a learning atmosphere full of mutual trust, cooperation, and joint care; learning outcomes will increase.
The teacher's role in the humanistic approach has been described as one where educators adopt warmth and a caring presence (Darling-Hammond et al., 2020). It facilitates experiences where students are encouraged to explore their interests and ideas (Rapanta et al., 2020) and present imaginatively to situations. Learning is challenging, with more than one answer. Caring relationships take time to develop. It is recommended that students and teachers stay together for several years to foster a deeper understanding and care for one another (Broome, 2014).
Humane learning is defined as learning that leads to a humane process. Human education is the process of guiding and developing primary human resources, including material and spiritual, based on equal respect for other social values. Humanism is part of the learning method. The humanitarian approach to education emphasizes positive development. A technique that focuses on human resources to find and find the skills they have and develop these skills (Muhtar & Dallyono, 2020). The next step is to design the teaching materials referred to as the syllabus through the humanistic learning method in Fiqh lessons. The material introduced in the textbook is based on KI and KD and indicators that students must achieve in these subjects. The material is as attractive as possible and contains humanity approach in the 2013 curriculum. The author believes that the Fiqh learning method through the humanistic process provides solutions to all problems in practice. According to the author, this may not be the best method, and the spirit of human principles has not been explained. In learning, it should describe a humanistic "spirit" in each part of education, covering the following aspects: learning objectives, learning strategies, learning methods.
So that the goal of learning Fiqh through the MI level humanitarian method is to be applied appropriately, several principles must be followed in learning. There are three primary learning principles: (1) in classical conditions, and the theory was developed based on the results of experiments conducted by Russian national scientist Iva Pavlov . Classical preparation is a learning process in subjects through habits (practice) that focuses on the process of providing stimuli (stimulus) to obtain a specific response (stimulus-response relationship) without using reinforcement. According to adaptation theory, learning is a process of change that occurs due to conditions that trigger a reaction.
(2) Instrumental (Operant) Conditioning research on conditioning operants, starting from a series of Thorndike experiments. He claimed that in the conditioning operant, the law of selecting the outcome of multiple random responses was only positive. This process is similar to evolution. The essential survival rules are chosen from a random set of variants of a species, and the only change will increase the survival rate of a species. Hence, the law of effect increases the survival of the species. For example, a mouse in running a cage roams, kissing objects around it, and scratching walls. (3) cognitive learning, the term refers to the processing of environmental information received through the five senses. Simultaneously, knowledge can lead to relatively permanent changes in behavior due to education or experience. Cognitive learning is the result of experience or practice (Zainiati, 2017).
According to the author, the proper way of learning is used in Islamic Fiqh learning. Through a humanistic approach is a contextual learning strategy, and the learning strategy is Quantum Teaching. According to Ramadhani & Ayriza (2019) Quantum Teaching (QT) is a teaching system that applies new ways to facilitate the learning process by combining artistic elements and targeted achievements. Learning model with the principle or design of "tandur". The teacher must master the model or system to create an exciting and relaxing learning process in the classroom and hope to achieve more learning goals than previously planned. Learning with this approach respects the domain that exists in students, as well as the cognitive area. So that in the learning process, the human values that live in students get attention to be developed. In addition, the humanistic learning philosophy also requires learning not only to stop in cognitive aspects but also to involve practical aspects (psychomotor and emotional). Rismaningtyas et al,. (2020) believes that the characteristics of contextual learning include confidence in spatial memory, integration of various disciplines, the value of information based on student needs, and the relationship between information and students. Prior knowledge and actual evaluation of students through the practical application or practical problemsolving. More specifically, according to Johnson in (Darling-Hammond et al., 2020) identifies eight components, namely, building meaningful relationships, important work, learning self-regulation, cooperation, critical and creative thinking, caring for individuals, achieving high standards, and using authenticity. By referring to the characteristics of contextual learning, the application of contextual knowledge in Fiqh subjects through a humanitarian approach can be achieved in the following ways: guiding students to remember understanding of the material being taught, guiding students to experience the worship immediately led such as wudhu', congregational prayer, dhikr, and providing information about student activities is essential. Suitable for their life. Quantum learning places great emphasis on a fast learning process with high success. The quantum learning model is almost the same as a symphony. When we watch a symphony, many elements factor into our musical experience. We can divide these elements into two categories: context and content (Rezeki & Asrizal, 2019).
According to the author, quantum learning can be applied in humanistic jurisprudence through the following arguments: 1) by humanistic nature. The position of humans as learners (students) is the center of attention. Selfpotential, mental abilities, motivation, and so on from students can develop optimally. 2) to be constructive; thus, quantum learning emphasizes the importance of integration between potential self-factors because students and the environment will get optimal understanding. 3) quantum learning takes values and beliefs as an essential part of the learning process. Without specific values and beliefs, the learning process is meaningless. Quantum learning integrates the whole body and mind into the learning process. Quantum Teaching emphasizes meaningful terms and value systems and humanistic education. Of course, when students become adults, this can certainly make a difference.
The learning method of humanities Fiqh is a learning method in the media of transformation to achieve the expected competencies in learning. Learning tools that support humanistic Fiqh learning include visual, audiovisual, and natural methods (Rosyad, 2020). The teacher must use this tool to achieve learning goals quickly and motivate them to do what the teacher recommends. Learning resources for subject matter as follows: MI book material. As the primary reference. Then there are other supporters such as magazines, announcements, internet books, and presenting original actors such as doctors and psychologists. Human Fiqh learning assessment can be completed through pre-test, embedded test, and post-test (Irhamni & Saifuddin, 2018). Adequate humanitarian material is evaluated in the classroom and outside the school, such as in the school, community, and home environment. It is necessary to find a complete picture of students' understanding and application of material knowledge in everyday life. The assessment results can not only be communicated to the student guardians in the form of numbers. Still, they can also be descriptions or descriptions of the students' abilities for each ability model. In an evaluation based on a humanistic approach, teachers need jurisprudence to be evaluated/tested on cognitive and three domains (mental, emotional, and psychomotor).
When designing a curriculum, there are the following steps that need to be taken: determining the mission of the institution and the needs of training users, evaluating the conditions of training participants, setting curriculum objectives, selecting educational strategies, implementing the new curriculum, assessing and providing feedback for curriculum improvement. Therefore, with various positive influences from outside and inside, curriculum development aims to target the expected educational goals and hopes that students can face their future well. Therefore, curriculum development must be preventive, adaptive, and implementable.
Furthermore, the authors limit the problems in discussing the curriculum in MI Fiqh subjects. Regarding Core Competencies and Basic Competencies in MI Fiqh subjects. Based on the minister of religion of the Republic of Indonesia Number 183 of 2019. One of the reasons for the change in the KTSP curriculum towards 2013 is: anticipating future competency needs, referring to best practices, studying a synthetic approach. Moreover, if it leads to the 2013 curriculum (K13), the Fiqh curriculum in question is, of course, in every academic unit/institution. Therefore, the Core Competencies and Basic Competencies of MI Fiqh are still standard references for almost all MI in various regions, even throughout Indonesia. It is necessary to pay attention to the content of Core Competencies and Basic Competencies in this subject. As stated in the previous explanation, the author concludes that all the substances contained therein can be divided into two groups: the habl of Allah and habl min al-Nas. In this way, the MI Fiqh material can be divided into two, namely: First, Habl Min Allah: Class 1 discusses purification. Class II includes adhan and iqamah, congregational prayer, dzkir, and prayer. Class III includes: provisions for rawatib sunnah prayers and practicing rawatib sunnah prayers, congregational prayers, qashar and emergency, fasting in Ramadan and prayers for breaking the fast, last prayer, witir prayer. Class IV includes zakat fitrah, Idain prayers, Friday prayers. Class V includes sacrifice (provisions regarding animal slaughter, sacrifice, practicing the sacrificial method), hajj, and umrah. Class VI includes: eating halal food, keeping haram food away, drinking halal drinks, and keeping haram drinks away.
Second, Habl Min Nas: grade IV, discusses zakat fitrah, donations, and alms. Class V includes sacrifice, hajj, umrah. Class VI includes buying and selling, borrowing. The Fiqh subjects in the Core Competencies and Basic Competencies are ideal compositions that fit the relationship between habl min Allah and Nas's habits. It can be concluded that the existing curriculum has fulfilled humanistic principles, namely the balance of situations and teaching materials. "Who is human, and what is the purpose and function of the creation of man by God." According to the author, there is still minimal discussion about Fiqh, limited to studying interpersonal relationships in a narrow sense. This material can be expanded by adding material that describes the relationship between humans and the environment and the natural environment. Therefore, with this material, it is possible to increase students' visual awareness and make them interested in the background and nature because the ecosystem must be preserved, cared for, protected and preserved. The development of the MI Fiqh curriculum (Core Competencies and Basic Competencies) will be improved in the future. When teaching the relationship between humans and others, the environment and nature, the form must be made more concrete. In other languages, material related to social interaction (ecology) also has a place in MI Fiqh material. To better reflect the human content, namely the balance of relevance between the habl min of Allah, the habl min an-Nas, and the natural habits (social interaction), this is contained in the Fiqh of worship. This is explained in terms of "religious beliefs" and ecological issues.
In addition to providing more complete and humane material and providing students with answers to real-life questions about the life around them, it is also essential to introduce ecological problems to students from an early age. Especially when we call humanity's duties and functions as the Khalifah of Allah fil-Ard, society must prosper the earth, protect natural ecosystems, and protect the environment.
The definition of ecological Fiqh is divided into two, namely Fiqh and ecology. Fiqh is the practical knowledge of syara's laws, taken from tafshili (detailed) arguments. At the same time, ecology is defined as the unity of space and all objects, forces, conditions, and living things (including humans) and their behavior that affects humans' nature, survival and well-being, and life. Therefore, ecological Fiqh is a discovery about sustainability and environmental law and the concept of environmental law. It exists because the Koran and the following versions only explain the principles of ecological protection and restoration.
In the field of Fiqh, he still focuses on theism-centric themes observed in a group of people who know Fiqh, who understand that Fiqh is only limited to worshiping Allah, such as prayer, fasting, zakat, and going on hajj. As a result, Fiqh related to ecology is still being neglected. In the context of the current environmental crisis, ecological Fiqh has become very urgent. People need to believe that pollution of rivers and oceans, reckless deforestation, and killing of protected animals are grave crimes through ecological Fiqh.
From the explanation of the ecological principles above, it is undoubtedly beneficial for MI students. You can choose urgent and practical problems according to your needs. Before being abolished, this social environment material had become the subject of Islamic Fiqh. The author believes that the importance of this theme material is to educate students' social attitudes to shape social transformation in broader society, so this ecological material needs to be reintegrated into the MI theme curriculum. by Core competencies and Basic Competencies.

CONCLUSION
Curriculum design is a knowledge-based design based on the design of the subject structure. Therefore, the design model is also called a curriculum model for academic subjects that focuses on students' intellectual development. The curriculum design is divided into 4: the first, the curriculum design of scientific disciplines; the second, the community-oriented curriculum design; the third, the curriculum design that is student-oriented, and the last is the design of the technological curriculum. The 2013 curriculum is a curriculum that is developed and refined from the previous curriculum. The curriculum for MI Fiqh subjects. Has described the humanistic principle because it includes the relationship between the habl min of Allah and the habl min al-Nas. Therefore, no material regulates human relations with the environment and nature (social interaction). According to the author, the addition of humanistic and holistic Fiqh material between habl min Allah (worship Fiqh) with habl min al-Nas (mu'amalah Fiqh), and habl min al-Alam (ecological Fiqh). To achieve humanistic, learning goals must be manifested in education, which includes the following aspects: learning objectives, learning strategies, learning methods, and learning assessments.