ACTIVE DEEP LEARNER EXPERIENCE LEARNING DESIGN ON ISLAMIC EDUCATION LEARNING

: SDIT Kuntum Insan Cemerlang Bondowoso and SMPIT Bina Insan Cemerlang Bondowoso have successfully implemented the learning design for the implementation of the Integrated curriculum compiled by JSIT Indonesia, in this regard, it is certainly necessary to conduct research so that the results are expected to be a model for other institutions. This study aims to analyze the learning design based on Active Deep Learner Experience (ADLX) Integrated curriculum for PAI subjects at SDIT Kuntum Insan Cemerlang Bondowoso and SMPIT Bina Insan Cemerlang Bondowoso. The research method used is qualitative, with data collection techniques of observation, interviews and documentation studies. Data analysis by reducing, displaying, verifying and drawing conclusions and data validity using triangulation and member-check. The results of the study explained that the learning design based on ADLX integrated curriculum in PAI subjects was oriented towards the formation of seven characters, namely: straight aqidah, correct worship, mature personality and noble character, being a serious person, discipline, ability to read, memorize, and understand the Qur'an well, having broad insight into religious and academic fields, having life skills.


INTRODUCTION
The implementation of learning is that the teacher prepares a learning implementation plan in preparing for learning, and when learning takes place the teacher combines the specialty curriculum of JSIT Indonesia with Islamic values.(Purwanto, 2022).
The curriculum design applied in integrated Islamic schools is a design formulated and determined by the central board of the Indonesian Integrated Islamic School Network, in accordance with the objectives designed and agreed upon and must be followed by all JSIT Indonesia members.(Muhammad Rojii et al., 2019).In one scientific article, it was mentioned that: The integrated Islamic curriculum as one of the educational programs has a strategic role in forming, building, fostering and directing students to become good people who have positive character and personality, self-understanding, skilled and teamwork.(Ahmad, 2019).As Islamic religious education learning outside the classroom is applied globally, such as the night of building faith and piety, there are two meetings in the afternoon and evening and focus on discussing the problems faced by students at that time.We also apply outdoor learning, for example when we go to the crater of Ijen, there is no restroom there, so learning in class about tayammum that does not use water is applied.(Interview, Bondowoso, 02/06/22).
The habituation of congregational     Because the learning process is a journey, not just a process while learning in the classroom, but with assistance outside the classroom.

CONCLUSION
The results of this study are: First; In the 1980s, the Campus Da'wah Institutions of the Bandung Institute of Technology, the University of Indonesia, and other universities joined Jama'ah Tarbiyah who had concerns about the fate of the nation's generation, especially education, and they believed that good education could contribute to improving the quality of Indonesian society in shaping today's Muslim generation.Departing from the vision above, they established an integrated Islamic school from kindergarten to high school level in stages.Until there are approximately 1,000 integrated Islamic schools incorporated under JSIT Indonesia and there are approximately 10,000 unaffiliated integrated Islamic schools.(Suyatno, 2013).The concept of an integrated Islamic school is based on the ideology of tarbiyah, which views Islam as a religion that regulates human life in a comprehensive manner.This ideology becomes the basis for the implementation of education in integrated Islamic schools and greatly influences the scientific paradigm developed in the integrated Islamic school curriculum as well as activities, traditions, and school culture that live in integrated Islamic schools.The scientific paradigm in integrated Islamic schools is an integrated paradigm, integral between the sciences of religion, science, and technology.(Abdussyukur, 2018).The development of the Islamic education curriculum is interesting when it integrates the school environment, family and community, by combining the general education curriculum and the Islamic education curriculum at the Ministry of Religious Affairs.(Harisnur& Suriana, 2021).The concept of an integrated curriculum or JSIT curriculum is to combine the curriculum of the Ministry of Education and Culture with the curriculum of the Ministry of Religion and the typical Islamic school curriculum, namely the JSIT curriculum.All subject matter is adjusted to the Ministry of Education and Culture curriculum which is applied as usual, but there is the addition of religious material in all subjects with an Integrated learning model.(Erwanto, 2019).The stages of curriculum development include curriculum development planning which is sourced from the guidebook for the distinctiveness of the integrated Islamic school curriculum which is equipped with basic competencies and learning indicators.
Both schools were chosen because they are integrated Islamic schools located in Bondowoso district and are affiliated with JSIT Indonesia, implement an integrated curriculum in their learning, and have a quality and meaningful vision and mission so that they can compete with other public institutions.In qualitative research, the researcher is the key instrument that determines the depth of data and research results.Selection of data sources using purposive sampling technique, as for informants at SDIT Kuntum Insan Cemerlang Bondowoso, namely; principal, vice principal of curriculum, Islamic religious education teacher.While the informants of SMPIT Bina Insan Cemerlang Bondowoso include; principal, vice principal of curriculum, and Islamic religious education teacher.The data collection technique used was observation to explore information on geographical location, environmental conditions, infrastructure, and teaching and learning process.Interviews were used to gather information on the history of the school's establishment, school profile, and vision and mission.Documentation explored the organizational structure, list of teaching staff, list of students, and facilities.In analyzing the data, the techniques used were data reduction, data display, data verification, and conclusion drawing.The research stages include pre-fieldwork, with an initial research survey, followed by the data collection and identification stage, and data presentation.In the following chart:

Figure 1 :
Figure 1: Schematic of multisite research prayer is an activity to support the Muslim character even though the learning is completed before the entry of dhuhur time, but students are required to pray dhuhur congregation at school, the men in the mosque in front of the school and the women in the school library.In addition to the habituation of praying on time, it is feared that when returning from school students immediately rest and neglect the dhuhur time.Almsgiving on Friday is also a supporting activity for the formation of Muslim character.Where almsgiving Friday here in the month of Dhul Hijjah is used for sacrificial training.Why is it called sacrificial training, because students are taught to slaughter sacrifices at school later followed by eating together.Students also often give alms on Fridays in the form of rice boxes to pedicab drivers or put them in the mosque.(Observation, Bondowoso, 10/06/22) know about the material to be learned to combine the knowledge that students already have with the goals that the teacher wants to achieve in a lesson.Meanwhile, the evaluation of Islamic education learning lies in too few lesson hours so that the material is not maximized, fortunately there is already material for reading and writing the Qur'an in special lesson hours.The targets achieved in the classroom and outside the classroom are that students are able to have faith and tawhid and have main goal of the integrated Islamic school is to create an institution that does not dichotomize between general and religious education and effectively develop education that develops the potential of students towards the vision of forming a generation of taqwa and leader character.Integrated Islamic schools also emphasize their educational mission, namely; completing the learning objectives launched by the government in the national curriculum, teaching the ability to read the Qur'an with tahsin and tartil standards, the ability to memorize the Qur'an at least 2 juz at each level.Strengthening religious learning by enriching curriculum content towards basic understanding of Islamic teachings and fostering fikrah, mauqif, and suluk Islamiyah.Fostering student character towards the formation of a generation of smart and pious leaders.
determined by JSIT Indonesia, therefore learning is adjusted to the material being taught, the methods needed and the ability of students in the class at that time.But in learning, the teacher still relates the material taught to the verses of Allah and the Hadith of the Prophet and strives to be able to apply it in everyday life.The Islamic religious education learning methods that are often used are the lecture, question and answer, and practice methods and rarely use certain media in learning but rather make student activeness as one of the Islamic religious tests because it is constrained by a small amount of learning time during learning.Islamic religious education learning as a conscious and planned effort in nurturing and fostering students to understand the teachings of Islam in a kaffah manner with a system that integrates the curriculum of the Ministry of National Education with religious values.By referring to PAI messages in the Qur'an to produce students who are good at thinking and dhikr as the vision of an ulil albab.Integrated Islamic education learning in general is not much different from other schools in terms of the material delivered, the methods used are learning methods and learning strategies.But the difference from the implementation of Islamic education learning is its daily practice.Not only the delivery of material in the classroom but also its application outside the classroom.By approaching learning is supervision and mentoring, teachers hope that what is taught in the classroom is applied by students in everyday life.