Curriculum Overview | Al-Azhar 55 Primary Islamic School


Curriculum Overview

Sunday December 6th 2020

Al Azhar 55 strives to encourage students to become independent learners in continuing to enquire, observe and learn both within the classroom environment and beyond by combining three curricula i.e:

  • Cambridge Primary Curriculum

Cambridge Primary Curriculum has strong mission to provide educational benefit through provision of international programs and qualifications for school education and to be the world leader in this field.

We develop students to be confident, responsible, reflective, innovative and engaged – equipped for success in the modern world by using international curriculum, teaching, learning, assessment, recognition and connecting to global community.

  • National Curriculum-Kurikulum 2013

Kurikulum 2013 has been designed to improve students’ inquiry. For Primary level, the Curriculum is theme-based. Therefore, there is no stand-alone subject. Some of the main subjects-Bahasa Indonesia and Civic Education as well as Science and Social Studies for upper grades-are merged into one unit that is called Thematic. Except Bahasa Indonesia, this subject is delivered in English.

  • Kurikulum Pengembangan Pribadi Muslim (KPPM) Al Azhar

This Curriculum is designed by YPI Al Azhar Jakarta and focuses on Islamic and Qur’an Studies. The approach of this Curriculum is incorporated into the Thematic learning which includes ayats and hadiths.


Professional Teachers

All teachers in Al Azhar 55 are professional and highly qualified to teach in their fields. Our English native speaking teachers are legal based on Surat Ijin Mempekerjakan Tenaga Asing/Work Permit. Meanwhile, our local teachers are TKT (Teaching Knowledge Test)-certified and active English speakers.

Hands-on Learning 

We are really serious in providing students with learning experiences that are fun but meaningful at the same time. In addition to that, we believe that hands-on style contributes to the fun in and meaningfulness of learning. For that matter, we have incorporated hands-on style in our learning activities and it is proven to get our students engaged and stimulated. We hope that by doing this, students will be able to cultivate their utmost potentials and equip themselves with the skills needed to face future challenges.

Student-led Conference (SLC)

At the end of Terms 1 and 3, students assess their understanding of ideas and concepts they have explored in a program that we call Student-led Conference (SLC). SLC encourages students to be more responsible for their own learning and helps to shape their attitudes as well as to improve their speaking skills.

Global Perspectives

As a Cambridge International School, Al Azhar 55 implements Global Perspectives as a subject to learn. It aims to help students lay the foundations for lifelong learning such as curiosity about the world around them, understanding of their personal and local contexts, and global awareness.

Reading Log 

Reading Log is a journal where students record their reading. This is one of the broken-down activities of our literacy program. It is a great way to summarize what students have read. Everyday, students are encouraged to borrow a book from our library based on their reading level and bring it home to read with their parents. Then, students will retell their homeroom teachers what the book is about.

Life Skill Project

Every week, students get a life skill project(s) to do at home such as making a cup of tea for parents, washing the dishes and shoes, folding their clothes, watering plants etc. These all are expected to help students develop and experience a sense of self-discipline, responsibility and independence to support their future life.


Prof. Dra. Hj. Suwarsih Madya, M.A., Ph.D.


Amidst the globalized situation which poses challenges of which one is a possible threat to identity, yet provides ample opportunities to excel for those who possess the prerequisites, we need to equip our children as the continuing generation with necessary competencies—affective, cognitive, psychomotor and interactive. In other words, we need to help them grow and develop into total persons and this can be achieved through the whole-child development approach which ensures the development of all potentials.  In addition to this is the need for developing some competence which enables the children to communicate    globally. All of this will ensure that the children will develop their citizenships both at the national and global levels. How can this ideal development be realized?

If you want to find out about how efforts are made to develop children’s whole potentials, you can come to SD Islam Al Azhar 55 Yogyakarta. Here you can see how the four-year old school has grown fast due to the stakeholders’ trust to send their children to study here. With only 54 children in the first year, this school now has 185 students. These students are educated to respect and preserve the social-cultural environment by learning the local language (Javanese, including the script) and arts (dance). Simultaneously, they certainly learn the national language (Bahasa Indonesia) and national content, which is unquestionable since it is compulsory, and English, which has now become a global lingua franca; thus, a prerequisite for successful global communication.  More importantly, children in this school also learn to practise their religion consistently. So, in this school children’s identity is rooted in the local culture, with nationalism and global awareness being inherently developed together with reliogiosity.

Does the whole-child development approach at SD Islam Al Azhar still give room for children to excel? In my belief, when all their potentials are developed, children will have a greater chance to excel and I can see the truth in my belief in this primary school. In the last two years, the students have made great achievements in various competitions held at the local and national levels–gold medals in English, math and science competitions (national), silver and bronze medals in IT competitions (national), silver and bronze medals at colouring and swimming competitions (local) to mention some.

In conclusion, SD Islam Al Azhar has given evidence of the right efforts of true education to develop both intelligence and character.

Prof. DR. Budi S. Daryono, M.Agr. Sc.

Testimoni Sebagai Orang tua menyekolahkan anak Di Al-Azhar 55

Sudah menjadi kewajiban bagi orang tua untuk memberikan pendidikan yang terbaik bagi putra putrinya. Tantangan untuk mendidik anak di Era Global dan Digital pun semakin besar, kita tidak bisa lagi membendung segala perubahan yang begitu cepat terjadi, dan harus mempersiapkan anak-anak supaya bisa survive dan sholeh/sholehah tentunya. Saat ini dunia bagaikan kampung, dimana tidak ada batas-batas untuk melakukan transaksi kehidupan, untuk itu anak harus bisa berkomunikasi dengan bahasa universal sebagai modal utama. Disamping itu, pendidikah Ahlak dan Aqidah harus diberikan secara dini sebagai dasar anak dalam menghadapi gejolak gelombang kehidupan. Atas pertimbangan tersebutlah, kami selaku orang tua memilih untuk menyekolahkan putra kami tercinta Hikari di Sekolah Islam, yang menggunakan dua bahasa pengantar, yaitu Al-Azhar 55.

Prof. DR. Budi S.Daryono, M.Agr. Sc.

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