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This study aims to find a pattern for in-depth learning administration management for Islamic Religious Education teachers in the 21st century, especially in the administrative aspects of learning planning. This research is based on literature studies, using documentation techniques to find the necessary data from various digital and printed reference sources. Data analysis was conducted in two stages: first, analysis during data collection, and second, analysis after data collection was obtained, primarily to build a conceptual model for managing learning planning administration for Islamic Religious Education teachers. The results of the study found that the in-depth learning administration planning model can be based on the systematics contained in the in-depth learning guidelines from the Ministry of Primary and Secondary Education of the Republic of Indonesia, and analyzed through Ralph Tyler's curriculum development theory, which includes: First, determining learning objectives. Second, determining the learning experiences that students will gain. Third, organizing materials and learning experiences. The design of learning experiences and materials is then incorporated into the planning by teachers as an integral part of the learning steps. Fourth, determine learning evaluation techniques and instruments. This is developed by the teacher, not solely to measure cognitive achievement, but also psychomotor and affective aspects. This in-depth learning administration model can support the creation of meaningful Islamic Religious Education learning, fostering student awareness, and engaging learning
This study aims to find a pattern for in-depth learning administration management for Islamic Religious Education teachers in the 21st century, especially in the administrative aspects of learning planning. This research is based on literature studies, using documentation techniques to find the necessary data from various digital and printed reference sources. Data analysis was conducted in two stages: first, analysis during data collection, and second, analysis after data collection was obtained, primarily to build a conceptual model for managing learning planning administration for Islamic Religious Education teachers. The results of the study found that the in-depth learning administration planning model can be based on the systematics contained in the in-depth learning guidelines from the Ministry of Primary and Secondary Education of the Republic of Indonesia, and analyzed through Ralph Tyler's curriculum development theory, which includes: First, determining learning objectives. Second, determining the learning experiences that students will gain. Third, organizing materials and learning experiences. The design of learning experiences and materials is then incorporated into the planning by teachers as an integral part of the learning steps. Fourth, determine learning evaluation techniques and instruments. This is developed by the teacher, not solely to measure cognitive achievement, but also psychomotor and affective aspects. This in-depth learning administration model can support the creation of meaningful Islamic Religious Education learning, fostering student awareness, and engaging learning
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