Analysis of teachers' problems in the implementation of the independent curriculum in PAI subjects
Hafipudin Hafipudin,
Mirna Taufik,
Muhammad Fauzan
и другие.
Educenter Jurnal ilmiah pendidikan,
Год журнала:
2025,
Номер
4(1), С. 26 - 35
Опубликована: Янв. 14, 2025
Many
students
experience
obstacles
in
learning
Islamic
Religious
Education,
coupled
with
the
implementation
of
Independent
Learning
Curriculum
which
is
still
relatively
new
its
implementation.
The
certainly
requires
time
for
adjustment,
so
this
affects
student
outcomes
and
achievement
appropriate
objectives.
This
study
aims
to
examine
problems
that
occur
at
SMA
Daarul
Qur'an
Bandung
related
curriculum
Education
subjects.
research
method
used
a
qualitative
case
approach
data
collection
through
observation,
interviews
document
studies.
results
show
schools
there
are
various
problems,
especially
teacher
aspect.
It
can
be
concluded
subjects
Darul
Quran
shows
number
challenges
need
overcome.
By
continuing
evaluate
adjust,
it
hoped
overcome
faced
improve
quality
as
whole.
Язык: Английский
Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah
AL-HAYAT Journal of Islamic Education,
Год журнала:
2023,
Номер
7(2), С. 681 - 681
Опубликована: Дек. 24, 2023
The
Merdeka
Curriculum
is
a
new
curriculum
in
Indonesia
that
gives
teachers
the
freedom
to
develop
learning
materials
and
methods
suit
students'
needs.
This
research
aims
examine
influence
of
on
quality
Islamic
Education
(PAI)
learning.
uses
qualitative
understand
how
implementation
encourages
PAI
teacher
creativity
innovation
three
different
State
Madrasah
Aliyah
(MAN)
schools
big
cities
Medan,
Padang
Bukittinggi.
Data
collection
was
carried
out
through
in-depth
interviews,
classroom
observations,
study
related
documents.
Curriculum,
data
analysis
using
thematic,
narrative
comparative
techniques.
sample
consisted
who
had
implemented
for
more
than
one
year
sufficient
teaching
experience.
results
show
has
positive
potential
improving
learning,
including
open
flexible
approach,
relevance
everyday
life,
as
well
developing
character
ethics
students.
However,
also
faces
several
challenges,
such
competency
readiness,
support
from
each
government
region,
availability
resources.
Comprehensive
various
parties,
government,
teachers,
needed
overcome
these
challenges.
Язык: Английский
A Novel Learning Model, Integration of Challenge-Based and Differentiated Learning: A Preliminary Study
Jurnal Penelitian Pendidikan IPA,
Год журнала:
2024,
Номер
10(3), С. 1299 - 1308
Опубликована: Март 30, 2024
This
research
aims
to
explore
the
need
design
a
challenge-based
learning
model
(CBLM)
integrated
with
differentiated
strategies
(DLS).
The
result
of
this
integration
is
called
(DCBLM).
A
descriptive
(survey)
was
applied
in
study.
total
46
high
school
teachers
who
taught
science
classes
(biology,
chemistry,
and
physics)
throughout
Bali
participated
results
showed
that
have
attempted
implement
various
innovative
models.
Five
models
their
implementation
problems
were
also
found
discussed
Teachers
fervently
hope
DCBLM
will
exist
enhance
maximize
CBLM's
assets.
Regarding
21st-century
learning,
highly
pertinent,
Merdeka
Curriculum
implemented
Indonesia
shape
students’
character
according
Pancasila
profile
Язык: Английский
Implementation of the Merdeka Curriculum at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia
Zikriati Zikriati,
Aini Safitri,
Danil Zulhendra
и другие.
Tarbawi Jurnal Keilmuan Manajemen Pendidikan,
Год журнала:
2024,
Номер
10(02), С. 261 - 278
Опубликована: Ноя. 25, 2024
This
study
examines
the
planning,
implementation,
and
evaluation
processes
of
Merdeka
curriculum,
with
a
particular
focus
on
integration
Arabic
language
teaching
at
Madrasah
Tsanawiyah
in
Aceh
Tamiang,
Indonesia.
utilized
qualitative
multi-case
approach,
focusing
three
public
madrasah's
one
private
madrasah.
Data
were
collected
through
observations,
interviews,
document
analysis,
respondents
comprising
20
seventh-grade
general
subject
teachers,
four
madrasah
principals,
curriculum
deputies,
operators.
Findings
reveal
that
Tamiang
varied
across
institutions.
While
some
schools
demonstrated
systematic
approaches,
disparities
emerged
teacher
training
patterns,
readiness
for
21st-century
skills,
availability
digital
education
facilities.
These
challenges
hindered
effective
implementation
resulted
absence
clear
framework.
recommends
government
policymakers
enhance
distribution,
improve
infrastructure,
increase
welfare,
establish
structured
frameworks
to
optimize
addressing
global
challenges.
Язык: Английский