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Zaini, Muhammad Abbas Ahmad; Wahib, Abd

doi:10.35723/ajie.v6i2.275

Cited by 2 publications

(2 citation statements)

References 6 publications

(7 reference statements)

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“…Moreover, this curriculum has the ability to enhance the overall quality of education within schools (Aliyyah et al, 2023;Mahmud et al, 2023;Purwasih et al, 2021). By granting educators the freedom to tailor their teaching methods according to the unique needs and interests of their students, the Merdeka Curriculum unlocks a world of possibilities (Zaini & Wahib, 2022).…”

Section: Introductionmentioning

confidence: 99%

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

Asfiati

2023

Al-Hayat J. Islamic. E.

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The Merdeka Curriculum is a new curriculum in Indonesia that gives teachers the freedom to develop learning materials and methods that suit students' needs. This research aims to examine the influence of the Merdeka Curriculum on the quality of Islamic Education (PAI) learning. This research uses qualitative methods to understand how the implementation of the Merdeka Curriculum encourages PAI teacher creativity and innovation in three different State Madrasah Aliyah (MAN) schools in the big cities of Medan, Padang and Bukittinggi. Data collection was carried out through in-depth interviews, classroom observations, and study of related documents. Merdeka Curriculum, data analysis was carried out using thematic, narrative and comparative analysis techniques. The research sample consisted of PAI teachers who had implemented the Merdeka Curriculum for more than one year and had sufficient teaching experience. The research results show that the Merdeka Curriculum has positive potential in improving the quality of PAI learning, including a more open and flexible learning approach, the relevance of learning to everyday life, as well as developing the character and ethics of students. However, the implementation of the Merdeka Curriculum in PAI learning also faces several challenges, such as teacher competency and readiness, support from each government and schools in each region, as well as the availability of resources. Comprehensive support from various parties, including government, schools and teachers, is needed to overcome these challenges.

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Section: Introductionmentioning

confidence: 99%

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

Asfiati

2023

Al-Hayat J. Islamic. E.

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“…(1) Identified several obstacles related to the readiness of the education unit to implement the Kurikulum Merdeka, this obstacle is partly caused by the still minimal efforts of the education unit to study independently through the Platform Merdeka Mengajar (PMM). The lack of preparation by the education unit has a correlation with the lack of socialization either by the education office or by the Ministry of Education and Culture's technical implementation unit (UPT) in the local area (Zaini & Wahib, 2022). On the other hand, educational units also do not understand the need for implementing the Kurikulum Merdeka, one of which is illustrated by the lack of knowledge of school principals about the Merdeka Kurikulum guided book (Habibah & Nurhidin, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Significance of the Implicating Learning Quality by Differentiated Learning Method at Junior High School Level in Banjarbaru City

Salim,

Sufyadi,

Utama

2023

Indones. J. Instr. Media Model.

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The aim of this study is for teachers to be able to implement the IKM program, especially in implementing differentiated learning strategies at the junior high school level in Banjarbaru City, because this is one of the core academic competencies of the IKM program that teachers need to master. This study uses an as-sociative method, with a descriptive approach, and the type of research is quantitative. The associative method is a research method that aims to determine the influence or reciprocal relationship between two or more variables. In this study, the associative method was used to determine the effect of implementing differentiated learning strategies on teacher performance, school culture, and learning quality. Methods and data collection instruments in the form of interactive interviews, training observations, documentation studies, and feedback questionnaires on training activities, related to how teachers strategies in formulating learning outcomes, becoming learning objectives, and how to achieve these differentiated learning objectives. The results show that there is a positive influence of applying differentiated learning strategies between teacher performance and school culture, while there is no significant effect on the quality of learning. The teachers have been able to emphasize differentiated learning strategies that are centered on student learning outcomes, where to find out student learning achievements, teachers have been able to carry out formative assessments at the beginning of learning.

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Cited by 2 publications

References 6 publications

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

The Significance of the Implicating Learning Quality by Differentiated Learning Method at Junior High School Level in Banjarbaru City

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