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Evaluasi Efektivitas Penggunaan Kurikulum 2013 dan Merdeka Dalam Pendidikan di UPT SDN 064037 Medan Tembung Harahap, Putri Hasanah; Fadilla, Putri Amanda; Kesuma, Bunga; Salsabila, Nadia; Maibang, Sapriani; A, Aufa
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 4 (2024): Juli
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12715589

This research aims to explore the effectiveness of implementing the 2013 Curriculum (K-13) and the Independent Curriculum at UPT SD Negeri 064037 through in-depth interviews with a senior teacher. Interviews will be held on Monday, May 6 2024, starting at 9 o'clock until the end. The research subjects were teachers at the school who had experience teaching with both curricula. Research procedures include preparing a list of interview questions, conducting interviews using recording equipment, and analyzing interview data. The instruments used are a list of questions and recording tools to ensure that the data is obtained completely and accurately. Data collection techniques were carried out using in-depth interviews, while data analysis techniques involved transcription, coding and thematic analysis. The results of the interview show that this school uses two curricula, namely the Merdeka Curriculum for grades 1 and 4 and K-13 for grades 2, 3 and 5. The teachers interviewed stated that the Merdeka Curriculum makes the learning process easier because it is centered on students and adapts to their needs. However, there are challenges in implementing the Independent Curriculum, especially in maintaining student etiquette. The teacher also revealed that the Independent Curriculum was easier for students to accept because it provided freedom in learning methods. Even so, frequent changes to the curriculum raise hopes that there will be stability in the implementation of the curriculum in the future. Overall, implementation of the Merdeka Curriculum in this school reaches around 40%, with some teachers combining elements from both curricula to improve students' skills and creativity.

Dimensi Personal tentang Jujur Kesuma, Bunga; Suryani, Ira; Salsabila, Nadia; Putri, Nindya; Fitriyani, Nuri Al; Siagian, Nur Nani; Siagian, Zaura Izzati
MODELING: Jurnal Program Studi PGMI Vol 10 No 3 (2023): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v10i3.1720

Pengetahuan adalah kebutuhan yang sangat penting dalam kehidupan manusia. Dalam kehidupan sehari-hari, manusia membutuhkan pengetahuan untuk mengatasi berbagai masalah yang dihadapi. Islam sebagai agama yang sempurna, didasarkan pada Al-Quran dan Hadits, sangat menekankan pentingnya menuntut ilmu. Bahkan, ayat pertama yang diturunkan adalah tentang pendidikan. Kepentingan pengetahuan bagi manusia sangat besar, karena orang yang memiliki pengetahuan memiliki status yang berbeda dengan orang yang tidak memiliki pengetahuan. Pengetahuan merupakan kunci untuk mencapai kebahagiaan dunia dan akhirat. Jika manusia ingin mendapatkan keridhaan Allah, maka manusia harus beribadah sesuai dengan perintah-Nya dan menjauhi larangan-Nya dengan menggunakan pengetahuan. Islam mendorong manusia untuk terus menuntut ilmu sepanjang hidup, bukan hanya selama di bangku sekolah tapi islam mengajarkan menuntut ilmu sepanjang hayat.

Pertumbuhan dan Perkembangan Jiwa Beragama Anak Usia 6-8 Tahun Lubis, Ramadhan; Khoirunnisa, Ardina; Siagian, Amalia Alfina; Kesuma, Bunga; Pratiwi, Eyzi; Rangkuti, Khairina Habib; Simanjuntak, Miftah Hayatih
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar

Growth is the process of increasing quantity or size. Development is the process of changing the function or working capacity of the body's organs into a state that is increasingly organized (controlled) and specialized (in accordance with the wishes of each function). The influence of emotional-cognitive development is caused by the psychomotor abilities of children aged 6 to 8 years. In this case, we can communicate that development includes cognitive, emotional and psychomotor abilities. In this research, the method used is qualitative research methods. The qualitative method in question is one of the studies carried out using Observation and Interview methods. The results of the research show that the influence of emotional-cognitive development is caused by the psychomotor abilities of children aged 6 to 8 years. This can be seen when a child is still small when he is asked to to the mosque to pray and he wants to. When he prays this prayer, he knows how to pray because his parents told him to do it also when psychomotor effects on children occur when they perform their prayers without parents or influence. The influence on them is an emotional thing that happens to them. This is caused by development and growth occurring in children, usually there are factors, because parents are used to it. When he sees his parents praying, he usually prays too. For example, parents set a good example, then they follow the good example and it can be said that parents have a big influence on children's growth and development.

Urgensi Modul Ajar Pada Kurikulum Merdeka Dalam Pembelajaran Bahasa Arab di Madrasah Ibtidaiah (MI) Siagian, Amalia Alfina; S, Sapri; Kesuma, Bunga; Pratiwi, Eyzi; Rangkuti, Khairina Habib; K, Khairunnisa; Labib, M. Dzaky; Putri, Nindya
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10437206

The development of teaching modules in Arabic language learning at Madrasah Ibtidaiah (MI) is the main focus in supporting the independent curriculum in Indonesia. Teaching modules provide a consistent framework for teachers to design learning that suits student needs, encourages interactive learning, and creates an inclusive environment. The research method used is descriptive qualitative with a semiotic analysis approach, emphasizing in-depth understanding of individuals and symbols in the text. Data was obtained from literature studies, journals, books and scientific works. The research results show that teaching modules play an important role in maintaining consistency of learning, enabling the integration of religious knowledge and Arabic, and facilitating the use of technology in learning. Apart from that, the teaching module also increases the efficiency of learning time by preparing an integrated guide with the Learning Implementation Plan (RPP). This helps teachers deliver material in a planned and efficient manner. The importance of teaching modules is also reflected in their ability to adapt learning to student needs. Teachers can adapt materials, methods, media and learning speed according to students' levels, interests and abilities. Thus, teaching modules become a crucial element in supporting an independent curriculum in learning Arabic at MI. This research highlights the urgency of developing teaching modules that are relevant, effective, and able to support students' individual needs in order to create a more efficient and inclusive learning process.

Evaluasi Efektivitas Penggunaan Kurikulum 2013 dan Merdeka Dalam Pendidikan di UPT SDN 064037 Medan Tembung Harahap, Putri Hasanah; Fadilla, Putri Amanda; Kesuma, Bunga; Salsabila, Nadia; Maibang, Sapriani; A, Aufa
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 4 (2024): Juli
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12715589

This research aims to explore the effectiveness of implementing the 2013 Curriculum (K-13) and the Independent Curriculum at UPT SD Negeri 064037 through in-depth interviews with a senior teacher. Interviews will be held on Monday, May 6 2024, starting at 9 o'clock until the end. The research subjects were teachers at the school who had experience teaching with both curricula. Research procedures include preparing a list of interview questions, conducting interviews using recording equipment, and analyzing interview data. The instruments used are a list of questions and recording tools to ensure that the data is obtained completely and accurately. Data collection techniques were carried out using in-depth interviews, while data analysis techniques involved transcription, coding and thematic analysis. The results of the interview show that this school uses two curricula, namely the Merdeka Curriculum for grades 1 and 4 and K-13 for grades 2, 3 and 5. The teachers interviewed stated that the Merdeka Curriculum makes the learning process easier because it is centered on students and adapts to their needs. However, there are challenges in implementing the Independent Curriculum, especially in maintaining student etiquette. The teacher also revealed that the Independent Curriculum was easier for students to accept because it provided freedom in learning methods. Even so, frequent changes to the curriculum raise hopes that there will be stability in the implementation of the curriculum in the future. Overall, implementation of the Merdeka Curriculum in this school reaches around 40%, with some teachers combining elements from both curricula to improve students' skills and creativity.

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