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MAULIDA KHAFIDOH
Universitas Nahdlatul Ulama Purwokerto

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IMPLEMENTASI PROYEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DIMENSI KEARIFAN LOKAL DI MI DARUL HIKMAH BANTARSOKA MAULIDA KHAFIDOH; ARIF HIDAYAT
Tematik: Jurnal Pendidikan Dasar Islam Vol. 1 No. 2 (2024): Juni 2024
Publisher : Pendidikan Guru Madrasah Ibtidaiyah, Universitas Nahdlatul Ulama Purwokerto

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Penelitian ini bertujuan untuk mendeskripsikan implementasi Proyek penguatan profil pelajar Pancasila dengan dimensi Kearifan Lokal Di MI Darul Hikmah Bantarsoka dengan subtema “Makananku, Budayaku”. Penelitian ini menggunakan metode deskriptif kualitatif. Berdasarkan hasil analisis jawaban pada LKPD dan table yang sudah diberikan tentang tanggapan peserta didik pada kegiatan P5 di MI Darul Hikmah Bantarsoka diketahui bahwa responden yang menyatakan siswa mengenal dan memahami makanan tradisional sebanyak 77,5 % dan 22,5 % lainnya belum memahami makanan tradisonal. Berdasarkan data yang didapatkan, maka dapat ditarik kesimpulan bahwa pengetahuan dan pemahaman siswa terkait tema kearifan lokal dn projek Makananku, Budayaku melalui Penguatan Profil Pelajar Pancasila di MI Darul Hikmah Bantarsoka, ditinjau dari keseluruhan aspek, mayoritas dinyatakan sebagai "Sangat Baik".
Kontribusi Masyarakat Dalam Evaluasi Pengembangan Kurikulum Di Madrasah Ibtidaiyah Maulida Khafidoh; Ikhlasul Amaliah
Tematik: Jurnal Pendidikan Dasar Islam Vol. 3 No. 1 (2025): Juni 2025
Publisher : Pendidikan Guru Madrasah Ibtidaiyah, Universitas Nahdlatul Ulama Purwokerto

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This study aims to examine the contribution of the community in the evaluation of curriculum development at Madrasah Ibtidaiyah Cokroaminoto 02 Bondolharjo. The research background is based on the importance of community involvement to create a curriculum that is relevant to local needs, Islamic values, and the development of the times. This research uses a qualitative method with a descriptive approach and a type of field research. Data were obtained through observation, semi-structured interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis model with source triangulation for data validity. The results show that community involvement, including religious leaders, parents, and local communities, contributes significantly to the formulation, implementation, and evaluation of the curriculum. These contributions include financial, academic, and cultural support, as well as active participation in annual curriculum development meetings. This participation not only increases the relevance and quality of learning but also builds positive reciprocal relationships between schools and communities. The research concludes that the active contribution of the community is a key element in creating a contextual, responsive, and meaningful curriculum for students.
Co-Authors ARIF HIDAYAT Ikhlasul Amaliah