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All Journal Science and Education Journal Jurnal Manajemen Pendidikan Islam
Heldy Ramadhan Putra Pembangunan
Universitas Islam Negeri Raden Mas Said Surakarta
Humanities Education Social Sciences

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From Policy to Pedagogy: Designing and Implementing Deep Learning within Independent Curriculum in Islamic Higher Education Context Fauzi Muharom; Heldy Ramadhan Putra Pembangunan; Arif Nugroho
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.365

Abstract

This study aims to analyze the design, implementation, and systemic challenges of integrating deep learning principles within the Independent Curriculum (Kurikulum Merdeka) framework in Islamic higher education. Utilizing a qualitative multi-site case study design at two State Islamic Universities in Surakarta and Yogyakarta, this research explores the contextualization of learning autonomy within a religious value framework. Data were gathered through in-depth interviews with ten key informants (policymakers, lecturers, and students), classroom observations, and documentary analysis of semester lesson plans (RPS) between August and December 2025. Data analysis was conducted thematically through coding, categorization, and cross-site comparison to ensure the validity of the findings. The findings reveal that curriculum integration is driven by an epistemological shift from content transmission toward meaningful knowledge construction aligned with the Islamic concepts of 'ilm (knowledge) and adab (ethics). Classroom practices reflect student-centered pedagogy through reflective inquiry, project-based collaboration, and authentic assessment. However, significant obstacles were identified, including rigid semester time constraints, varying levels of student readiness for independent learning, and an urgent need for enhanced lecturers' pedagogical capacity to manage dialogical classrooms. Theoretically, this study contributes to the recontextualization of deep learning as a manifestation of ta’aqqul (critical reasoning) and tadabbur (reflective contemplation). Practically, it offers a framework for transforming policy into an integrative pedagogical practice. This study’s limitation lies in its focus on state universities; therefore, future research is encouraged to explore private Islamic higher education institutions with diverse religious organizational backgrounds to broaden the generalizability of findings across a wider spectrum of higher education.
Pengaruh Kecemasan Matematis Dan Disposisi Matematis Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Ahmad Rafli Hidayat; Ari Wibowo; Heldy Ramadhan Putra Pembangunan; Wiwin Astuti
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.281

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh kecemasan matematis dan disposisi matematis terhadap kemampuan memecahkan masalah matematis siswa kelas VIII MTs N 3 Boyolali pada tahun ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif-kausal yang melibatkan 120 siswa sebagai responden. Data dikumpulkan melalui kuesioner yang mengukur kecemasan matematis dan disposisi matematis, serta tes kemampuan memecahkan masalah. Analisis data dilakukan melalui regresi liniear berganda, yang didahului oleh uji prasyarat termasuk uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Temuan menunjukkan bahwa kecemasan matematis tidak memiliki pengaruh parsial yang signifikan terhadap kemampuan pemecahan masalah, sebagaimana ditunjukkan oleh nilai signifikansi 0,06 > 0,05. Sebaliknya, disposisi matematika memiliki pengaruh parsial yang signifikan dengan nilai signifikansi 0,000 < 0,05. Secara simultan, kedua variabel tersebut secara signifikan memengaruhi kemampuan pemecahan masalah matematika siswa, berkontribusi sebesar 35,8%, sedangkan 64,2% sisanya disebabkan disebabkan variabel lain yang tidak terdapat pada penelitian ini.
Co-Authors Ahmad Rafli Hidayat Ari Wibowo Arif Nugroho Fauzi Muharom Wiwin Astuti