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Susiandri
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrasi Tamadun Melayu dalam Kurikulum Madrasah Ibtidaiyah sebagai Upaya Penguatan Pendidikan Karakter Susiandri; Jasril; Alifiyoni Rahmat Umara; M. Muda
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1059

Abstract

Character education has become a major focus in basic education, including in Madrasah Ibtidaiyah (MI), in line with the increasing moral and social challenges faced by students in the era of globalization. One relevant approach to strengthening character is the integration of local wisdom values, particularly Malay civilization, into the learning curriculum. Malay civilization contains noble values such as religiosity, politeness, mutual cooperation, responsibility, and respect for customs and the social environment. This study aims to describe the integration of Malay civilization into the Madrasah Ibtidaiyah curriculum as an effort to strengthen students' character education. The research used a qualitative approach with a case study design. Data collection techniques included learning observation, interviews with teachers and madrasah principals, and documentation of learning tools and school activities. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results show that the integration of Malay civilization values into the MI curriculum can be done through the development of teaching materials, contextual learning strategies, school cultural habits, and teacher role models. This integration has been proven to contribute to strengthening students' religious character, discipline, responsibility, and social awareness. Thus, Malay civilization can be an effective cultural foundation in supporting character education at Madrasah Ibtidaiyah.
Hubungan Persepsi Guru terhadap Kurikulum Merdeka dengan Implementasi Pembelajaran Tematik: Studi Chi-Square Susiandri; Mhmd Habibi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1072

Abstract

The Merdeka Curriculum is designed to provide flexibility for teachers in designing and implementing student-centered learning, including the implementation of thematic learning in elementary schools. However, the success of curriculum implementation is greatly influenced by teachers' perceptions of the policy. This study aims to determine the relationship between teachers' perceptions of the Merdeka Curriculum and the implementation of thematic learning in elementary schools. This study used a quantitative approach with a correlational design. The data analysis technique used was the Chi-Square test to see the relationship between two categorical variables. Data were collected through a teacher perception questionnaire and a thematic learning implementation observation sheet. The results showed a significant relationship between teachers' perceptions of the Merdeka Curriculum and the implementation of thematic learning. These findings indicate that positive teacher perceptions contribute to more optimal thematic learning implementation. Therefore, strengthening teachers' understanding and positive attitudes towards the Merdeka Curriculum is an important factor in its successful implementation in elementary schools.
Co-Authors Alifiyoni Rahmat Umara Jasril Jasril M. Muda Mhmd. Habibi