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All Journal Jurnal Armada Pendidikan El-Madaniyah: Jurnal Pengabdian Masyarakat
Sarwinda Rohmadani
STAI Sangatta Kutai Timur
Education Social Sciences Other

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SOSIALISASI PENGEMBANGAN PENDEKATAN DEEP LEARNING UNTUK MENINGKATKAN INTERAKTIVITAS BELAJAR SISWA DALAM IMPLEMENTASI KURIKULUM MERDEKA BAGI GURU SD/MI WAHAU BARU Husnaeni; Anjani Putri Belawati Pandiangan; Totok Adhi Prasetyo; Qatrunnada Jinan Akmaliah; Sarwinda Rohmadani; Nirmala Agustina; Sulistia Wahyuningsih; Azmi Aziz; Riska Febriana; Sarniati Sarniati; Zakaria Pratama; Ilham Ahmad Mukhlisun; Lelan Purnama Sari; Maya Puspita Sari; Nunik Adriani
El-Madaniyah : Jurnal Pengabdian Masyarakat Vol. 3 No. 01 (2026): Februari
Publisher : P3M STAI Sangatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55799/elmadaniyah.v3i01.897

Abstract

The implementation of the Merdeka Curriculum demands a shift in the learning paradigm toward a process that is student-centered, meaningful, and interactive. One relevant approach to addressing these demands is the deep learning approach, which emphasizes active student engagement, deep understanding, and the development of higher-order thinking skills. However, in practice, teachers' conceptual understanding of the deep learning approach is still uneven, particularly in rural areas. This Community Service (PKM) activity aims to enhance the understanding of elementary school/madrasah ibtidaiyah teachers in Wahau Baru Village, Muara Wahau District, regarding the concepts and application of deep learning as a strategy to increase student learning interactivity in the implementation of the Merdeka Curriculum. The implementation method for the PKM was carried out thru socialization activities, including material presentations, interactive discussions, question-and-answer sessions, and learning reflections. The results of the activities showed a positive response and high enthusiasm from the participants, as well as an increase in teachers' understanding of the concept of deep learning. The teacher realized that the learning practices they had been using, such as discussions and project-based learning, were part of a deep learning approach that could be developed more structuredly. This activity contributes to strengthening teachers' readiness to implement more interactive, meaningful, and aligned learning that adheres to the principles of the Merdeka Curriculum. Thus, the socialization of deep learning development becomes a strategic step in improving the quality of the learning process in Wahau Baru Village Elementary School.
Penerapan Kurikulum Merdeka Pada Mata Pelajaran Pendidikan Agama Islam (PAI) Kelas Viii Di SMPIT Daarussalaam Sangatta Utara Sarwinda Rohmadani; Faelasup; Muhammad
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.544

Abstract

This study aims to describe the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) for eighth-grade students at SMPIT Daarussalaam Sangatta Utara, identify the challenges encountered, and analyze the solutions implemented by teachers and the school. The study employed a descriptive qualitative approach with a field research design and was conducted from February to May 2026. Data were collected through semi-structured interviews with the principal, vice principal for curriculum, three PAI teachers, and four eighth-grade students, supported by classroom observations and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. Data trustworthiness was strengthened through source and technique triangulation. The findings show that the Merdeka Curriculum in PAI was implemented through flexible and contextual learning using Project-Based Learning (PjBL), digital media, blended learning, and the integration of classroom learning with the school’s religious culture. The main challenges included unequal access to ICT facilities, limited instructional time, difficulties in implementing differentiated learning and assessment, and limited contextual PAI learning resources. The solutions included scheduled sharing of learning facilities, integration of projects with religious activities, continuous teacher professional development, and collaborative development of teaching modules. These findings indicate that the implementation of the Merdeka Curriculum is shaped by the interaction between curriculum policy, pedagogical practices, school resources, and the culture of Islamic education.
Co-Authors Anjani Putri Belawati Pandiangan Azmi Aziz Faelasup Husnaeni Ilham Ahmad Mukhlisun Lelan Purnama Sari Maya Puspita Sari Muhammad Nirmala Agustina Nunik Adriani Qatrunnada Jinan Akmaliah Riska Febriana Sarniati Sarniati Sulistia Wahyuningsih Totok Adhi Prasetyo Zakaria Pratama