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p-Index From 2021 - 2026
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All Journal Journal of Educational Studies Women, Education, and Social Welfare
Husarida
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Teachers’ Perceptions of The Role of The Merdeka Curriculum in Shaping Students’ Character in The Digital Era Nurmadiyah; Husarida
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.2919

Abstract

The rapid development of digital technology has significantly influenced the educational environment, particularly in relation to students’ character formation. The widespread use of digital media exposes students to various challenges, including misinformation, cyberbullying, and the weakening of moral values. In response to these issues, contemporary education is expected to emphasize not only academic achievement but also the development of strong character. In Indonesia, the Merdeka Curriculum was introduced as an educational reform that provides greater flexibility in learning while integrating the Pancasila Student Profile to strengthen character education. This study aims to explore teachers’ perceptions regarding the role of the Merdeka Curriculum in shaping students’ character in the digital era at Madrasah Tsanawiyah Nururrodhiyah, Jambi City. The research employed a descriptive qualitative approach. Data were collected through observations, semi-structured interviews, and documentation involving teachers and school stakeholders. The data were analyzed using data reduction, data presentation, and conclusion drawing, supported by triangulation to ensure credibility. The findings indicate that most teachers have a positive perception of the Merdeka Curriculum. They consider the curriculum to provide flexibility in teaching practices and encourage innovative learning that supports the development of independence, responsibility, critical thinking, and digital literacy. However, several challenges were identified, including limited facilities, differences in teachers’ technological readiness, and difficulties in understanding instructional modules. Overall, the Merdeka Curriculum has a strategic role in strengthening students’ character in the digital era, although continuous institutional support and teacher professional development remain necessary.
Structured Questioning for Equitable Classroom Participation and Higher-Order Moral Reasoning in Aqidah Akhlak Education Roslaini; Yuliana Afifah; Ismail Fahri; M Thontawi; Husarida
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.573

Abstract

Aqidah Akhlak learning in madrasahs often emphasizes memorization and teacher-centered instruction, limiting students’ opportunities to engage in analytical, evaluative, and creative moral reasoning. This study aimed to enhance students’ higher-order thinking skills through structured questioning techniques in Aqidah Akhlak learning. Using Classroom Action Research, the study was conducted in two cycles involving 26 eleventh-grade science students at an Islamic senior high school in Jambi, Indonesia. Each cycle consisted of planning, action, observation, and reflection. Data were collected through HOTS-based written tests, classroom observation sheets, teacher interviews, field notes, and documentation. The intervention used open-ended, probing, evaluative, and reflective questions supported by scaffolding, wait time, peer discussion, and constructive feedback. The findings showed a substantial improvement in students’ classroom participation and HOTS achievement. Active participation increased from 38.5% in Cycle I to 73.1% in Cycle II, while the mean HOTS score rose from 68.4 to 82.7. The proportion of students achieving the minimum mastery criterion also increased from 57.7% to 84.6%. Improvements were observed across analysis, evaluation, and creation dimensions. These findings indicate that structured questioning techniques can transform Aqidah Akhlak learning into a more dialogic, reflective, and inclusive process that supports students’ moral reasoning and higher-order thinking.
Co-Authors Ismail Fahri M Thontawi Nurmadiyah Roslaini Yuliana Afifah