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All Journal Jurnal Sosial dan Sains Celebes Journal Of Elementary Education
Nur Hakim
Faculty Of Tarbiyah And Teacher Training, Universitas Islam Tribakti Lirboyo, Kediri, Indonesia
Humanities Astronomy Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Social Sciences Other

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Exploring The Role Of Teacher Leaders In The Implementation Of The Independent Curriculum Nur Hakim; Ari Susetiyo; Riska Latifatul Husna
Celebes Journal of Elementary Education Vol. 4 No. 1 (2026): Celebes Journal of Elementary Education : Juni (2026)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v4i1.6519

Abstract

The implementation of the Merdeka curriculum at several educational institutions continues to encounter various challenges. These include teachers focusing solely on instruction without sufficiently addressing students' overall development, a limited understanding of the Merdeka curriculum concept, continued dependence on traditional teaching methods, minimal use of information technology, and difficulties in applying differentiated learning strategies. In this context, having a teacher leader is crucial as both an instructional leader and a change agent dedicated to advancing educational reform. SD Negeri 2 Kampungbaru is among the schools actively implementing the Merdeka curriculum, where the teacher leader plays a central role in driving change. This study investigates: (1) the role of the teacher leader in implementing the Merdeka curriculum at SD Negeri 2 Kampungbaru, and (2) how their role is evaluated during the process. Employing a qualitative descriptive approach, data was gathered through observations, interviews, and documentation. Participants included the principal, homeroom teachers, students, and the teacher leader directly involved in curriculum implementation. Data analysis consisted of three steps: data reduction, data display, and conclusion drawing, providing a comprehensive understanding of participants’ experiences. Results show that the teacher leader at SD Negeri 2 Kampungbaru fulfills five main roles: instructional leader, learning community facilitator, teacher mentor, discussion and collaboration facilitator, and student leadership developer. Feedback from the principal, teachers, students, and the teacher leader indicates these roles are effectively performed, leading to enhanced learning quality, stronger character development among students, and increased collaboration within the school.
Implementasi Pembelajaran Berbasis Proyek Terintegrasi dalam Pengembangan Kemampuan Berpikir Kritis pada Mata Pelajaran Al-Qur’an Hadis di MTsS Al-Mahrusiyah Halimaturrodliyah Halimaturrodliyah; Nur Hakim
Jurnal sosial dan sains Vol. 6 No. 5 (2026): Jurnal Sosial dan Sains
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsosains.v6i5.32753

Abstract

Pengembangan kemampuan berpikir kritis merupakan salah satu tuntutan penting dalam pembelajaran abad ke-21 yang sejalan dengan implementasi pembelajaran kemampuan berpikir kritis merupakan salah satu kompetensi penting yang perlu dikembangkan dalam pembelajaran abad ke-21, termasuk pada mata pelajaran Al-Qur'an Hadis. Penelitian ini bertujuan untuk mendeskripsikan implementasi Pembelajaran Berbasis Proyek Terintegrasi (PjBL-T) pada mata pelajaran Al-Qur'an Hadis serta mendeskripsikan pengembangan kemampuan berpikir kritis peserta didik melalui implementasi pembelajaran tersebut di MTsS Al-Mahrusiyah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian naturalistik. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala madrasah, wakil kepala bidang kurikulum, guru Al-Qur'an Hadis, dan peserta didik. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi Pembelajaran Berbasis Proyek Terintegrasi dilaksanakan melalui tahap perencanaan proyek, pelaksanaan proyek, presentasi hasil proyek, dan refleksi pembelajaran. Penerapan model ini mendorong peserta didik untuk aktif mengidentifikasi masalah, mencari informasi, berdiskusi, menyusun produk proyek, dan mempresentasikan hasil kerja. Selain itu, kemampuan berpikir kritis peserta didik berkembang melalui kemampuan menganalisis permasalahan, mengemukakan pendapat secara argumentatif, mengevaluasi informasi, serta merefleksikan pengalaman belajar. Dengan demikian, Pembelajaran Berbasis Proyek Terintegrasi berkontribusi positif dalam mengembangkan kemampuan berpikir kritis peserta didik pada mata pelajaran Al-Qur'an Hadis serta mendukung implementasi pembelajaran yang berpusat pada peserta didik sesuai prinsip Kurikulum Merdeka.
Co-Authors Ari Susetiyo Halimaturrodliyah Halimaturrodliyah Riska Latifatul Husna