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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Ahlussunnah: Journal of Islamic Education
Yelita Azizah
STIT YPI Payakumbuh, Indonesia
Religion Education Environmental Science Other

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Student Perceptions of Project-Based Learning in Islamic Schools under the Merdeka Curriculum Yelita Azizah; Desri Iriana
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.660

Abstract

This study aims to analyze students' perceptions of the implementation of Project-Based Learning (PBL) within the Merdeka Curriculum at an Islamic junior high school in Indonesia. The study employed a quantitative method with a survey approach. A total of 65 students participated as respondents. Data were collected through a questionnaire and analyzed using descriptive statistics to examine students' perceptions of the implementation of Project-Based Learning. The findings revealed that 47% of the students perceived Project-Based Learning in the Merdeka Curriculum as moderately effective. In addition, students reported that Project-Based Learning enhanced their active participation in the learning process and supported the development of the Pancasila Student Profile. These findings indicate that Project-Based Learning is positively perceived by students and has the potential to support the achievement of the objectives of the Merdeka Curriculum in Islamic schools. The study highlights the importance of strengthening the planning, implementation, and evaluation of project-based learning activities to improve students' learning experiences and competency development.
Reconceiving Learning in Madrasah Ibtidaiyah under the Merdeka Curriculum Dina Istiqomah; Wangiman Wangiman; Sonita Yulianti; Yelita Azizah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.764

Abstract

Madrasah Ibtidaiyah plays an important role in establishing the cognitive, affective, psychomotor, and digital foundations of students within an Islamic educational context. This study aims to analyze the characteristics of learning and relevant instructional strategies in Madrasah Ibtidaiyah within the implementation of the Merdeka Curriculum. The study employed a qualitative research design using content analysis of academic literature and educational policy documents published between 2019 and 2025. The data were analyzed through data familiarization, coding, categorization, and thematic interpretation to identify recurring patterns related to learning focus, instructional strategies, assessment, and teacher roles. The findings indicate that learning in Madrasah Ibtidaiyah should integrate four interrelated domains: cognitive, affective, psychomotor, and digital development. The analysis further identifies three complementary strategies: Islamic project-based learning, differentiated instruction, and continuous formative assessment. These strategies support contextual and student-centered learning while providing opportunities to integrate Islamic values across subject areas. The findings also indicate that teachers need to function not only as learning facilitators but also as murabbi who guide students’ moral and spiritual development through habituation, exemplary behavior, and classroom interaction. The study concludes that implementing the Merdeka Curriculum in Madrasah Ibtidaiyah requires an integrated learning ecosystem that connects academic development, Islamic values, student diversity, continuous assessment, and teacher professional capacity.
Co-Authors Desri Iriana Dina Istiqomah Sonita Yulianti Wangiman Wangiman