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All Journal IEC: Journal of Educational Innovation
Julrissani Julrissani
Universitas Islam Negeri Sultanah Nahrasiyah Lhokseumawe
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Ketidakkonsistenan Guru dalam Penggunaan Lembar Kerja Peserta Didik (LKPD) pada Pembelajaran di MIN 6 Aceh Utara Syarifah Salsabila; Julrissani Julrissani; Siti Nurhaliza; Rizaul Qadri; Azizah Wesy Ara
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

Teachers' inconsistency in using Student Worksheets (LKPD) during instruction at Madrasah Ibtidaiyah (MI) often poses a serious obstacle to the implementation of the Merdeka Curriculum, even though schools have provided adequate digital facilities. This study aims to critically analyze the factors causing this inconsistency and to evaluate the role of managerial supervision in addressing it. A qualitative approach using descriptive methods was employed through semi-structured interviews with teachers and the principal at MIN 6 Aceh Utara to obtain in-depth data on the pedagogical realities in the field. The results reveal a paradox between the school’s mature administrative readiness and instructional practices that remain sporadic. This inconsistency is driven by a heavy administrative workload, low digital literacy among teachers, and supervisory practices that tend to be corrective-administrative rather than supportive. This study implies the need to transform managerial supervision toward a clinical model based on peer mentoring within professional learning communities to strengthen teachers’ commitment and technical competencies. Redesigning a collaborative work culture has proven more effective in promoting consistent use of digital worksheets than formal reprimands, thereby creating a more adaptive and meaningful learning ecosystem.
Tantangan Guru dalam Menyusun dan Menerapkan Modul Ajar MIN 3 Lhokseumawe Faiza Nazira; Julrissani Julrissani; Atika Salsabila; Majelita Hasibuan; Maulina Fitri
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aims to describe the challenges faced by teachers in developing and implementing teaching modules under the Merdeka Curriculum at MIN 3 Lhokseumawe. This study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation, and were analyzed using an interactive analysis model. The findings revealed that teachers encountered several challenges in developing teaching modules, including differences in understanding the format and components of teaching modules, limited practical training, and time constraints due to teaching and administrative responsibilities. In implementing the teaching modules, teachers also faced challenges related to discrepancies between lesson plans and classroom practices, the need to adjust instruction to classroom conditions, and teacher readiness in responding to dynamic learning situations. To address these challenges, the school conducted academic supervision, evaluated teaching documents, organized teacher discussions and mentoring activities, and encouraged participation in the MOOC Pintar training program provided by the Ministry of Religious Affairs. The findings are expected to provide input for improving the quality of teaching module development and implementation in madrasahs.
Co-Authors Atika Salsabila Azizah Wesy Ara Faiza Nazira Majelita Hasibuan Maulina Fitri Rizaul Qadri Siti Nurhaliza Syarifah Salsabila