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All Journal Jurnal Pendidikan Ilmu Sosial Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Denok Mugi Hidayanti
Universitas PGRI Argopuro (UNIPAR) Jember
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Student Participation and Learning Outcomes Through Quantum Learning in Economics Classrooms Safik Nur Taufiq; Moh. Usman Kurniawan; Denok Mugi Hidayanti
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 18 No 2 (2026): Juli 2026
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/vn1xyc82

Abstract

This study explores the implementation of the Quantum Learning model in Economics education at MA As-Surur Silo Jember. It examines how teachers and students perceived its influence on classroom engagement and learning experiences. While previous studies have largely emphasized the effectiveness of Quantum Learning through quantitative measurements, limited research has explored its implementation within the contextual setting of Islamic secondary education. This study addresses this gap by proposing a contextual understanding of how Quantum Learning fosters meaningful and student-centered learning experiences in Economics classrooms. A qualitative descriptive approach was employed, involving 18 informants: one Economics teacher, two school administrators, and fifteen students. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed through data reduction, data organization, interpretation, and conclusion drawing to identify patterns related to instructional practices and learning experiences. The findings indicate that the implementation of Quantum Learning was associated with a more interactive, participatory, and contextual learning environment. Participants described greater student engagement, confidence, and motivation during classroom activities. Teachers and students also perceived that the learning process supported students in relating economic concepts to real-life situations and fostered more meaningful learning experiences. These findings suggest that Quantum Learning provides a relevant pedagogical approach for promoting student-centered learning in Economics classrooms within the madrasah context.
TEACHERS’ ADAPTIVE STRATEGIES IN IMPLEMENTING THE MERDEKA CURRICULUM: EVIDENCE FROM THE TRANSFORMATION OF ECONOMICS LEARNING Cindy Aisyah Faradilla; Denok Mugi Hidayanti; Pudhak Prasetiyorini
PENDIS (Jurnal Pendidikan Ilmu Sosial) Vol. 5 No. 2 (2026): Juni
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pendis.v5i2.760

Abstract

The implementation of the Merdeka Curriculum has transformed learning orientation from content-based instruction toward competency development, student engagement, and contextual learning. In Economics education, this transformation is particularly important for strengthening students’ economic literacy and twenty-first-century competencies. Despite the widespread adoption of the Merdeka Curriculum, studies focusing on teachers’ instructional strategies in vocational Economics education, particularly in Islamic boarding school-based vocational schools, remain limited. This study aims to analyze the implementation of the Merdeka Curriculum and examine teachers’ strategies in Economics learning at SMK Raudlatul Ulum Ledokombo Jember. A descriptive qualitative approach was employed. Data were collected through interviews, observations, and documentation and analyzed using data condensation, data display, and conclusion drawing. The findings reveal that the Merdeka Curriculum has promoted competency-based, student-centered, and contextual Economics learning. Teachers implemented adaptive strategies by understanding curriculum principles, aligning learning materials with learning outcomes, applying discussion, inquiry, and problem-solving approaches, utilizing diverse learning media, and conducting continuous evaluation. These strategies enhanced student participation, critical thinking, collaboration, and problem-solving skills. Effective implementation of the Merdeka Curriculum depends on teachers’ ability to translate curriculum policies into meaningful and flexible learning practices. This study provides empirical evidence on adaptive teacher strategies in implementing the Merdeka Curriculum within Economics learning in a pesantren-based vocational school context, an area that remains underexplored in current literature.
Co-Authors Cindy Aisyah Faradilla Moh. Usman Kurniawan Prasetiyorini, Pudhak Safik Nur Taufiq