Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JKPD : Jurnal Kajian Pendidikan Dasar Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Umi Ivayatuz Zulva Nurmala
Universitas Islam Negeri Salatiga
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Konsep Team Teaching Sebagai Upaya Mengatasi Hambatan Birokrasi Kurikulum Merdeka di SD dan MI Umi Ivayatuz Zulva Nurmala; Win Listyaningrum
JKPD (Jurnal Kajian Pendidikan Dasar) Vol. 11 No. 1 (2026): January 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/z55j7756

Abstract

The policy to convert the allocation of instructional time from a weekly to an annual schedule under the Merdeka Curriculum in Elementary Schools (SD) and Madrasah Ibtidaiyah (MI) is designed to provide flexibility in organizing instruction. However, the implementation of this policy has created a structural paradox due to a lack of synchronization with the digital bureaucratic reporting system. This study aims to analyze a comparison of the learning load structures in SD and MI, identify administrative barriers and cognitive risks for students, and formulate a cross-phase team-teaching strategy as a conceptual solution. Using a qualitative approach with descriptive policy analysis and comparative study methods, research data were collected through a documentary review of the Ministry of Education, Culture, Research, and Technology Regulation No. 12 of 2024 and Ministerial Decree No. 1503 of 2025, which were then analyzed using content analysis techniques. The research findings indicate that the flexibility of annual time allocation is hindered by the Dapodik and SIMPATIKA application algorithms, which still rigidly enforce the requirement for certification allowance disbursement at a minimum threshold of 24 weekly face-to-face hours. In addition, the implementation of an overly dense block system has the potential to cause cognitive overload in elementary-aged students. At the same time, the scarcity of subject-specific teachers leads to conflicts in daily schedules. As a form of adaptive design, this study formulates a cross-phase team-teaching model that integrates the collaborative roles of educators. This approach has the potential to ensure that teachers’ daily administrative workload requirements are met through digital applications, minimize scheduling conflicts, and safeguard students’ psychological well-being so that the learning process is deep and meaningful.
EVALUASI MODEL CIPP PADA KURIKULUM UNGGULAN TAHFIDZ AL QUR'AN BERBASIS METODE QIROATI DI MI FALAHUL MUKMININ 02 PADAAN Umi Ivayatuz Zulva Nurmala; Mashlihatul Umami
Al-mujahidah Vol 7 No 2 (2026): Mei-Oktober
Publisher : Institut Agma Islam Hamzanwadi NW Lombok TImur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/al-mujahidah.v7i2.469

Abstract

Elementary religious specialization programs require strict quality control for graduation accountability. This study evaluates the context, input, process, and product of the Qiroati-based Al-Qur'an memorization program at MI Falahul Mukminin 02 Padaan. It also identifies strengths, weaknesses, and possible solutions. Using Stufflebeam’s CIPP model, this qualitative study collects data through interviews, observations, and analysis of curriculum documents. The context aligns closely with community needs. Eleven of seventeen teachers are officially certified (syahadah), though facilities are limited. The small-group teaching process is structured. However, independent review at home lacks support. Most students score between 70% and 84% in external (IMTAS) exams. The program’s main strength is its standardized expert teacher competence, which enhances the institution’s brand. Its biggest weakness is low parental involvement, which leads to students needing remedial help. Recommended solutions include partnership development via logbooks, peer mentoring for general teachers, and creative use of learning spaces.
Co-Authors Mashlihatul Umami Win Listyaningrum