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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah JIP: Jurnal Ilmiah PGMI Metodik Didaktik EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Community Development Journal: Jurnal Pengabdian Masyarakat Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar SUHUF: Jurnal Pengkajian Al-Qur'an dan Budaya Educandum Jurnal Ilmiah Pendidikan Nusantara: Jurnal Pendidikan Indonesia INSANIA : Jurnal Pemikiran Alternatif Kependidikan Yinyang: Jurnal Studi Islam Gender dan Anak Quality JOIN: Journal of Indonesian Education and Learning OPTIMUM: Indonesian Journal of Social Sciences and Humanities
Sekarinasih, Anggitiyas
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Humanities Economics, Econometrics & Finance Education Health Professions Public Health Social Sciences

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Implementasi Kurikulum Merdeka di Madrasah Ibtidaiyah: Telaah terhadap Penyusunan KOM, Modul ajar, Modul Projek P5, dan PPRA Sekarinasih, Anggitiyas; Waseso, Hendri Purbo
Jurnal As Sibyan Vol 8 No 1 (2025): As Sibyan: Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah STAINU Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52484/as_sibyan.v8i1.769

Abstract

This study aims to reveal the planning of the independent curriculum in elementary madrasas. The policy of implementing the independent curriculum in madrasas greatly determines the success of madrasas in forming a student-centered madrasa environment. Therefore, this study focuses on observing the preparation of madrasas in implementing the independent curriculum, compiling the operational curriculum of madrasas, compiling teaching modules, and compiling project modules for strengthening the profile of Pancasila students and the profile of rahmatan lil alamin students. This study was conducted qualitatively using data collection techniques such as interviews, observations, and documentation. The location of this study was MI Ma'arif NU Beji and MI Ma'arif NU Banjarparakan, with informants of the principal of the madrasa, class 1 teachers, and class 4 teachers. The results of the study showed that 1) the process of compiling the operational curriculum of madrasas is still not functional and is still interpreted as a document. KOM at MI Ma'arif NU Banjarparakan and MI Ma'arif NU Beji are still at the level of adopting the existing curriculum format; 2) the class 1 and class 4 teachers are still in the early stages of adapting existing teaching module examples; 3) the process of compiling project modules is still lacking in terms of understanding the concept of the project by teachers, resulting in minimalist project modules and some components are found to be lacking; 4) the obstacles faced by the madrasah arise due to the limited understanding of teachers so that further assistance and training are needed.
PENDAMPINGAN SERTIFIKASI HALAL DENGAN SKEMA SELF-DECLARE PADA PELAKU USAHA KECIL PINGGIRAN DI WONOSOBO Sekarinasih, Anggitiyas; Sahnan, Ahmad
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2024): Volume 5 No 1 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i1.24859

Abstract

Sertifikasi halal adalah suatu keniscayaan yang harus dilakukan oleh pelaku usaha sebagai salah satu cara meningkatkan daya jual kepada Masyarakat. Hal ini dikarenakan produk yang bersertifikasi halal lebih dipilih dan dipercaya oleh Masyarakat terutama bagi Masyarakat muslim. Namun di lapangan banyak dijumpai pelaku usaha belum memiliki sertifikasi halal pada produknya, begitu pula pada Masyarakat kecil yang berada di wilayah Wonosobo. Oleh karena itu, dalam kegiatan pengabdian ini, tim pengabdi membuat program pendampingan sertifikasi halal pada pelaku usaha kecil di Wonosobo dengan skema self-declare. Wonosobo dipilih karena merupakan salah satu kota di jawa Tengah yang banyak dikunjungi wisatawan baik local maupun nasional karena memiliki wisata alam yang terkenal seperti dataran tinggi dieng. Dalam pengabdian ini, tim memberikan pendampingan secara langsung kepada pelaku usaha yang masuk dalam kategori pelaku usaha kecil pinggiran yang belum mendapat akses dan mengetahui tentang sertifikasi halal. Kegiatan pendampingan dilakukan selama kurang lebih lima bulan. Tahap pendampingan dimulai dari pendampingan awal, workshop aplikasi sertifikasi halal, simulasi penyusunan system jaminan produk halal dan pendampingan lanjutan. Dari proses pendampingan ini dari Sembilan pelaku usaha yang menjadi subjek dampingan terdapat empat pelaku usaha yang sudah terbit sertikat halalnya, sedangkan lima pelaku usaha lain masih proses siding fatwa
Implementasi Pembelajaran Sains dalam Kurikulum Merdeka: Membangun Kemandirian Berpikir Siswa Sekolah Dasar Waseso, Hendri Purbo; Sekarinasih, Anggitiyas; Prasetyo, Sigit
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 4 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i4-8

Abstract

Purpose – This research aims to examine the effectiveness of science learning within the framework of the Independent Curriculum in elementary schools, focusing specifically on how this curriculum supports the development of critical, analytical, and collaborative thinking skills in students.Method – This research employs a qualitative approach with content analysis methods, using the official document from the Educational Standards, Curriculum, and Assessment Agency (BSKAP) No. 008/H/KR/2022 as the main data source. Data collection involved documentation studies, observations, and interviews, while analysis was conducted through thematic-content analysis, including data reading, coding, theme arrangement, and report generation.Findings – The findings suggest that the phased curriculum structure (Phases A, B, and C) facilitates personalized learning, allowing students to progress at their own pace. The integration of science and social studies in IPAS promotes a holistic approach, focusing on inquiry-based learning, knowledge application, and systemic concepts of nature-society interaction. The curriculum enhances cognitive, affective, and psychomotor skills while fostering critical and practical thinking. The Independent Curriculum increases the relevance and engagement of science learning, strengthening students' knowledge and critical thinking skills. Research Implications – This research highlights the need for further examination of the curriculum's long-term impacts on student achievement and suggests additional strategies for optimizing its implementation in various educational contexts.
Implementasi Metode Collaborative Learning untuk Meningkatkan Keterampilan Interpersonal Mahasiswa Sekarinasih, Anggitiyas
QUALITY Vol 10, No 1 (2022): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v10i1.13830

Abstract

The purpose of this study was to see the impact of implementing collaborative learning learning methods to improve interpersonal skills of PGMI IAIN Purwokerto students. This research is included in the type of classroom action research (CAR) by adopting Mc Kernan's theory which uses seven stages consisting of problem description, needs assessment, idea hypothesis, action plan, plan implementation, evaluation and decision making which is divided into three major activities namely (1) planning, (2) plan implementation, and (3) evaluation and decision making. The data collection techniques used were observation, Focus Group Discussion (FGD), interviews and questionnaires. The results of this study were selected two learning strategies that fall into the category of collaborative learning learning methods, namely the group resume strategy and study group. The application of the group resume strategy can improve students' interpersonal skills in the interpersonal relationship section, but it is not optimal for improving relationships between groups. As for the study group strategy, it is proven to improve students' interpersonal skills both in the relationship between individuals and individuals, individuals with groups and relationships between groups and groups.
Efektivitas Media Dakon Dalam Meningkatkan Kemampuan Pemahaman Matematika Siswa Risma Anisa Nur Elena; Anggitiyas Sekarinasih
JOIN: Journal of Indonesian Education and Learning Vol. 2 No. 1 (2026): Februari
Publisher : Yayasan Bina Nagari Banyumas

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is motivated by the low ability of students in understanding mathematics on the material of multiplication and division. Students still have difficulty in understanding the basic concepts of multiplication and division operations. This study aims to test the effectiveness of dakon media in improving the mathematical understanding of grade III students of MI Muhammadiyah Toyareka, Purbalingga Regency. This study also assesses the significant difference in effectiveness between classes using dakon media and classes applying conventional methods. This study uses a quantitative method with a quasi-experimental design in the form of a nonequivalent control group design. The results show that dakon media is effective in improving students' mathematical understanding abilities. This is evidenced by the average N-Gain value in the experimental class using dakon media of 0.775 with a percentage of 78% N-Gain score included in the effective category. Meanwhile, the control class using conventional methods obtained an average N-Gain value of 0.192 with a percentage of 19%. In addition, the difference in effectiveness is also supported by the results of the Mann-Whitney U Test on mathematical understanding abilities with a significance value of 0.002. Therefore, it was concluded that dakon media was effective in improving mathematical understanding skills. The difference in effectiveness between the average scores in the experimental and control classes was significant.    
Implementasi Proyek Penguatan Profil Pelajar Pancasila dalam Kurikulum Merdeka Rifki Regar Saputra; Anggitiyas Sekarinasih
Indonesian Journal of Social Sciences and Humanities Vol. 1 No. 2 (2025): Desember
Publisher : Yayasan Bina Nagari Banyumas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67421/optimum.v1i2.118

Abstract

Program sekolah penggerak yang menerapkan Kurikulum Merdeka terdiri dari profil siswa Pancasila. Profil Siswa Pancasila mencerminkan siswa Indonesia yang unggul dalam pembelajaran sepanjang hayat, memiliki karakter, memiliki kemampuan umum, dan berperilaku sesuai dengan nilai-nilai Pancasila. Oleh karena itu, karakter dan kemampuan yang dibangun setiap hari dan diwujudkan dalam diri setiap siswa melalui pendidikan disebut sebagai P5. Dalam penelitian lapangan deskriptif kualitatif ini, penulis mengunjungi lokasi penelitian, MI Muhammadiyah Sidabowa, untuk melihat, menjelaskan, dan menceritakan kembali semua kegiatan yang terkait dengan proyek penguatan profil siswa Pancasila. Penulis memulai dengan menjelaskan lokasi, pelaku, dan kegiatan, dan kemudian menjelaskan bagaimana elemen-elemen ini berhubungan satu sama lain. Mereka kemudian menjelaskan proses perancangan proyek melalui langkah-langkah seperti membentuk tim fasilitator, mengidentifikasi ktsp, menyusun modul proyek, merancang dimensi tema, waktu yang diperlukan untuk melaksanakan tahap proyek dengan tahap persiapan, berkoordinasi dengan kepala sekolah, bersosialisasi dengan siswa, menyiapkan alat dan bahan untuk pengenalan, kontekstual, tindakan, Perancangan proyek dilaksanakan dalam langkah-langkah berikut: membentuk tim fasilitator, menentukan ktsp, menyusun modul proyek, merancang dimensi tema, dan menetapkan waktu pelaksanaan tahap pertama. Berkolaborasi dengan kepala sekolah, bersosialisasi dengan siswa, menyiapkan alat dan bahan untuk pengenalan, konteks, tindakan, refleksi, dan tindak lanjut. Evaluasi dilakukan secara langsung, evaluasi langsung, evaluasi akhir semester, dan pelaporan akhir.
Reframing Learning in Madrasah Ibtidaiyah and Primary School Curricula: A Critical Pedagogical Perspective Waseso, Hendri Purbo; Suyadi; Siti Fatonah; Anggitiyas Sekarinasih
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30448

Abstract

This study critically examines the emerging learning paradigm in the Madrasah Ibtidaiyah (MI) and primary school (SD) curriculum through the lens of critical pedagogy. It focuses on how deep learning, differentiated instruction, project-based learning, holistic assessment, and Graduate Profile Dimensions collectively reposition teachers’ pedagogical roles. Using a descriptive qualitative document-analysis design, the study examined key national curriculum policy documents and relevant scholarly literature through thematic analysis. The findings indicate that the curriculum framework incorporates several principles associated with critical pedagogy, including dialogical learning, critical reflection, student agency, contextual understanding, and social awareness. Learning is therefore positioned not merely as a technical process for delivering content, but as a transformative practice intended to support students’ intellectual, personal, and social development. However, the realization of this transformative potential remains dependent on teachers’ critical pedagogical capacity, sustained professional development, institutional support, and more equitable implementation across urban and rural educational settings. The study concludes that curriculum transformation in MI and SD contexts requires teachers to move beyond their role as policy implementers and become reflective, innovative, and emancipatory educators who can translate curriculum principles into meaningful classroom praxis. These findings contribute to the discussion of how critical pedagogy can strengthen curriculum implementation in Islamic and primary education.
Co-Authors A. Luthfi Hamidi El Syam, Robingun Suyud Endang Sartika Hendri Purbo Waseso Hendri Purbo Waseso Hendri Purbo Waseso Hendri Purbo Waseso HENDRI PURBO WASESO, HENDRI PURBO Maragustam Siregar, Maragustam Muhtar Sofwan Hidayat Putri, Shera Luvita Ria Yuni Rahmawati, Mayta Novaliza Isda, Siti Fatonah, Rifki Regar Saputra Risma Anisa Nur Elena Sahnan, Ahmad Salis Irvan Fuadi Sigit Prasetyo Suyadi