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All Journal TOFEDU: The Future of Education Journal Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya
Fitri, Rahmiatul
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Innovative Learning Models in The Merdeka Curriculum Nurhaswinda, Nurhaswinda; Kurniawan, Heri; Rahmadhani, Ulfa; Fitri, Rahmiatul
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.745

Abstract

This article discusses innovative learning models within the framework of the Merdeka Curriculum, including Problem Based Learning (PBL), Project Based Learning (PjBL), Discovery Learning, and Differentiated Learning. The research aims to explore the application of each model in enhancing student engagement, motivation, and learning outcomes. The PBL model emphasizes real-world problem-solving, encouraging students to think critically and creatively. PjBL offers students opportunities to engage in relevant projects, fostering collaborative and managerial skills. Discovery Learning focuses on exploration and discovery, allowing students to understand concepts through hands-on experiences. Meanwhile, Differentiated Learning adapts teaching methods to meet the diverse needs and abilities of students, creating an inclusive learning environment. Analysis results indicate that the implementation of these models significantly enhances 21st-century skills, including critical thinking, creativity, and collaboration. Furthermore, these models have been shown to reduce student boredom and increase active participation in the learning process. These findings underscore the importance of integrating innovative learning models within the Merdeka Curriculum to support more effective and enjoyable learning experiences. This article is intended to serve as a reference for educators in effectively implementing these models in the classroom, as well as providing insights for curriculum developers in designing learning strategies that are more responsive to the needs of students in the modern era.
UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN BAHASA ARAB MATERI A`ḌĀ’U AL-JISMI MELALUI METODE TEAMS GAMES TOURNAMENT (TGT) SISWA KELAS I-B SMP SWASTA GALIH AGUNG Hasibuan, Nurainun; Ginting, Rahmadani Fitri; Fitri, Rahmiatul
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.593

Abstract

This research aims to improve student learning motivation in Arabic subjects on A`ḍā’u al-jismi material through the Teams Games Tournament (TGT) method for Class I-Bstudents at Galih Agung Private Junior High School. This research uses the Kemmis & McTaggart classroom action research model. The research consists of 2 cycles with four components or actions, namely: planning, implementation, observation, and reflection in each cycle. The data collection methods used in this research include: (1) Observation, (2) Tests, (3) Documentation. The data collected from these three methods is then analyzed to obtain research results. The conclusion of the research results shows that; (1) Student learning motivation in Arabic subjects on A`ḍā’u al-jismi material for Class I-Bstudents at Galih Agung Private Junior High School was still low in the initial observation, the researcher found a lack of participation and enthusiasm of students in learning activities which affected the low learning outcomes of students, (2) The application of the Teams Games Tournament (TGT) method in Arabic subjects on A`ḍā’u al-jismi material is by holding games and tournaments in the learning process, (3) The increase in learning motivation of Class I-Bstudents at Galih Agung Private Junior High School in Arabic subjects on A`ḍā’u al-jismi material is marked by increased participation and activeness of students in learning and student learning outcomes. In the pre-cycle, low participation and enthusiasm of students in learning activities were seen, and the classical completeness obtained by students was 22.7%. In Cycle I, the assessment of student activity obtained an average score of 2.24, and the classical completeness obtained by students was 65%. While in Cycle II, the assessment of student activity increased with an average score of 3.52, and the classical completeness obtained by students was 90%.
Co-Authors Ginting, Rahmadani Fitri Hasibuan, Nurainun Heri Kurniawan, Heri Nurhaswinda Rahmadhani, Ulfa