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All Journal MaPan : Jurnal Matematika dan Pembelajaran qolamuna : Jurnal studi islam Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Educational Research and Evaluation International Journal of Nursing and Health Services (IJNHS) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Perspektif : Jurnal Ilmu Administrasi Jurnal Bina Ilmu Cendekia International Journal of Educational Research and Social Sciences (IJERSC) International Journal of English and Applied Linguistics (IJEAL) Jurnal Kolaboratif Sains Media Publikasi Promosi Kesehatan Indonesia (MPPKI) International Journal Education and Computer Studies Jurnal Nasional Teknologi Komputer Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Pusaka : Journal of Tourism, Hospitality, Travel and Business Event Jurnal Ilmiah Research and Development Student Al-Zayn: Jurnal Ilmu Sosial & Hukum GEMBIRA (Pengabdian Kepada Masyarakat) LAWYER: Jurnal Hukum Jurnal MediaTIK Media Keperawatan: Politeknik Kesehatan Makassar AT-TAKLIM: Jurnal Pendidikan Multidisiplin Journal of Law Jurnal Profesi Guru Indonesia HUMAN: Journal of Social Humanities and Science WAVE: Jurnal Ilmiah Teknologi Maritim
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AUDIT KURIKULUM OPERASIONAL SEKOLAH (KOS) DAN IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR mubarak, M. Fadli; Suardi; Idawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 01 Maret 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.11513

Abstract

This research was conducted due to the challenges in managing the School Operational Curriculum (KOS) within the Independent Curriculum framework, which sometimes only reaches the administrative level without in-depth reflection at the elementary school level. The purpose of this study was to evaluate the KOS document, analyze the implementation of differentiation and integration of the Pancasila Student Profile, and examine the curriculum evaluation mechanism at SDN 92 Burrung. The method used was descriptive qualitative research with data collection techniques through interviews, observations, document studies, and questionnaires with the principal and teachers. The results showed that the KOS document was up-to-date, but the implementation of differentiated learning still needed strengthening in terms of products and processes, while the integration of P5 was running according to plan. These findings demonstrate the importance of regular internal audits to maintain the quality of curriculum management. The novelty of this study is the contextual curriculum audit approach in rural elementary schools that combines direct observation with teacher reflection. This study provides recommendations for curriculum improvement based on field data for elementary education practitioners.
Paradigma Pendidikan Transformatif dalam Membangun Sekolah Dasar Berkemajuan Muhammad Amzar; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11517

Abstract

This article discusses the implementation of the transformative education paradigm in building progressive elementary schools. Elementary education plays a strategic role in shaping students’ character, critical thinking, and social awareness. However, learning practices in many schools are still teacher-centered and focused mainly on cognitive achievement. This study aims to analyze learning practices at SDN 151 Inpres Kalampa, Takalar Regency, from the perspective of transformative education. The research employed a qualitative approach using observation, interviews, and documentation techniques involving school principals, teachers, and students. The results indicate that learning practices have begun to shift toward more participatory and contextual approaches, although they are still at an early stage. Teachers have started to integrate project-based learning, environmental contexts, and character values, but challenges remain in terms of conceptual understanding, time constraints, and collaborative culture. The study concludes that transformative education has strong potential to foster progressive elementary schools through strengthening teacher capacity, contextual project-based learning, and democratic school culture.
Implementasi Pendidikan Transformatif melalui Pembelajaran Berbasis Riset dan Proyek di Sekolah Dasar Muhammad Amzar; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11518

Abstract

This study aims to describe the implementation of transformative education through research- and project-based learning in elementary school. The background of this study is the dominance of teacher-centered learning practices that limit students’ critical thinking, creativity, and social awareness. This research was conducted at SDN 151 Inpres Kalampa, Takalar Regency, using a qualitative approach. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students. The results show that transformative learning practices have begun to develop through contextual learning activities, group discussions, and simple projects related to students’ real-life environments. However, several challenges were identified, including limited teacher understanding of transformative education concepts, time constraints, and the persistence of conventional learning culture. Despite these challenges, the school has strong potential to develop into a progressive elementary school supported by a conducive learning environment, positive teacher–student relationships, and strong religious and national values. This study concludes that transformative education is relevant and applicable in elementary schools and requires systematic teacher capacity building and collaborative school culture to ensure sustainability.
IDENTIFIKASI DAN ANALISIS PRAKTIK LANDASAN KURIKULUM DALAM PEMBELAJARAN SEKOLAH DASAR DI SDN 184 DARE AJUE KABUPATEN SOPPENG Anisa Waliyyu Ruman; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11628

Abstract

This study aims to identify and analyze the implementation of philosophical, psychological, sociological, and cultural foundations in elementary school learning at SDN 184 Dare Ajue, Soppeng Regency. A qualitative approach was employed using interviews, classroom observations, document analysis, and student group discussions. The findings indicate that learning practices reflect progressive and constructivist principles through active learning, group work, and the integration of Pancasila values. Instructional strategies have been adapted to students’ developmental characteristics in a contextual manner. However, the integration of sociological and cultural aspects, particularly the use of local culture, has not been systematically planned in instructional documents. This study recommends strengthening instructional planning to explicitly integrate the four curriculum foundations in order to create more meaningful, humanistic, and contextual learning experiences.
AUDIT DAN PENGEMBANGAN BAHAN AJAR EFEKTIF BERBASIS ANALISIS KEBUTUHAN DI SD DI SDN 184 DARE AJUE KABUPATEN SOPPENG Rusman, Anisa Waliyyu; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11729

Abstract

Limited variation of instructional materials and the underutilization of learning media in the implementation of the Merdeka Curriculum in elementary schools may affect students’ engagement, motivation, and learning outcomes. This study aims to audit existing instructional materials, analyze learning needs, and develop more effective and contextual materials at SDN 184 Dare Ajue, Soppeng Regency. A descriptive qualitative approach was employed through instructional material audits, classroom observations, interviews with school principals and teachers, and student group discussions. The data were analyzed to examine the alignment of instructional materials with the principles of the Merdeka Curriculum and students’ learning needs. The results indicate that instructional materials are still dominated by printed resources, while the use of digital materials remains limited due to facility constraints. The needs analysis reveals that students prefer visual, contextual, and activity-based learning materials. Based on these findings, a thematic student worksheet was developed emphasizing observation, discussion, and reflection activities. The implementation shows increased student participation, engagement, and learning motivation. These findings highlight the importance of needs-based auditing in producing relevant and effective instructional materials.
ANALISIS IMPLEMENTASI, TANTANGAN, DAN STRATEGI PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS DI SD Febriana, A. Rahma; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11762

Abstract

ABSTRACT Inclusive education is a strategic approach to ensuring equal access to quality education for all students, including children with special needs (CSN), within regular schools. This study aims to analyze the implementation, challenges, and strategies of inclusive education at SDS Muhammadiyah IDI Tello Baru. A qualitative descriptive method was employed, involving interviews, classroom observations, document analysis, and group discussions with students. The participants included the principal, classroom teachers, parents of children with special needs, and students. The findings indicate that the school demonstrates an initial commitment to non-discrimination and inclusive values; however, the implementation remains limited and largely informal. Major challenges include the absence of special education teachers, lack of inclusive learning tools, and minimal structured collaboration with parents. Teachers adapt learning materials and assessment flexibly, but without formal guidelines. This study concludes that inclusive education requires systemic reinforcement through teacher capacity building, curriculum adaptation, and sustainable collaboration between schools, families, and stakeholders. Keywords: Inclusive Education, Children With Special Needs, Teacher Role ABSTRAK Pendidikan inklusif merupakan pendekatan strategis untuk menjamin akses pendidikan yang bermutu dan berkeadilan bagi seluruh peserta didik, termasuk anak berkebutuhan khusus (ABK), di sekolah reguler. Penelitian ini bertujuan untuk menganalisis implementasi, tantangan, dan strategi pendidikan inklusif di SDS Muhammadiyah IDI Tello Baru. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi pembelajaran, analisis dokumen, serta diskusi kelompok siswa. Subjek penelitian meliputi kepala sekolah, guru kelas, orang tua siswa ABK, serta peserta didik. Hasil penelitian menunjukkan bahwa sekolah telah memiliki komitmen awal terhadap prinsip nondiskriminasi dan penerimaan ABK, namun implementasi pendidikan inklusif masih bersifat terbatas dan belum terstruktur. Tantangan utama meliputi belum tersedianya guru pendamping khusus, keterbatasan fasilitas pendukung, serta kolaborasi sekolah dan orang tua yang belum optimal. Guru melakukan adaptasi pembelajaran secara fleksibel, namun belum didukung perangkat pembelajaran ramah inklusi. Penelitian ini menyimpulkan bahwa penguatan sistem, peningkatan kompetensi guru, dan kolaborasi multipihak menjadi kunci keberhasilan pendidikan inklusif di sekolah dasar. Kata Kunci: Pendidikan Inklusif, Anak Berkebutuhan Khusus, Peran Guru
Co-Authors Abdul Aziz Abraham Yazdi Martin Agung, I Gusti Agung Ngurah Ahmad Yani Akbar, Muh. Al-Bahri, Fauzan Putraga Alamsyah Alif Zainal, Muhammad Alwi Amaliah ZR, Fiqra Amir, Arfenti Amran Razak Anisa Waliyyu Ruman Annisa arafah, Salmah Auliah Andika Rukman Ayu Ashari Bonitalia Darman Manda Manda Dewi Arisanti dewi, Dewiyanti Dewiyanti Dina Oktaviana Dini Cahyani Putri Dwi Irawan Edi Mulyadi EKAWARNA Ekayanti, Desi Engel Hukunala Ernawati Ernawati ernawati Fadlah K. Sinurat Fadlika Fadri Fatmawati Fatmawati Febriana, A. Rahma firdaus, Tizar Fitri Yanty Muchtar Fitriani Halik Gustaf Said, Try HAMIDAH Hardian, Dafyar Eliadi Harianto Hartono, Roy Hasanudin Kasim Hasruddin Hawaliaa, Reski Hendra Susilo Hendra Susilo Herlina Ibrahim Idawati Indriana Ruslan Irfanita Nurhidayah Ismail, Hariyono Ismail, Nurfitria Istiqama Ita, Hasnita Jalal Junaeda, Intan Kaharuddin Kamaruddin, Syamsu Kamriana Kasnawi, Tahir Khairun Nisa Latang Mashuri Masri Mochammad Imron Awalludin Muammar Mubarak, M. Fadli Muh Nur Muh. Syafar Muhammad Abdi alMaktsur Muhammad Akil Musi Muhammad Amzar Muhammad Rifo Rianto Muhammad Syukur MULYANI Munifah AM. Idrus Musdalifah Syahrir, Nur Khalis.T Muthiyah Salsabilah Mutmainnah Najmawati Sulaiman Nasrah Nasriah Nirmayani Tiala Ni’ma Wati Nur Afni Imbran Nur Azisah Suyuti Nur Azmi Said Nur Laila Nur Qadri Rasyid Nurhaeda Nyeleng, Rijaluddin Patmawati Pranacitra, Resi Putra Pratama Qursia Lasandang Rachmad Rahman Rahmawati Rahmiati, Rahmi Ramadani, Suci Ramlan, Herdianty Ridwan, Nurhudayana Risda Rismawati Riswanto Riyanto, Tabah Rosmiati Daya Rusman, Anisa Waliyyu Rustiah, Wa Ode Saiful, Nur Saleh, Irwan Salsabila Pratiwi Sawali, Ahmad Sinta Angraini Sitti Nur Annisa Muharyati Stevin Unusa Suci Ramadhani Sudirman Suhardiman Sunusi Suhesti Sumarmi Supriadi Suratno Syahab, Husein Syamsuardi Saodi Verian Sitorus, Chris Jeremy Vionita, Virta Wahyu Pratama Wahyuni, Maya Sari Wasalmi Windi Vatricia Wirda Yumriani Zainuddin Zainuddin