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All Journal Indo-MathEdu Intellectuals Journal HEUTAGOGIA: Journal of Islamic Education
Dhori, Muhammad
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics

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Modul Ajar Berbasis Merdeka Belajar di SD Negeri 2 Manna Nurhayati, Tiara; Dhori, Muhammad
Indo-MathEdu Intellectuals Journal Vol. 6 No. 2 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i2.2860

Abstract

The purpose of this research is to increase learning resources and make it easier for teachers to carry out learning, both in closed (in the classroom) and open classes (for example online learning or blended learning). the research approach uses a qualitative descriptive research approach and type. This research method is qualitative with the technique used content (Content analysis) is a method on dynamic things that examine and describe the main elements guided by content elements. The result of the research is that this teaching module is very effective in terms of supporting a more structured learning process, as well as ensuring that the learning process can run more purposefully, according to the specified learning and assessment guidelines. The development of teaching modules is very relevant to the Merdeka Curriculum, which is currently implemented at the elementary school, secondary school, and tertiary levels. The Merdeka Curriculum emphasizes a more flexible approach that supports students to learn according to their needs, and develop competencies and characters more holistically and strengthen the quality of quality education in Indonesia. Teachers develop teaching modules first, then the learning process in the classroom begins. The conclusion of this article is that the use of teaching modules is to minimize the burden on teachers when providing material. Teachers can have a good time allocation into tutorials and help students in learning mechanisms
Contextual and Project-Based Learning in IPAS Instruction within the Merdeka Curriculum: A Case Study at MI Al-Azhar Muara Pinang Ariswari, Nikma; Zulysa, Deka; Dhori, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-03

Abstract

This study explores the implementation of the Merdeka Curriculum in the teaching of IPAS (Integrated Natural and Social Sciences) for fifth-grade students at MI Al-Azhar Muara Pinang. Employing a qualitative case study approach, data were gathered through participatory observation, semi-structured interviews, documentation, and literature review over a four-week period. Thirty students and one class teacher participated in the study. Findings reveal that the integration of project-based activities, such as the photosynthesis experiment, successfully fostered students’ scientific curiosity, collaborative skills, and conceptual understanding. These activities aligned with constructivist and experiential learning principles, allowing students to internalize knowledge through direct engagement. Nevertheless, challenges remain, particularly regarding teacher reliance on conventional lecture-based methods and limited media design skills. To address these issues, the study recommends leveraging digital resources, such as educational videos, to enhance learning engagement and support teachers in delivering interactive content. The study highlights the practical benefits of the Merdeka Curriculum in reducing teacher workload and enhancing student motivation, while also emphasizing the need for continuous professional development to optimize curriculum implementation. Limitations include the study's restricted geographic scope and reliance on qualitative data. Future research should consider comparative studies across multiple schools and incorporate mixed methods to deepen the analysis of learning outcomes.
Co-Authors Ariswari, Nikma Hopsah, Siti Nur Umi Jelita, Yusika Purnama Maria, Lira Nurhayati, Tiara Pratiwi, Ajeng Julia Zulysa, Deka