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All Journal IJGIE (International Journal of Graduate of Islamic Education) Nivedana : Jurnal Komunikasi dan Bahasa International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia AJAD : Jurnal Pengabdian kepada Masyarakat Proceedings Series on Social Sciences & Humanities Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Journal Media Public Relations Indonesian Journal of Instruction Journal of Social And Economics Research International Journal of Public Health Excellence (IJPHE) Progressive of Cognitive and Ability Edu Research : Jurnal Penelitian Pendidikan Journal of Fish Nutrition Journal of Islamic Studies and Education Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat Journal International Journal of Teaching and Learning (INJOTEL) ALWAQFU Jurnal Hukum Ekonomi dan Wakaf Nusantara Journal of Multidisciplinary Science Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Pustaka Indonesia Jurnal Malikussaleh Mengabdi Jurnal Ilmiah Kepesantrenan journal of social and economic research Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan Ambacang: Jurnal Inovasi Pengabdian Masyarakat As-Sulthan Journal of Education International Journal of Multidisciplinary Reseach
Salamah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : International Journal of Multidisciplinary Reseach

 1 
TEACHERS' DIFFICULTIES IN IMPLEMENTING THE 2013 CURRICULUM AT THE MADRASAH IBTIDAIYAH LEVEL Muhammad Afif Agistiannur; Salamah
International Journal of Multidisciplinary Reseach Vol. 1 No. 2 (2025): Juni
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

This research aims to uncover the various difficulties faced by teachers in implementing the 2013 Curriculum (K-13) in Madrasah Ibtidaiyah (MI). Through a descriptive qualitative approach, data was collected through in-depth interviews, observations, and documentation of MI teachers who have implemented K-13. The results of the study showed that teachers had difficulties in understanding the basic concepts of the curriculum, preparing lesson plans such as lesson plans, carrying out thematic and scientific learning, and in implementing authentic assessments as a whole. External factors such as administrative burden, lack of training, and limited support facilities also exacerbate this condition. This study also found a gap between the national curriculum policy and the real conditions in madrasas. Therefore, a strategy to increase teacher capacity, simplify administration, and provide more contextual curriculum assistance is needed so that the implementation of K-13 in MI can run more optimally and meaningfully. These findings make an important contribution to the development of education policies that are more adaptive to the needs of teachers in madrasas.
ANALYSIS OF TEACHER WEAKNESSES IN PREPARING LEARNING OBJECTIVES IN THE LEARNING IMPLEMENTATION PLAN FOR ELEMENTARY MADRASAH LEVEL Siti Salwa Yusyifa; Salamah
International Journal of Multidisciplinary Reseach Vol. 1 No. 2 (2025): Juni
Publisher : International Journal of Multidisciplinary Reseach

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Formulation of learning objectives is a crucial component in the Learning Implementation Plan (RPP), which determines the direction, process, and results of teaching and learning activities. This study aims to analyze the weaknesses of Madrasah Ibtidaiyah (MI) teachers in formulating learning objectives, especially in accordance with the ABCD model (Audience, Behavior, Condition, Degree). The research method used is a descriptive qualitative approach with documentation techniques on a number of RPPs and informal interviews for data triangulation. The results of the study indicate that most teachers have not been able to formulate complete and measurable learning objectives. The Condition and Degree components are often ignored, so that the objectives become non-specific and difficult to evaluate. In addition, the dominance of memorization-based learning, limitations in methods and media, and inconsistencies between objectives, activities, and assessments strengthen the indication of weak instructional planning. The main factors causing this weakness are low understanding of the principles of formulating learning objectives, minimal professional training, and limited institutional support. These findings recommend the need for intensive training and ongoing mentoring for teachers to improve their competence in formulating effective learning objectives, in line with the principles of constructive alignment, and relevant to the 2013 Curriculum and the Independent Curriculum.
CRITICAL EVALUATION OF THE ISLAMIC RELIGIOUS EDUCATION ASSESSMENT SYSTEM: A QUALITATIVE STUDY IN THE ERA OF THE INDEPENDENT CURRICULUM Gusti Muhammad Alfarizi; Salamah
International Journal of Multidisciplinary Reseach Vol. 1 No. 2 (2025): Juni
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

This research aims to critically evaluate the assessment system in Islamic Religious Education (PAI) learning in the era of the Independent Curriculum with a qualitative approach. The focus of the study lies in how teachers apply assessment principles in the cognitive, affective, and psychomotor domains, as well as the extent to which the evaluation system used is able to represent the achievement of students' competencies holistically. Data were obtained through in-depth interviews, classroom observations, and documentation at several junior high schools in a given region. The results of the study show that there is still a gap between the ideal concept of assessment mandated in the Independent Curriculum and real practice in the field. Teachers tend to emphasize the cognitive aspect more and ignore the assessment of students' attitudes and spirituality. In addition, the lack of teacher training and understanding of holistic evaluation instruments is the main obstacle in the development of a comprehensive assessment system. This study recommends the need to improve teachers' competence in designing evaluation instruments that are contextual and in accordance with the characteristics of Islamic Religious Education.
Co-Authors Adam Aeni Riwayani Aisyah Aisyah Fadiatu Rizqi Akbar, Ahmad Fahrizal Alfianor Annisa Ika Wulandari Asven Thahara Aswin Sunardi Ayu Widari, Lis Burhanudin Chenni Azzura Darul Qutni Della Agatha Delpi Rahmadani Nst Dewi Yana Riska Dian Dina Putri Juni Astuti Eka Rizky Mulya Agusti Eni Zulaikah Erithrina Erniati Eti Setiawati, Eti Eva Nofriani Fadillah, Tengku Farhan Fatiah Rahmi Gede Wira Bayu Gusti Muhammad Alfarizi Haris Fakhriza Hery Widijanto Husein Afandi I Ketut Gading Ikhsan Indah Fifi Lestari Iqbal ISKANDAR Juandana, Rio Adian Junaidi Junaidi Kaukab, M. Elfan Lia Russanti Mariani Meliana Indriani Muhammad Afif Agistiannur Muhammad Azharreza Aufa Muhammad Barokah Muhammad Fahad Munawwar Khalil, Munawwar Mustoip, Sofyan Mutammimul Ula MUTHMAINNAH Nabhan, Mariani Nurfazilah Nuri Anggasari Nurliyana Nurul Ambiya Nurul Aprilia Ohoiwutun, Nike Novita Patria, Rida Puput Putriyani Putri Anisah Nasution Rabbi, Mim Fadhli Rachmawati Rusydi Rahanantan, Haruna Rahmadia Fitri Rahman, Rifqi Aulia Renoat, Inri Yani Rika Rika Yusnaini Riska Ramadani Riyadhul Fajri Riyadhul Fajri Rizka Herman Salamiah Sari Dewi Sely Ariska siti rahmah Siti Salwa Yusyifa Sofi Ana Nurmaliki Sofyan Sauri Suhardi Sunarti Suryani Hardjo T. Sukma Achriadi Sukiman Taufik Hidayat Tinursani, Deni Veri Ilhadi Victor Novianto Wahyu Fuadi Wenny Aulia Sari Wiwi Robiah Adawiyah Zubaidillah, Muh. Haris