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Implementasi Kurikulum Merdeka di SMA Model Madani Palu Kelas X Sukmawati, Sukmawati; Jamaluddin, Jamaluddin; Alanur, Shofia Nurun; Jufri, Jufri; Adellia, Triva; Nadilla, Nadilla; Fausia, Fausia; Zanniaty, Iva; Iswandi, Iswandi; Juliawati, Ni Kadek Dewi; Yani, Ni Nyoman Feny Gita; Ananda, I Made Govardana; Santjuu, Amanda; Herdalia, Ni Nyoman Ayu
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i1.6171

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka di SMAN Model Terpadu Madani Palu serta mengidentifikasi faktor pendukung dan penghambat dalam pelaksanaannya. Kurikulum Merdeka merupakan kebijakan pendidikan terbaru yang menekankan pada pembelajaran berbasis projek, diferensiasi, dan pengembangan profil pelajar Pancasila. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, yang mendalam dengan kepala sekolah, guru, dan siswa, serta studi dokumentasi. Hasil penelitian menunjukkan bahwa SMAN Model Terpadu Madani Palu telah mengimplementasikan Kurikulum Merdeka secara bertahap, dimulai dari perencanaan, pelaksanaan pembelajaran, hingga evaluasi. Guru-guru di sekolah ini telah mengikuti pelatihan dan aktif mengembangkan perangkat ajar berbasis projek yang relevan dengan kebutuhan siswa. Siswa menunjukkan antusiasme dalam mengikuti pembelajaran yang lebih interaktif dan kontekstual. Namun, terdapat beberapa kendala seperti keterbatasan sarana prasarana, adaptasi guru terhadap perubahan paradigma pembelajaran, serta kebutuhan pendampingan berkelanjutan. Faktor pendukung utama meliputi dukungan penuh dari pihak sekolah, kolaborasi antar guru, serta keterlibatan orang tua dalam proses pembelajaran. Penelitian ini menyimpulkan bahwa implementasi Kurikulum Merdeka di SMAN Model Terpadu Madani Palu berjalan cukup efektif meskipun masih menghadapi beberapa tantangan. Diperlukan upaya peningkatan kapasitas guru, penyediaan fasilitas yang memadai, serta penguatan sinergi antara sekolah, keluarga, dan masyarakat agar tujuan Kurikulum Merdeka dapat tercapai secara optimal.
Pelatihan Pemanfaatan Media Pembelajaran Berbasis Online bagi Guru di SMKN 2 Banggai Hasdin, Hasdin; Nasran, Nasran; Sukmawati, Sukmawati; Alanur, Shofia Nurun
Journal Of Human And Education (JAHE) Vol. 4 No. 5 (2024): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v4i5.1661

Abstract

Kegiatan pengabdian ini bertujuan memberikan pelatihan kepada guru dalam memanfaatkan media pembelajaran secara online dalam melaksanakan pembelajaran agar lebih kretif dan inovati sehingga guru lebih adaktif mengikuti perkembangan teknologi dalam bidang Pendidikan. Guru sebagai tenaga pendidik profesional yang berperan sebagai fasilitator dalam pembelajaran dituntut memiliki kreativitasnya untuk menggali potensi sumber dan media pembelajaran yang ada di lingkungannya agar dapat memeberikan pembelajarkan kepada siswa secara berkualitas. Metode pelaksanaan kegiatan pengabdian ini terdiri atas lima metode yaitu (1) identifikasi dan analisis masalah, (2) Sosialisasi, (3) Simulasi, (4) Pendampingan, (5) Evaluasi. Pengabdian ini fokus memanfaatkan media pembelajaran online seperti google classroom, Google Meet dan canva yang bisa dimanfaatkan secara online serta aksesnya gratis. Ketiga media pembelajaran online ini merupakan sistem yang memudahkan para guru dan siswa selama proses pembelajaran. Pada kegiatan pengabdian ini guru lebih tertarik dan memahami penggunaan aplikasi Google Meet serta dapat dikombinasikan dengan media google classroom yang selama ini telah digunakan para guru dalam melakukan proses pembelajaran.
Peningkatan Kemampuan Belajar Siswa Abad 21 Melalui Keterampilan 4C Sukmawati; Anjelina Yofita Goo; Sunarto Amus; Nasran; Shofia Nurun Alanur; Dwi Septiwiharti
An Nafi': Multidisciplinary Science Vol. 1 No. 02 (2024): An Nafi’
Publisher : CV Edujavare Publishing

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

Abstract

After participating in learning activities, students measure and assess their learning ability. This process is verified through testing, and the learning outcomes are expressed in symbols, such as numbers, letters, or sentences that describe the attained learning outcomes. In order to improve students' 21st-century learning abilities in Civic Education subjects in the eighth grade at Bukal Public Junior High School No. 8, two goals of this research are to: (1) describe how 4C skills are implemented; and (2) describe the factors that facilitate or impede the implementation of 4C skills in Civic Education subjects in the eighth grade at Bukal Public Junior High School No. 8. Bukal Public Junior High School No. 8 in Buol Regency is the site of the research. Five students, one civic education instructor, and the principal of the school make up the seven subjects of this study. Qualitative research using a descriptive approach is the research methodology employed. Documentation, interviews, and observation were used to obtain data. The results of the research found in the learning phase are (1) the implementation of 4C skills at Bukal Public Junior High School No. 8, Buol Regency, as follows: critical thinking, for example, when the teacher asks questions to students in class during the learning process, none of them are able to answer the questions. Communication, for example, communication skills in classroom learning, not all students are able to communicate well. Collaboration, for example, students can collaborate with their peers during learning. Creativity, for example, creative skills in student learning are still lacking in creating interesting questions. (2) supporting factors in the implementation of 4C skills are policies related to one of the rules, especially time discipline, and the school strives to utilize all facilities provided by the government and do their best in the classroom learning process.
Penanaman Karakter Percaya Diri Melalui Keterampilan 4C di Mts Alkhairaat Bobalo Sukmawati; Minarni; Sunarto Amus; Shofia Nurun Alanur; Roy Kulyawan; Windy Makmur
Journal of Cultural Relativism (JCR) Vol. 1 No. 01 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

Self-confidence is the courage to do something good according to your knowledge and abilities. such as being able to solve problems well and having the courage to appear in public. This research seeks to (1) characterize the lack of self-confidence among students taking citizenship education, (2) explain how 4C skills are applied to increase students' self-confidence at MTs Alkhairaat Bobalo, and (3) identify the factors. which facilitate or hinder the application of 4C skills to develop students' self-confidence. A qualitative approach and descriptive research design were used as research methodology. MTs Alkhairaat Bobalo applies 4C skills in the following way, according to research findings: MTs Alkhairaat Bobalo's efforts to increase self-confident character through the use of 4C skills of critical thinking, communication, collaboration and creativity are integrated into 4C skills. learning process. When students are not ready to learn and time is limited, the effective application of 4C skills at MTs Alkhairaat Bobalo is hampered. One way to help students develop the 4C skills of critical thinking, is to get them used to sharing their thoughts and encouraging questions. However, sometimes, students still struggle with shyness or fear of thinking or asking questions. Students' communication skills in conveying their ideas quickly and clearly are still relatively low. Collaboration, sometimes occurs during group assignments where they can explore their abilities together with their group friends but some of the students themselves cannot work together well. Creative, students can develop the skills they have but usually they cannot develop the skills they have. (3) The obstacles in implementing 4C skills at MTs Alkhairaat Bobalo towards self-confidence are two factors, namely internal factors, when students are not ready to learn and very long distances. As well as external factors, namely the facilities and infrastructure that the school has.
Co-Authors Abdy Evansyah Ade Ayu Adellia, Triva Adheleydhe Tandayu Aditya Aditya Adril Afriana Agil Agil Agios Tangkuman Agustin, Dewi Ahmad Gafar Alfan, Alfan Alifa, Nur Alnawati Alnawati Amir, Hapsa Ananda, I Made Govardana Andi Rahmatullah Anggi, Anggi Anggriani Lagonda Anggun Anggun, Anggun Anjelina Yofita Goo Anwir mk. Sulu Aprianto . Aprilandani Aprizal Aprizal Ardi Ardi Arianti Ariyanti, Alya Asep Mahpudz Asyer Emarvino Kaitu Baharuddin Baharuddin Basran Basran Budiman, Noslin Margareta Bunga Putri Sagita Chairil, Muhammad Dahlia Dahlia Dahlia Syuaib Dellawati Appulembang Dewa Ayu Made Suryani Dewi, Kadek Shinta Dinda Dwi Septiwiharti Elma Tiana Elmawati Era Era Fahrul, Moh Fatima Az-Zahra Fatnelam Fausia, Fausia Febriani Febriani Febyanti, Ni Made Feni Feni Fina Fatikhatus Solikhah Fitriani Fitriani Fitriani Frangki Julianto Mamahit Gerhana Gerhana Gita purnamasari Grasia Eirene Dimba Yelvita Dimba Hamida Balqis Hasdin Hasdin Hasdin Hanis Hasdin Hasdin Hasdin Hasdin Hasdin Hasdin Herdalia, Ni Nyoman Ayu Husaena Almahdali Idjasa, Anggun Pratiwi ILHAM Imran Imran Imran Imran Intan Triana Ishak Ishak Isra Isra Isti Qumaira Iswandi Iswandi Ivon Ivon Jamaluddin Jamaluddin JAMALUDIN Jamaludin . Jamaludin Jamaludin Jannah, Siti Zahrotul Japar, Desianti Jesicca Jesicca Jihan Fatihah Jufri Jufri Juisda Elisabet Juliawati, Ni Kadek Dewi Kadek Desi Martini Kaharuddin Nawing Karmila M, Adelia Kartini Kartini Kassa, Adriana Kawadi, Julistri A Kiki Rinawati L, Nurmala Lasaka, Risnawati A Lilis Lilis Setiawati Lisa Selviana Lisdayani Lisdayani M. Shanda Saputra Magati, Hefinto Makmur, Windy Marjan, Elin Sintiya Marwah Marwah Marzella Dalla Mawar Mawar, Mawar Minarni Mita Mita Moh Fikri Moh. Rafik Moh.Rusli Mohassagif Muharrama, Muharrama Mujahidah, Fina Nabila Atmalia Nadila Yulianingsi Nadilla, Nadilla Nasran Nasran Nasran Nasran, Nasran Nazar, Ibnu Nelfi Nelfi Nia Nia Nirma Nirmaya Sasnita Sari Nur Ainun Nur Amalia Nur Azizah Nur Faizah Nur zakirah Nuraftitah Nuraftitah Nuralia Hamdan Nurhadija Nurhadija Nurhaliza, Nurhaliza Nurlia s. lompong Nurul Asrina Nurwahida Nurwahida, Nurwahida Olha Finaselya Tabunggi Parigul Parigul Pratiwi, Mei Putri Apriani Putri Cahaya Putri Nur fahirah armiati Putri Sabina R Tomeys, Irnayanti Rahmadan, Sri Rahmadani H. Dunggio Rahman, Putri Wahida Rahmat Hidayat Rani, Kadek Gita Rata, Fildayanti Renaldi Renaldi Rifana Rini Wulandari Riska Maharani Riska Tambidjonga Riski, Moh Rizal Roy Kulyawan Salmamadi Salsabila, Zelika Sampali, Abigail Virginia Yohana Santi Aulia Santika Santika Santjuu, Amanda Saputri, Hazad Sartina Sartina Sarwina Ayu Lestari Saskia, Saskia Seneng, Heri Irawan D Septianingsi, Andi Alda SINTA, PRETI Siti Fatima Siti Rukmana Siti Zahra Rifal Sri Wandari sukmawati Sukmawati Sukmawati Sukmawati Sukmawati Sukmawati Sukmawati Sukmawati, Sukmawati Sumardi, Azzahrah Nabilah SUMARNI Sumawati Sukmawati Sunarto Amus Syuaib, Dahlia Tanti Tanti Taufiq Eka Riandhana Tongenge, Miranda Triputra, Moh Fauzan Umul Astifa Widya Astuti Windy Makmur Windy Makmur Yani, Ni Nyoman Feny Gita Yohanis Wau Yosafat Yuliana Puspita Dewi Yulitayani, Sri Zanniaty, Iva