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All Journal Empirisma; Jurnal Pemikiran dan Kebudayaan Islam MODELING: Jurnal Program Studi PGMI Islamic Review : Jurnal Riset dan Kajian Keislaman Awwaliyah Jurnal At-Tamwil: Kajian Ekonomi Syariah Al Hikmah: Journal of Education Ibtida: Media Komunikasi Hasil Penelitain Pendidikan Guru Madrasah Ibtidaiyah Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Journal Ashil: Jurnal Pendidikan Anak Usia Dini Jurnal Riset Madrasah Ibtidaiyah (JURMIA) JASNA : Journal For Aswaja Studies Tadbiruna: Jurnal Manajemen Pendidikan Islam Action Research Journal Indonesia (ARJI) Nidhomiyyah: Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat Revorma: Jurnal Pendidikan dan Pemikiran Celebes Journal Of Elementary Education International Journal of Teaching Jurnal Pendidikan Educandum EduBase: Journal of Basic Education EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM Efada : Jurnal Pengabdian Masyarakat TARBAWIYAT: Jurnal Kependidikan Jurnal At-Tamwil: Kajian Ekonomi Syariah Al-Munawwarah: Journal of Islamic Education Journal Ashil: Jurnal Pendidikan Anak Usia Dini Mapendis DEDICA Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat International Journal of Educational Narratives MUBTADI: Jurnal Pendidikan Ibtidaiyah
Susetiyo, Ari
Universitas Islam Tribakti Lirboyo Kediri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Problems and Solutions for Teachers in Implementing the Independent Curriculum in the Society 5.0 Era Shahzadi Hina Sain; Ari Susetiyo Ari; Iin Nur Hidayah; Fitri Nihayatul Chusna
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 2 (2025): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v8i2.4010

Abstract

Education is the cornerstone for building the future of a nation. The Indonesian government has implemented the Merdeka Curriculum as part of its transformation toward a Society 5.0 society in an effort to advance the education system. Although this initiative was intended to improve the quality of education, many issues have arisen during its implementation, particularly regarding the role of teachers as facilitators in the classroom. This article discusses the challenges faced by teachers when implementing the Merdeka Curriculum in the Society 5.0 era at SD NU Darusaalam Semen. By understanding these challenges, we hope to find better ways to improve the efficiency and equity of curriculum implementation. This will be a crucial step toward cultivating outstanding future generations. This study employs a qualitative descriptive approach. Qualitative research methods, based on post-positivist philosophy, were used to study the subject in its natural state, or real state, without experimental settings or conditions, with the researcher as the primary tool. The research findings indicate that the implementation of the Merdeka Curriculum at SD NU Darussalam Semen Kediri currently relies on student textbooks and curriculum guidelines as the primary implementation guidelines for teachers. In its implementation, there are several obstacles encountered in the implementation of the independent curriculum, where these obstacles are the same as the causes of teachers' lack of readiness in facing the independent curriculum. These obstacles include insufficient socialization about the implementation of the independent curriculum, insufficient activity of the Teacher Working Group (KKG), insufficient time for teachers to learn the independent curriculum due to being busy with class/school administration, and insufficient learning media for teachers. Challenges for teachers in implementing the independent curriculum include: teachers must be more creative, innovative, and able to assess students during the process, not just based on final grades. Additionally, students' challenges in understanding the independent curriculum include weak numeracy and literacy skills, as well as a lack of adequate learning materials. Solutions to these issues require collaboration among various parties, particularly the government as the policy-maker, by providing training for teachers and fostering the implementation of the Merdeka Curriculum to align with its focus and objectives. Additionally, participating in internal and external workshops, expanding knowledge about teaching methods, sharing with fellow educators, and changing mindsets are essential. Educators must be more active, creative, and innovative in delivering content to students, enhancing students' literacy and numeracy skills, teachers must allocate time to learn more about creating modules for the Merdeka Curriculum, and schools must ensure adequate facilities and infrastructure are in place.
Implementasi Kurikulum Berbasis Cinta dalam Pembentukan Karakter Peserta Didik di Madrasah Ibtidaiyah Moh Adib Kamali; Ari Susetiyo; Affan Haekal
TARBAWIYAT Vol 4 No 2 (2025): Desember
Publisher : Prodi PGMI STAI Al-Akbar Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62589/tarbawiyat.v4i2.337

Abstract

The Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) is an educational approach that emphasizes the values of compassion, empathy, and respect for students in the learning process. This approach is relevant for implementation in Madrasah Ibtidaiyah, which are oriented not only toward academic achievement but also toward character building from an early age. This article aims to examine the implementation of the Love-Based Curriculum in shaping students' character in Madrasah Ibtidaiyah, including its concepts, application, the role of teachers, as well as the challenges and strategies for its optimization. The method used in this study is library research, analyzing various literature related to the Love-Based Curriculum and character education, including books, scientific journals, and other supporting documents published within the last ten years. The findings indicate that the implementation of the Love-Based Curriculum can create a more humanistic learning environment and contribute positively to the development of students' character, such as empathy, responsibility, and discipline. However, its implementation faces several challenges, including teacher readiness, administrative burdens, and the diversity of students' characters. These challenges can be addressed through teacher training, strengthening school culture, and integrating the values of love into both instructional and non-instructional activities. Thus, the Love-Based Curriculum plays an important role in supporting character education in Madrasah Ibtidaiyah, while offering an alternative educational approach that is more humanistic and oriented toward the sustainable formation of students' noble character.
Narrative Inquiry into Teachers as Facilitators in Thematic Learning: Integrating Islamic Values in Elementary Education Ari Susetiyo; Riska Latifatul Husna; Abdul Muid; Yona Wahyuningsih; Zohaib Hassan Sain
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3501

Abstract

Background. Teachers play a crucial role as facilitators in creating meaningful learning experiences, particularly in thematic learning that integrates multiple subjects. However, previous studies on teacher facilitation tend to focus on general pedagogical practices and lack strong theoretical integration, especially within Islamic educational contexts. Purpose. This study aims to examine Grade 5 teachers’ understanding and implementation of their role as facilitators in thematic learning at an Islamic elementary school, as well as to explore its theoretical contribution to facilitation practices. Method. This research employed a qualitative case study approach conducted at Sabilul Huda Asy’ari Integrated Islamic Elementary School. Data were collected through classroom observations, in-depth interviews with teachers, students, parents, and the school principal, and documentation analysis. Data analysis involved coding, theme generation, and triangulation to ensure the credibility and validity of the findings. Results. The findings reveal that the teacher’s role as a facilitator is multidimensional, encompassing patience, respect, teacher–student relationships, humility, adaptive teaching strategies, structured lesson planning, motivational support, and collaborative learning facilitation. These dimensions operate as an integrated system that supports students’ cognitive, social, emotional, and moral development. The integration of Islamic values was also found to play a significant role in shaping meaningful learning interactions. Conclusion. This study proposes the Islamic Constructivist Facilitation Model, which conceptualizes teacher facilitation as a holistic process integrating constructivist learning, socio-cultural interaction, and value-based education. The findings highlight that effective facilitation extends beyond instructional practices to include relational, motivational, and moral dimensions, offering important implications for developing holistic teaching practices in elementary education.
STRATEGI PEMBELAJARAN MULTISENSORI DALAM INTEGRASI IPAS DI KELAS INKLUSI SD MUHAMMADIYAH 2 SIDOARJO Khusnul Isma Nuriza; Nanda Septiana; Rofiqoh Firdausi; Ari Susetiyo
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 7 No. 2 (2026)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v7i2.23562

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi pembelajaran multisensori dalam integrasi mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) bagi siswa berkebutuhan khusus dengan Autism Spectrum Disorder (ASD) dan Attention Deficit Hyperactivity Disorder (ADHD) di kelas inklusi sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Subjek penelitian meliputi guru kelas, guru pendamping khusus (GPK), serta siswa ASD dan ADHD. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi pembelajaran multisensori diterapkan melalui penggunaan alat bantu visual konkret, aktivitas motorik, dan media audiovisual yang diintegrasikan secara tematik dalam pembelajaran IPAS. Strategi ini menjadi temuan utama penelitian karena terbukti membantu meningkatkan keterlibatan dan pemahaman konsep siswa ASD dan ADHD yang memiliki hambatan atensi dan komunikasi. Adapun kendala yang dihadapi meliputi keterbatasan waktu dalam menyiapkan media pembelajaran, rendahnya respons siswa terhadap instruksi umum, serta beban kerja GPK dalam menangani kebutuhan individual siswa. Sebagai solusi, guru memanfaatkan media sederhana dan bahan daur ulang, menggunakan video edukatif dari platform digital, serta memperkuat kolaborasi antara guru, orang tua, dan komunitas sekolah.
Co-Authors Abas, Saehu Abdul Muid Affan Haekal Afina Wastyanti Ainun Naimah Amik Nadziroh Amik Nadziroh Amik Nadziroh Asrofi Atik Fauziah Bustanul Arifin Dewi Astutik Dianis Izzatul Yuanita Dianis Izzatul Yuanita dianis, dianis izzatul yuanita Didik Supriyanto, Didik Fadhilah Farichatul Kholidah Fatmah, Nirra Fitri Nihayatul Chusna Fuad Hasyim Hilma Ildawati Husna Dzakia Aini Husna, Ismatul Iin Nur Hidayah Jamaluddin Jamaluddin Jamaluddin Jamaluddin Khusnul Isma Nuriza Khusnul Isma Nuriza Mahfudh, Mahfudh Miftahuddin Miftahuddin Moh Adib Kamali Moh. Hamdan Baihaqi Moh. Nur Salim Mowafg Abrahem Masuwd Muawanah Muawanah Muhamad Ahyar Rasidi, Muhamad Ahyar Mukhlison, Moch. Nanda Septiana Nanik Masrurotin, Nanik Masrurotin Nila Ainu Ningrum, Nila Ainu Nisa, Rofiatun Ni’mah, Zetty Azizatun Novida Aprilina Nisa Fitri Nugraha, Muhammad Zainuddin Ikhsan Nur Hakim Riska Latifatul Husna Rofiqoh Firdausi Romi Hasyim Shahzadi Hina Sain Siti Fatimah Siti Maryam Maryam Suttrisno Syaifudin Zuhri Yona Wahyuningsih, Yona Yuanita, Dianis Izzatul Zetty Azizatun Ni'mah Zohaib Hassan Sain