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All Journal MASALIQ: Jurnal Pendidikan dan Sains Tapis : Jurnal Penelitian Ilmiah
Alfi Nikmah
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Resilience of Madrasah Aliyah Teachers Amid Curriculum Transformation: A Reflective Study from the Merdeka Curriculum to the Love-Based Curriculum Alfi Nikmah; Nusaibah
Tapis: Jurnal Penelitian Ilmiah Vol 9 No 2 (2025): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v9i2.12232

Abstract

This study aims to describe the form of resilience of Islamic Senior High School or Madrasah Aliyah (MA) teachers in Pati Regency in facing the implementation of the Merdeka Curriculum, identify the challenges faced in the curriculum adaptation process, and examine the potential of the Love-Based Curriculum as an alternative approach in the context of madrasah education. This study uses a descriptive qualitative approach with a case study method. Data collection techniques include in-depth interviews, observation, and documentation. Data analysis is conducted using the interactive model of Miles and Huberman, which involves data reduction, data presentation, and drawing conclusion. The results of the study indicate that teachers' resilience is influenced by internal factors such as self-directed learning initiatives and religious motivation, as well as external factors such as institutional support and training. Public madrasahs have higher readiness compared to private madrasahs because they are supported by established human resources and systems. However, some private madrasahs demonstrate strong resilience through local culture and religious values that have been built over time. Additionally, reflections on the Love-Based Curriculum indicate that an approach based on compassion and empathy is beginning to be integrated by some madrasahs as a response to the need for more humanistic learning. This study recommends the importance of strengthening systematic support, inter-institutional collaboration, and training to support the sustainability of curriculum transformation.
Integrasi Model Pembelajaran Kooperatif berbasis Metode Teams Games Tournament pada Media Rukhsah Crossword Puzzle dalam Meningkatkan Partisipasi Belajar Siswa Farandika Nanda Pratama; Alfi Nikmah; Fitra Irpandi
MASALIQ Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i4.6221

Abstract

This study is motivated by the limited application of the cooperative learning model using the Teams Games Tournament (TGT) method in fiqh subjects, particularly on the topic of rukhsah, despite the persistent issue of low student participation in Islamic Religious Education (PAI) classes under the Kurikulum Merdeka. The aim of this research is to describe the implementation process, challenges, and student responses to the integration of the TGT cooperative learning model through the “Rukhsah Crossword Puzzle” media. A qualitative field research approach was employed, involving 27 seventh-grade students at SMP 1 Kudus. Data were collected through observation, interviews, and documentation, and analyzed using triangulation of sources, techniques, and timing. The findings indicate that the TGT-based cooperative model significantly enhances student participation; students were more engaged in discussions, showed enthusiasm, and demonstrated improved comprehension of the material. Challenges such as classroom noise and technical issues were managed effectively through proper classroom management and device preparedness. The study concludes that the TGT model combined with crossword puzzle media creates an interactive and enjoyable learning environment, contributing to the growing body of literature on PAI instruction. The implications suggest that this model can serve as a practical reference for teachers in designing participatory learning and opens opportunities for further research across different topics, methods, and educational levels.
Co-Authors Doni Pratomo Farandika Nanda Pratama Fitra Irpandi Nusaibah Nusaibah