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All Journal Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan Abdi Masyarakat DIKMAT: Jurnal Pendidikan Matematika PIOR: Jurnal Pendidikan Olahraga
Muhammad Yamin
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Harapan Bima
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analysis of Students' Critical Thinking Skills Based Project Based Learning Model in the Merdeka Curriculum Suharti, Suharti; Lukman, Lukman; Yamin, Muhammad; Faidin, Faidin
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 1 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i1.8231

Abstract

Critical Thinking is a 21st century skill that includes critical thinking, creativity, communication, and collaboration. In the Merdeka curriculum, it influences the improvement of students' ability to find information and interpret texts, analyze, evaluate and draw conclusions presented in local wisdom based history learning, so that in the end students can compile projects in the form of papers. The study aims to analyze the use of history learning of local wisdom -based PjBL to improve students' critical thinking skills in the Merdeka curriculum. The approach used in this study is a quantitative approach with a descriptive research type. This approach describes variables as they are with data in the form of numbers, which are then interpreted. The instrument uses test, observation and questionnaires. The sample used was an applied science class of 4 people and an applied social science class of 4 people. The study shows that the results of the critical thinking skills of the two classes have different achievement categories. Applied Science Class with Very Good Category 95 and Quite Good 75-77, while Applied Social Studies Class has a Very Good category with a score of 95 and Good with a score of 90.
Implementing the Merdeka Belajar Policy through Deep Learning: A Case Study in Social Studies Education in Bima Regency Muhammad Yamin; Abdul Wahab; Lutfin Haryanto; Faidin Faidin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7946

Abstract

This study examines the effectiveness of Indonesia’s Merdeka Belajar (Freedom to Learn) policy through the implementation of deep learning strategies in Social Studies education within Bima Regency, a socio-economically constrained region. The policy promotes student-centered learning, autonomy, and contextual relevance—principles that align closely with deep learning pedagogy. A qualitative multiple case study design was employed in two junior high schools. Data were collected through in-depth interviews with ten teachers and thirty students, twenty-four classroom observations, and analysis of planning documents and student work samples. Thematic analysis was conducted using an inductive-deductive coding approach to identify patterns related to student engagement, critical thinking, and pedagogical transformation. Findings revealed a substantial increase in student engagement, with 90% actively participating in group discussions and 70% successfully formulating solutions to social problems. Student feedback indicated strong preference for project-based learning (73%) and the Merdeka Belajar model (83%). Teachers reported increased student motivation, though only 70% demonstrated full understanding of the curriculum's core principles. Document analysis showed partial integration of local context and 21st-century competencies. Key barriers included inadequate digital infrastructure and limited teacher training. These results suggest that the integration of Merdeka Belajar and deep learning can effectively foster critical thinking and participatory learning in under-resourced settings. However, successful and sustainable implementation requires systemic support through infrastructure investment and targeted professional development.
Co-Authors A Haris Abdul Wahab Afif Rafiun Ardiansyah, Randi E. Ewisahrani Eva Nursaban F Fadlin F Firmansah Faidin Faidin I. Ikra Ilyas Ilyas Imaduddin Saitya LUKMAN, LUKMAN Lutfin Haryanto Muhammad Salahuddin Muhammad Suhardi Mujitahid Mujitahid Prayogi, Saiful Rostati Rostati S Subhan Suhirman Suhirman Sukamto, Ika Sumiyarsi Syahrir Syahrir W Widia