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Firda Zakiyatur Rofi'ah

Universitas Nahdlatul Ulama Sunan Giri

Author-ID : 3451286

Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Implementation of Constructivist Learning Theory in Differentiated Learning Strategies in the Merdeka Curriculum for 5th Grade MI Al-Ma`had Roudlotul Huda Firda Zakiyatur Rofi’ah; Siti Farichatul Ula; Azizah Nur Avivah
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.604

Constructivism theory is an approach aligned with the Merdeka Curriculum that positions students as active subjects in constructing knowledge through meaningful learning experiences. This research aims to describe the implementation of constructivism learning theory in differentiated learning strategies in Class V MI Al-Ma`had Roudlotul Huda. This research uses a qualitative descriptive method, with data collection techniques through observation of learning activities, interviews with class teachers, and documentation of lesson plans. The implementation of constructivist theory in differentiated learning strategies within the Merdeka Curriculum for 5th grade at MI Al Ma'had Roudlotul Huda shows positive results, especially in accommodating kinesthetic learning styles. Learning is designed so that students do not just passively receive material, but actively build understanding through direct activities such as projects, experiments, simulations, and environmental observation. Students with kinesthetic learning styles are given space to explore learning material physically and concretely, making learning more meaningful and aligned with their learning characteristics. Teachers act as facilitators who design a learning environment rich in experience, support collaboration, and encourage students to reflect on the knowledge they construct themselves. Thus, the application of constructivism learning theory in differentiated learning strategies is proven to support the achievement of the Merdeka Curriculum's goals, especially in shaping students who are independent in learning and developing according to their potential.

Implementation of PBL Strategy in Strengthening Pancasila Student Profile in Independent Curriculum at SDI Darussalam Dungmas Firda Zakiyatur Rofi’ah; Wulan Mardotun Nisak; Yogi Rismawindi Setia Mulya
Journal of Practice Learning and Educational Development Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i4.717

Problem-Based Learning (PBL) strategy is one of the relevant student-centered learning approaches in integrating the values of the Pancasila Student Profile into the learning process. At SDI Darussalam Dungmas, this strategy has been applied in learning the Al-Qur'an Hadith as an effort to improve the profile of Pancasila students. This study aims to describe the implementation of the Problem-Based Learning (PBL) learning strategy in strengthening the values of the Pancasila Student Profile at SDI Darussalam Dungmas. The study used a descriptive qualitative method, data were collected through observations of learning activities and interviews with religious teachers. The results showed that the application of the Problem-Based Learning (PBL) strategy in learning the Al-Qur'an Hadith, especially the hadith material about piety, succeeded in activating active student involvement in the learning process. Through the stages of PBL, starting from problem identification, group discussions, to presentations and evaluations, students are encouraged to develop critical thinking skills and understand religious values in depth. In addition, PBL activities also foster an attitude of mutual cooperation, independence, and the practice of piety values in everyday life. Thus, the PBL strategy implemented at SDI Darussalam Dungmas is able to build student character according to the profile of Pancasila students. Therefore, it is suggested that the PBL strategy can be applied more widely, especially at the elementary education level as a means to strengthen the profile of Pancasila students.

Implementation of PBL Strategy in Strengthening Pancasila Student Profile in Independent Curriculum at SDI Darussalam Dungmas Wulan, Wulan Mardotun Nisak; Firda Zakiyatur Rofi’ah; Yogi Rismawindi Setia Mulya
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) in Progress
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.607

Problem-Based Learning (PBL) strategy is one of the relevant student-centered learning approaches in integrating the values of the Pancasila Student Profile into the learning process. At SDI Darussalam Dungmas, this strategy has been applied in learning the Al-Qur'an Hadith as an effort to improve the profile of Pancasila students. This study aims to describe the implementation of the Problem-Based Learning (PBL) learning strategy in strengthening the values of the Pancasila Student Profile at SDI Darussalam Dungmas. The study used a descriptive qualitative method, data were collected through observations of learning activities and interviews with religious teachers. The results showed that the application of the Problem-Based Learning (PBL) strategy in learning the Al-Qur'an Hadith, especially the hadith material about piety, succeeded in activating active student involvement in the learning process. Through the stages of PBL, starting from problem identification, group discussions, to presentations and evaluations, students are encouraged to develop critical thinking skills and understand religious values in depth. In addition, PBL activities also foster an attitude of mutual cooperation, independence, and the practice of piety values in everyday life. Thus, the PBL strategy implemented at SDI Darussalam Dungmas is able to build student character according to the profile of Pancasila students. Therefore, it is suggested that the PBL strategy can be applied more widely, especially at the elementary education level as a means to strengthen the profile of Pancasila students.

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